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M119/Technology for Teaching and Learning 2/Lecture Notes

Intended Learning Outcome

At the end of the Module, the students should be able to:

• Discuss the concepts of the different learning approaches in mathematics and science
teaching and learning;
• Discuss how information and communication technologies will help develop and present
mathematics and science lesson using the different active learning approaches;
• Brainstorm on the possible products or outputs that will serve as an evidence of learning
of the developed learning outcomes of the learning plan using inquiry-based learning,
problem-based learning and project-based learning and
• Integrative active learning activities in the development of mathematics and science
learning plans.

Introduction
Mathematics and science learning have been regarded as difficult of challenging because
of the abstract nature of the concepts or lessons being delivered in the mathematics and science
subjects. Sometimes, the manner by which these two courses are taught like out of touch. As such,
it is expected that mathematics and science teachers must be carried out in a more applicable to
the students’ lives. To be able to realize the development of the necessary knowledge and skills in
mathematics and science learning, active learning approaches must be utilized.
Active learning approaches are characterized by learners’ engagement in activities that are
geared towards the generation of new knowledge or making meaning of existing knowledge while
developing other 21st century skills (such as collaboration, media literacy, critical thinking) in the
process. Four of the recent active learning approaches introduced to enhance the teaching-learning
process are inquiry-based learning (IBL), Research-based learning, problem-based learning (PBL),
and Problem-Based Learning (PrBL). These learning approaches are designed to give more depth
and breadth in the learning contents in the K to 12 Curriculum. While these approaches are meant
to provide opportunities for active exploration of content, each of these approaches has a distinct
characteristic that needs to be considered by teachers in the realization of learning competencies
especially in mathematics and science teaching. Knowing the distinctions among these active
learning approaches will help the mathematics and science teachers in deciding which approach to
adopt.
Central to active learning approaches is the construction of framing questions that will
guide the learners in their investigation either on the specific topic or unit. Investigations become
more meaningful when these are related to real life experiences or real-world issues or problems.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

As learners become active participants in the process of generating new knowledge,

technology, whether digital or non-digital, plays an important role in the utilization of these active
learning approaches. With the ubiquity of technology tools that learners are exposed to, it is the
teacher’s role to ensure the appropriateness and relevance of such tools in the development of
learning competencies. Aside from learning mathematics and science skills, it is also important to
train learners in their responsibilities as they engage in digital learning activities and enable them
to discriminate digital tools that are useful in enhancing their knowledge on the content of
investigation.

Lesson Outcomes
• Discuss the salient features of inquiry-based learning and research-based learning and its
application to the attainment of mathematics and science learning outcomes.
• Analyze how technologies for teaching and learning mathematics and science can be
maximized in inquiry-based and research-based learning.
• Share some performance standards from the curriculum guide that can employ inquiry-
based learning and research-based learning.

Explore

Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is a process of asking questions. This has spurred the
numerous developments that we continue to enjoy in our society today. It continues to usher the
study of so many fields that enable various scientists and experts to provide solutions to emerging
issues affecting society in general. In the classroom, in particular, the process of inquiry is a basic
learning activity that every teacher is expected to facilitate. The development of the ability to ask
among learners is primordial in the age of the Fourth Industrial Revolution. According to the
Future of Jobs Report during the World Economic Forum, top three of the ten skills needed in this
age are complex problem solving, critical thinking and creativity (Gray, 2016) which all start from
the process of asking.

Inquiry-based learning as an approach essentially involves tasks requiring learners' active

participation in finding answers to curricular questions. The questions can run from very specific
simple questions to more complex questions in relation to the curriculum. Learners are given
opportunities to engage in self-regulated activities as they pursue their investigation. Using these
in the mathematics and science classrooms can facilitate the development of communication skills

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

as it involves activities such as writing questions, deliberating on ways of finding answers to

curricular questions, and presenting outputs as evidences of inquiry among others. This approach
encourages students to work together in accomplishing their task.

The process of inquiry starts from positing a question aligned to a content standard in the
K to 12 curriculum for Mathematics and Science. Investigation proceeds using various sources of
information and presentation of outputs of the students using a productivity tool. Depending on
the required output, the assessment tool that will be used should be given to the students before
the inquiry commences.

When to Use

Chisholm and Godley (2011) purport that inquiry-based instruction (IBI), which is also
referred to as inquiry-based learning (IBL), offers an especially appropriate approach to learning
about science since IBI can provide students with opportunities to investigate and learn practical
skills through hands-on activities. As for mathematics, IBI can help students focus on how to solve
problems in different but logical ways.

Types of Inquiry

VIU (2020) presented four types of inquiry that can be used in facilitating classes. These
are:

• Structured Inquiry - This lets the students follow the lead of the teacher as the entire class
engages in one inquiry together.
• Controlled Inquiry - The teacher chooses topics and identifies the resources the students
will use to answer questions.
• Guided Inquiry - The teacher chooses topics or questions and students design the product
or solution.
• Free Inquiry - Students are allowed to choose their own topics without any reference to a
prescribed outcome.

Roles of the Teacher

The success of IBL largely depends on the careful planning of the teacher in relation to the
curriculum. The mathematics or science teacher needs to look into the learning competencies that
can be satisfied by a simple inquiry or more complex inquiry. He/she controls and prepares the
topic for investigation and guides the learners by setting the questions to be explored. Learners are
allowed to design their own way of investigation and present their outputs using technology tools
that are afforded to them. When technology is coupled with IBL, a gateway to information is
opened and students can have to information at anytime and anywhere. It is assumed that the

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

teacher is knowledgeable of the sources of information and whether the learners have access to
these sources.

When designing an IBL, the teacher has to consider the following fields proposed by Avsec
and Kocijncic (2016):

1. Prior knowledge and capacity

2. Context - Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology

The internet or the World Wide Web offers lots of platforms for mining information. It has
become the most sought out source of information because of the variety of tools that abound.
Language is no longer a barrier in one's search for information. Depending on the unit of study in
a mathematics or science curriculum, there are many free educational websites that are available
for the mathematics and science teachers and learners. Due to the vastness of sources of
information from the WWW, any mathematics or science teacher who is using IBL has the
responsibility to direct learners to websites that provide the proper information. The technology
tools that are made available for the learners, whether online or offline, should support the object
of inquiry which is aligned to the learning competencies in the K to 12 Mathematics and Science
Curricula.

It should be noted that the use of technology in IBL is just one of the many other sources
of information in the process of inquiry. This does not exclude the other resources, human and
non-human, in gathering information. However, learners are undeniably familiar and probably
more adept in exploring the internet. Guiding them in locating online resources that are relevant
in developing their research and communication skills will let them learn the importance of using
educational resources in an explicit and implicit way.

Explain!
To be able to apply Inquiry-Based Learning (IBL) in your Field of Specialization, do the
following steps:

Step 1: Reading Curriculum Guide in Mathematics or Science Subject

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

Identify a grade level from the K to 12 Curriculum and read the Curriculum guide for
Mathematics or Science of this level. Focus your reading in the different mathematics or science
competencies of every lesson.

Step 2: Identifying Mathematics or Science Competency for IBL.

Find learning competencies in the chosen curriculum guide that are suited for an IBL.

Determine the type of inquiry that you will be using. Note them down on the table provided.

Subject:
Grade level:
Mathematics Learning Competencies Types of Inquiry
1

10

Step 3: Developing Core Questions

Create core question/s about the competencies that learners might be asked to answer.

Subject:
Grade level:
Mathematics Learning Competencies Core Questions
1

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

10

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.