Improving STS Teaching Practice Through Transversal Competencies Towards Seamless Blended Digital Learning
DOI:
https://doi.org/10.54536/ajet.v2i1.1122Keywords:
Transversal Competencies, Seamless Blended Digital Learning, Conceptual Understanding, Sustainable Development, Science, Technology, Society (STS)Abstract
Improving the teaching practice of Science, Technology, and Society (STS) is the primary goal of this action research and it was done by developing STS Modules that incorporated the frameworks of UNESCO Transversal Competencies and UN Sustainable Development Goals, and Seamless Blended Digital Learning Modality (SBDLM). These modules were utilized to determine its effects on student’s Transversal Competencies, Conceptual Understanding, Sustainable Development & Solution-oriented Mindset, and on the perceptions of STS faculty members. This study utilized action research design to improve the STS teaching practice by developing and implementing STS Modules and evaluating their effects on the above-mentioned variables. Based on the results, the STS module contributed to the improvement of student’s conceptual understanding, inculcation of transversal competencies, and cultivation of sustainable development and solutions-oriented mindset. The modules are perceived by the students and virtual classroom observers as helpful as they assist the students to maximize learning even if there is minimal interaction between teachers and students because of the situations brought by COVID-19 pandemic. The study recommends continuous utilization of these STS Modules for its further improvement, modification of learning activities towards contextualization once these STS modules are adapted by future researchers in designing Seamless Blended Digital Learning Course Plan for flexible, agile, and responsive learning modality.
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Copyright (c) 2023 Nikko Lorenz P. Lawsin, Maricar S. Prudente
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