Towards Developing a Proposed Model of Teaching-Learning Process Based on the Best Practices in Chemistry Laboratory Instruction
Abstract
This study investigated the teaching practices employed by the faculty of the Lyceum University System in teaching chemistry laboratory in order to attain the seven goals of laboratory instruction: (2) mastery of subject matter; (b) scientific reasoning; (c) understanding complexity and ambiguity of empirical work; (d) practical skills; (e) understanding the nature of science; (f) interest in science and in learning science; and (g) teamwork skills. It also determined the extent by which the attainment of the goals of science laboratory instruction was manifested in the students’ (a) attitude and motivation; (b) laboratory skills; and (c) achievement. Finally, a proposed model of teaching-learning process in chemistry laboratory instruction was developed based on the identified best teaching practices.
The qualitative-quantitative methods of research particularly the descriptive design was used. To gatherdata, interview was conducted to separate groups of students and faculty. Further, classroom observations and questionnaires were conducted and administered to gather other pertinent data. The subjects of the study were eighty students enrolled in General Chemistry during the second semester of the school year 2011-2012 and 4 chemistry instructors. The chemistry instructors were chosen from each of the four universities included in the Lyceum University System.
With the aim of determining the best teaching practices employed by the faculty in teaching chemistry laboratory, five instruments were developedand validated by experts: Focus Group Interview Questionnaire for faculty and for Students; Observation Checklist; Attitude/Motivation Instrument; Practical Test; and the Achievement Test. The data analysis made use of frequency, percentage, mean and standard deviation.
The results of the study revealed that the teaching practices of the chemistry faculty of the Lyceum University System were based on the university vision, mission goals and objectives and therefore attained the seven goals of the science laboratory instruction. Likewise, the students acquired a positive attitude towards chemistry, high competency in laboratory skills and average level of achievement in the subject.
It can be deduced from the findings that indeed the best practices of the faculty in teaching chemistry laboratory are those practices where students engaged in experiential learning, active learning, meaningful learning, and cooperative learning. It was manifested in the students’ attitude/motivation, laboratory skills and achievement as shown by their interest in chemistry and in learning chemistry, their cognitive and manipulative skills and their understanding of the concept. The use of the proposed model of constructivist teaching-learning process is recommended for an effective chemistry laboratory instruction
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