Enhancement of knowledge construction activities utilizing 21st century learning design rubric

摘要

The main objective of the study was to enhance knowledge construction activities on its design particularly the objectives, support materials, student activities and assessment tools. Activities from the 2nd Quarter of Science Learners Material were the basis in the adaptation of activities. The adapted activities were evaluated by the In-service Science teachers and undergone modification by the researchers based on the teacher's comments and suggestions. It was then evaluated, revised, and validated, tried-out using the 21st CLD Rubric. Subjects of the study were 110 students from Grade 7-B, Grade 7-D, Grade 7-F in Geronima Cabrera National High School, Kolambugan, Lanao del Norte during the academic year 2016-2017, the study to determine their learning capabilities investigated by the use of Knowledge Construction Activities in the 21st Century Classroom, to investigate how the lessons were understood and appreciated by students, to stimulate interpretation, analysis, synthesizing, or evaluating ideas and develop critical thinking. Both quantitative and qualitative data were obtained from the students' scores in three activities. Results showed that there was a significant difference between the pretest and posttest scores of students. Mean scores between the pretest and posttest showed a mean difference of 3.35, thus the null hypothesis was rejected. It could be concluded with sufficient evidence to show that the students had basically low prior knowledge about the topic ecosystem. A significant difference was seen in the pretest and posttest, scores of the activities and Ecosystem model results after the implementation phase that a knowledge construction type of activity was better than the traditional one for it promoted meaningful learning and active engagement of students. Based on the results, it was clear that the use of knowledge construction activities had an effect on student's achievement in comparison to traditional teaching method. Thus, it was recommended for teachers to design more activities to enhance and develop students' knowledge construction and for teachers to start using knowledge construction in the classroom to further improve students' performance.