Teachers and Students Perceptions on the Inclusion of Scientific Practices in the Division-Initiated Science Learning Activity Sheets (LAS)
Abstract
This study determined the scientific practices in the division-initiated Science Learning Activity Sheets (LAS) as perceived by secondary Science teachers and their students in the Schools Division of Calbayog City, Philippines, school year 2021-2022. Descriptive-correlational research with a questionnaire distributed to the 56 secondary Science teachers and 367 students was employed. The questionnaire compared the perceptions of the two-groups of respondents on the inclusion of scientific practices in the division-initiated Science Learning Activity Sheets (LAS) in terms of (a) asking questions; (b) developing and using models; (c) planning and carrying out investigations; (d) analyzing and interpreting data; (e) using mathematics and computational thinking; (f) constructing explanations; (g) engaging in argument from evidence; and (h) obtaining, evaluating, and communicating information. The finding of the study revealed that the teachers and students agreed that the division-initiated Science Learning Activity Sheets (LAS) employed the different scientific practices. Further, the study also revealed that there is no significant difference in the perceptions of the two-groups of respondents on scientific practices. Thus, improvement of scientific practices in the division-initiated Science LAS is decidedly recommended and conceived.
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