Fostering scientific creativity in health-allied senior high school students using the contextualized general physics courseware package

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ID: 287527
2023
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Abstract
Scientific creativity remains a critical yet often underemphasized aspect in education, particularly within the health-allied sciences, where students face unique challenges. These challenges include pervasive misconceptions about the inherent difficulty of science, the struggle to render scientific concepts relatable and engaging, and an educational emphasis that often prioritizes rote memorization over creative problem-solving. Additionally, students frequently encounter a lack of hands-on experimentation and inquiry-based learning opportunities, underscoring a disconnect from practical, real-world applications. In light of these challenges, particularly intensified by the adaptive shifts required in the new normal of learning, there emerges a clear need for innovative educational approaches. Contextualized courseware packages represent a pivotal solution in addressing these educational challenges, where their design, development, and evaluation become crucial to ensuring they are tailored to the intricate learning demands of health-allied STEM students. This scholarly investigation evaluates the efficacy of a Contextualized General Physics Courseware Package (CWP) in augmenting scientific creativity, conceptual understanding, engagement, and motivation among Grade 12 health-allied students in the STEM curriculum. Engaging 200 participants, this research adopted a concurrent mixed-methods approach, utilizing diverse instruments such as the Physics Motivation Questionnaire (PMQ), Scientific Creativity Test (SCT), and student reflective journals to holistically assess the learning outcomes and creative capacities of the students. Central to this study is the CWP, meticulously crafted using the ADDIE instructional design model. This study incorporates both quantitative evaluations, including courseware package assessments, and qualitative methodologies, such as focus group discussions, to provide a comprehensive analysis of the CWP's influence on students' academic engagement and scientific creativity. Results obtained from Wilcoxon Signed Rank test revealed that students demonstrate a substantial improvement in the students' understanding of physics (Z=-11.84, p< .001), particularly through the lens of health science applications. This enhancement in conceptual grasp was paralleled by increased engagement, motivation, and a noticeable uplift in scientific creativity, as evidenced by their active participation in laboratory experiments, virtual simulations, and complex problem-solving scenarios. The students' overwhelmingly positive response to the CWP underscores its quality of content (M=4.656, SD=0.032), pedagogical effectiveness (M=4.461, SD=0.055), and user-friendliness (M=4.531, SD=0.032). Significantly, this research underscores the imperative of integrating contextual and interactive learning strategies to foster student motivation and engagement in physics education. It aligns with and bolsters contemporary educational paradigms that advocate for curriculum relevance to students' prospective professional spheres. The study posits that such pedagogical approaches can markedly amplify student motivation and engagement, especially in challenging subjects
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Authors Pinar, Fredyrose Ivan L.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/39
Keywords Keywords not found

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