This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various... more
This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various learning tasks to develop 21st-century skills of the STEM students in biology. It also examined the differences in the extent of utilization of various learning tasks to develop the 21st-century skills of STEM students. The descriptive type of research was used with the questionnaire as the instrument for gathering data from 181 Grade 12 STEM students of Batangas State University Integrated School Pablo Borbon Campus and Batangas State University Laboratory School ARASOF Nasugbu. The data were analyzed using weighted and composite means, standard deviation, and t-test. Findings revealed that students identified all learning tasks specified by the researchers appropriate to be utilized in the new normal setup. Further, findings revealed that it contributes...
This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various... more
This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various learning tasks to develop 21st-century skills of the STEM students in biology. It also examined the differences in the extent of utilization of various learning tasks to develop the 21st-century skills of STEM students. The descriptive type of research was used with the questionnaire as the instrument for gathering data from 181 Grade 12 STEM students of Batangas State University Integrated School Pablo Borbon Campus and Batangas State University Laboratory School ARASOF Nasugbu. The data were analyzed using weighted and composite means, standard deviation, and t-test. Findings revealed that students identified all learning tasks specified by the researchers appropriate to be utilized in the new normal setup. Further, findings revealed that it contributes...
This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various... more
This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various learning tasks to develop 21st-century skills of the STEM students in biology. It also examined the differences in the extent of utilization of various learning tasks to develop the 21st-century skills of STEM students. The descriptive type of research was used with the questionnaire as the instrument for gathering data from 181 Grade 12 STEM students of Batangas State University Integrated School Pablo Borbon Campus and Batangas State University Laboratory School ARASOF Nasugbu. The data were analyzed using weighted and composite means, standard deviation, and t-test. Findings revealed that students identified all learning tasks specified by the researchers appropriate to be utilized in the new normal setup. Further, findings revealed that it contributes...
The present paper proposes a reflexion about the influence of sociolinguistic context of learning of L2 (i.e. homoglott or heteroglott) on acquisitional potential of interaction tasks realized in dyads. We present an experimental study... more
The present paper proposes a reflexion about the influence of sociolinguistic context of learning of L2 (i.e. homoglott or heteroglott) on acquisitional potential of interaction tasks realized in dyads. We present an experimental study designed to explore the hypothesis that learner’s immersion into an homoglott sociolinguistic context can promote interaction sequences whose acquisitional potential is acknowledged by Second Language Acquisition research (mainly negotiation and correction episodes). More generally, we defend the idea that it is necessary to consider the context in which tasks will be realized in order to evaluate their acquisitional potential (importance in terms of acquisition), and for the design of those tasks with a didactic aim.
This work deals with the questions of pupils at the first level of elementary school. The aim of this text is to theoretically analyse some questions of pupils observed during the lessons and to categorise them according to their... more
This work deals with the questions of pupils at the first level of elementary school. The aim of this text is to theoretically analyse some questions of pupils observed during the lessons and to categorise them according to their frequency of occurrence and to assign them to a specific typology defined by the theoretical pedagogy. Some previous research on pupils' questions showed that most students ask merely general questions of organisational character, which is what we aim to explore in this paper. These general questions also play a role during the class but they do not reflect the current scenario of learning activities with pupils. In the last part of this paper, we provide a basis for new proposals that could help intensifying pupils' questions during the courses and to contribute to their better use and work with them in class. Keywords: Pupil questions, types of pupil questions, frequency of occurrence, relationship of pupils' questions to learning goals and learning tasks.
The purpose of this research is to describe the development of learning task based on students' response in lesson study activity. The arrangement of lesson plan as the steps of lesson study needs creativity and brainstorming through... more
The purpose of this research is to describe the development of learning task based on students' response in lesson study activity. The arrangement of lesson plan as the steps of lesson study needs creativity and brainstorming through learning community. This research is implemented in Cell Biology course with four times lesson study activities. This research uses descriptive qualitative method. Observations, interviews and student responses to the learning task are treated as feedbacks that describe the quality of it that have been compiled in the lesson plan. There are four finding in this study i.e. 1)variation of learning task more diverse, 2)students learning community was formed through discussion activities,3) the average time spent by students in completing the learning task are varied 4) students achieve better understanding in regard of material. We conclude that student response can be used as consideration in developing and improving the quality of learning task.
This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various... more
This study aimed to develop the 21st-century skills of STEM students in the context of the new normal. It explored the different learning tasks in biology appropriate in the new normal setup and the extent of utilization of various learning tasks to develop 21st-century skills of the STEM students in biology. It also examined the differences in the extent of utilization of various learning tasks to develop the 21st-century skills of STEM students. The descriptive type of research was used with the questionnaire as the instrument for gathering data from 181 Grade 12 STEM students of Batangas State University Integrated School Pablo Borbon Campus and Batangas State University Laboratory School ARASOF Nasugbu. The data were analyzed using weighted and composite means, standard deviation, and t-test. Findings revealed that students identified all learning tasks specified by the researchers appropriate to be utilized in the new normal setup. Further, findings revealed that it contributes to the development of 21st-century skills of the respondents to a moderate extent. However, there are no significant differences in the extent of utilization of various learning tasks in developing the 21st-century skills of STEM students. These were the bases of the researchers in preparing skill-based learning activities in Biology aligned to the STEM competencies and content standards set by the Department of Education in General Biology 1 and 2.
