Teaching-learning perspective of indigenous Grade 10 students in Bangkal High School : a proposed science learning intervention (Record no. 9247)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02787ntm a2200205 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 35657 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | 0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240411192845.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 200214n 000 0 eng d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Morales, Maria Joma Sta. Mina. |
| 245 00 - TITLE STATEMENT | |
| Title | Teaching-learning perspective of indigenous Grade 10 students in Bangkal High School : a proposed science learning intervention |
| Medium | [manuscript] / |
| Statement of responsibility, etc. | Maria Joma Sta. Mina Morales. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Balanga City : |
| Name of publisher, distributor, etc. | BPSU, |
| Date of publication, distribution, etc. | 2019. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 133 leaves ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | Includes bibliographic information. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The study entitled "Teaching-Learning Perspective of Indigenous Grade 10 Students in Bangkal High School: A Proposed Science Learning Intervention" was aimed to explore the teaching-learning perspective of the indigenous Grade 10 students in Science. The sequential, explanatory research design was utilized in this study. The analysis and interpretation of data was explained in two phases. The first part, which was based on the results of the questionnaire, dealt with a quantitative analysis of data. The second, which was based on the results of the interview, was a qualitative interpretation. Based on the findings, it was apparent that the experiences of the indigenous Grade 10 students have a great effect on their teaching-learning perspectives. The insights that were derived from their experiences can be used as a basis in developing the appropriate learning intervention. The proposed Science learning intervention must apply methods that are interpersonal, kinesthetic and spatial or visual. Since teachers perform the final implementations of the current curriculum, teachers must design learning activities that incorporates indigenous knowledge to encourage more students, both enrolled and prospective, to become active in their education. Teachers must develop teaching strategies that are designed through the assistance of the members of the indigenous community to make them more aware of the positive influence they can have to their children because of their participation. Proper implementation of the Indigenous People Education Program (IPEd) must be applied in order to promote the value of their indigenous knowledge, skills, and other aspects of their cultural heritage. Teachers, not only in Science but also in other disciplines, must design learning interventions that really cater the needs of the indigenous students based on their teaching-learning perspective. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Indigenous people |
| General subdivision | Education. |
| Source of heading or term | sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Indigenous people |
| General subdivision | Services for. |
| Source of heading or term | sears |
| Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Inventory number | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Main-Graduate School Library | Main-Graduate School Library | Theses | 02/14/2020 | Alumni | 863 | 370.117 M828 | 3BPSU00043222O | 08/08/2024 | 03/07/2024 | Theses |