Tuesday Onsite Presentation Session 4 Learning Experiences, Student Learning & Learner Diversity

Session Chair: Czarina Tamanio

15:35-16:00

69183 | STEAM Implementation Analysis on Creative Thinking Skills of Middle School Students in East Java

Shofia Maghfiroh, Yogyakarta State University, Indonesia

Insih Wilujeng, Yogyakarta State University, Indonesia

The Covid-19 pandemic impacts each sector of life around the world, including the education sector namely changes in implementation of education. This impact is related to implementation of learning that switches from online to offline. Students feel passive when learning offline. Science learning emphasizes that students should be active in STEAM project assignments. However, there is no research description of the application of STEAM learning in East Java after the pandemic. This study aims to describe East Java’s STEAM implementation about creative thinking skills. STEAM is an integrated approach that combines science, technology, engineering, art, and mathematics as a means of developing student inquiry, teamwork, creative thinking skills, critical thinking, and other skills during learning. This research methodology use a qualitative descriptive research. Research instruments in the form of interviews, literature studies and field observations. Data analysis techniques include data reduction, data display, and drawing conclusions on verification. The subjects of this study were 30 middle school teachers from East Java. The results of the study show that the application of STEAM education to creative thinking skills has a positive impact on education in East Java, Indonesia. The results of this study are expected to add insight the teachers in learning science innovation with STEAM education.

16:00-16:25

67820 | Diverse Indigenous Crops and Endemic Plants as Instructional Materials in Biodiversity Instruction

Rica Elacion, Ateneo De Manila University/Eastern Samar State University - Salcedo Campus, Philippines

Crisanto Lopez, Ateneo De Manila University, Philippines

While contextualization and localization of instructional materials (IMs) are emphasized in the DepEd curriculum, research on the use of diverse indigenous and endemic plants in the locality of students in biodiversity-related lessons are quite few. Hence, utilization of IMs featuring indigenous and endemic plants in biodiversity-related lessons was explored among Grade 10 junior high school teachers and students using sequential mixed-method approach (quantitative and qualitative analysis). Two groups of student-participants were classified into control group (IMs without indigenous and endemic plants features) and experimental group (IMs featuring indigenous and endemic plants). With mean and paired sample t-test (independent) as statistical tools, the control group poorly manifested positive engagement behavior in learning activities, with an average mean of 1.95 (interpreted as poorly manifested using a Likert scale), whereas, students in the experimental group had better response or manifested positive engagement behavior with an average mean rating of 4.39. The IMs with indigenous and endemic plants significantly enhanced students’ engagement behavior in hands-on learning activities such as home gardening. Utilization of indigenous and endemic plant diversity in science pedagogy is one of the ways that may enlighten the minds and awaken the awareness of students in helping biodiversity conservation and protection.

16:25-16:50

67849 | Students’ Perception of Home-Based Learning Assessment in Science and Assessment Environment: Aid in Structuring Assessment Practice to Support Students’ Learning

Czarina Tamanio, Ateneo de Manila University, Philippines

Catherine Genevieve Lagunzad, Ateneo de Manila University, Philippines

Ma. Celeste Gonzalez, Ateneo de Manila University, Philippines

Due to health crisis catalyzed by COVID-19 pandemic situation for the last couple of years, the Department of Education upheld the continuity of learning at home where independent learning and assessment modification was highlighted. A total of 414 grade eight public school students were investigated for their perceptions on assessment using validated survey instrument SPAQ (Dorman et al 2006) and PCAES (Alkharusi 2011) plus-open ended questions. Profile analysis statistical method quantitatively analyzed the data collected from the survey which then strengthened by interviews and online focus discussions to randomly selected participants. Students' perception levels towards home-based learning assessment in science and assessment environment differs significantly across learning modalities and the differences vary depending on the five dimensions of effective learning assessment and assessment environment. Students perception towards home-based learning assessment (HBLA) and learning-oriented assessment environment (LOAE) also significantly differs across the learning modalities with no significant difference towards performance-oriented assessment (POAE). Students' perception of HBLA is positively associated with LOAE for all learning modalities but not with POAE. Triangulation interpretive analysis of the sources of data - interviews, focus group discussions, open-ended questions responses revealed that consistent and inconsistent assessment practices of science teachers and the nature of learning modality might influence students perception which then resulted to non-parallelism of students' perceptions and implies a need for improvement of the assessment practices to boost students learning.

16:50-17:15

68542 | What is the Best Practice? STEAM Education by Using Local Wisdom To Improve Innovators’ Competence

Suwicha Wansudon, Srinakharinwirot University, Thailand

Trai Unyapoti, Srinakharinwirot University, Thailand

Phatcharida Inthama, Srinakharinwirot University, Thailand

It is a challenge for elementary school teachers to design learning activities that blend local wisdom about Thai handicrafts with STEAM education management. Proactive learning management and local wisdom card games are used to help learners develop innovator competencies through the engineering design process. To inspire curiosity and innovation among learners. Take systematic and scientific action and develop innovator competencies in conjunction with local wisdom to develop a learning community for the transfer of knowledge, social processes, and local culture by means of local philosophers. The best practices were studied by 1) local philosophers and 2) teachers from all four regions of Thailand. There were interview forms and questionnaires used for the study. The content analysis of the data revealed that the best practices in the STEAM education knowledge management using local wisdom to develop innovator competency comprised of eight components.

1) Thai cultural communication and local wisdom; 2) engineering design methods; 3) innovative educational 4) STEAM education activities for learning;

5) blended learning activities

6) Innovators' creations 7) assessment, and 8) development.