S.Y. 2017-2018 : 2ND SEM
478 - 3585 / 659 - 2113 / 659 - 2075
Chemistry has been described as a pivotal Science or a central Science because it affects other branches of Science and also other fields of study. Most students enrolled in the discipline experience difficulty due to the fact that Mathematics and Science principles and laws are integrated in it. This reflects in the low results of performance.
Students are also passive in class. Due to these observations, the instructor decided to use instructional scaffolding to improve the student’s ability to work with groups and also on their own. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions that students experience when they are frustrated, intimidated or discouraged when attempting a difficult task without the assistance, direction or understanding the need to complete it.
The use of scaffolding process in teaching Chemistry has been tried and studied. Results have yielded a better understanding of Chemistry principles and laws. Different strategies like Guided Lecture, Cooperative Group Assignment and Collaborative Learning were used simultaneously in the scaffolding process.
Due to the support of the instructor, skills in discussing results and sharing their thoughts and findings have shown good student involvement. The instructor and students worked together in search of knowledge and experience. This research has shown positive effects on learning, social skills and self-esteem. The role of an expert is one of the most critical aspects of scaffolding. The learner, the teacher as facilitator and more capable peers are all involved in the learning process.
Scaffolding is an essential element of effective teaching. All teachers certainly use various forms of instructional scaffolding which is also often used to bridge learning gaps.
The expert or teacher not only motivate the students to learn but also provides hints and helps learners to reflect.
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