Course Facilitators’ Teaching Approaches and Challenges: Inputs to the Development of an Issue-Based Instructional Model in Science Technology and Society (STS)

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Aldrex A. Barrientos

Abstract

This study aimed at determining the course facilitators' teaching approaches and challenges as inputs to the development of an issue-based instructional model in Science Technology and Society (STS).  This involved 38 STS course facilitators from the different State Universities and Colleges (SUCs) in Panay Island and 67 STS students. The development of the issue-based instructional model utilized the modified ADDIE model. The statistical tools employed were mean, standard deviation, and frequency count. The STS course facilitators used audio-visual aids and other printed materials in delivering the lesson and mostly through lecture demonstrations. Some challenges they encountered are their feeling of inadequacy to teach the course, scarcity of updated learning resources, and lack of skills in motivating students who have no scientific inclination. It could be concluded that there is a prevalence of the use of visual materials in the STS classroom. Also, concretizing the science concepts and relating them to real-life situations is an integral part of STS instruction. Some course facilitators are not academically prepared to handle the course. Students do not develop their critical thinking skills. The developed issue-based instructional model and the course syllabus in STS promote convenience in the teaching and learning of the course.

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