INTEGRATING ACTIVE

LEARNING APPROACHES IN
MATHEMATICS AND
SCIENCE LEARNING

MIDTERM MODULE 1
INTEGRATING ACTIVE LEARNING APPROACHES IN MATHEMATICS AND SCIENCE
LEARNING
ACTIVE LEARNING

• To be able to realize the development of the necessary knowledge and skills in mathematics and science
learning, active learning approaches must be utilized.
What is active learning?
• Active learning approaches are characterized by learners’ engagement in activities that geared towards
the generation of new knowledge or making meaning if existing knowledge while developing other 21 st
Century Skills such as collaboration, media literacy and critical thinking in the process.
• Four of the recent active learning process are
1. Inquiry-Based Learning (IBL)
2. Research-based Learning
3. Problem-based Learning (PBL)
4. Project-Based Learning (PrBL)
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INTEGRATING ACTIVE LEARNING APPROACHES IN MATHEMATICS AND SCIENCE
LEARNING
ACTIVE LEARNING

Central to active learning approaches is the construction of

framing questions that will guide the learners in their
investigation either on a specific topic or unit. Investigations
become more meaningful when these are related to real life
experiences or real-world issues or problems.

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INTEGRATING ACTIVE LEARNING APPROACHES IN MATHEMATICS AND SCIENCE
LEARNING
ACTIVE LEARNING

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 that 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.
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  Discuss the salient features of
inquiry-based learning and research-
based learning and its application to
the attainment of mathematics and
science learning competencies and
science and mathematics outcomes
 Analyze how technologies for
INQUIRY-BASED teaching and learning mathematics
and science can be maximized in

LEARNING AND inquiry-based learning and research-

based learning
 Share some performance standards
RESEARCH-BASED from the Curriculum Guide that can
employ inquiry-based learning and

LEARNING research-based learning

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ACTIVITY 1: ENGAGE
STEP 1: THE KWL CHART
Familiarize yourself with the concept of KWL chart. Analyze the contents of the chart and think of how you can
use this chart in facilitating your mathematics or science lessons.

KWL CHART
Mathematics or Science Topic:

Big Question:

WHAT I KNOW WHAT I WANT TO KNOW WHAT I LEARNED

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STEP 2: STARTING WITH AN ESSENTIAL

OR BIG QUESTION
KWL CHART

Since inquiry-based learning usually starts with essential or big question that elicit varied answers
from the respondents, think of a question that you would like to ask your students relevant to a
specific lesson in your mathematics or science class.
a. Is growing an essential part of living?
b. How does mathematics help us develop our society?
c. What is being rational?
d. Why do we create?
e. What is the essence of biodiversity?
Write your big question on the KWL chart.
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STEP 3:FINDING OUT WHAT WE KNOW

KWL CHART

Eliciting from your collective lived experiences as groupmates, provide an answer

to the big question you identified. Record your answers by filling out the first
column on the KWL Chart. In this step, each member is expected to actively
participate to fully answer the KWL chart. As you do the activity, writing and
speaking skills can be observed to be demonstrated by each member.
This activity can be done at any level of your mathematics or science classes in
the future. You need to allow some students like in the pre-school level to draw
their answers in the chart if they cannot write their answers in the verbal form.

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STEP 4:FINDING OUT WHAT WE WANT TO

KNOW
KWL CHART

To allow you to freely explore about what is in stored in the world

around you, fill-out the second column of the KWL chart. By
answering the second column, you will be able to think of other
possible information that is beyond the knowledge that you have about
the big question.
This activity contributes to the development of the inquisitiveness of
students.

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STEP 5: FINDING OUT THE ANSWER FROM

THE EXPERT
KWL CHART

To be able to learn better about the topic and big questions, keep on
searching for the answer to the questions from reliable sources.
Sources may refer to teachers, professors and mentos or from the
library resources (digital or printed). Conduct interviews with some
teachers or other human resources who may give an answer to the
question or get information from your library resources. Record your
interview data or literature review data.

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STEP 6: FINDING OUT WHAT WE HAVE

LEARNED
KWL CHART

Finally, organize the results of your gathered data and write your
answers in Column 3 of your KWL chart.

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NATURE OF INQUIRY-BASED LEARNING

What is inquiry?

Inquiry, is the 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.
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NATURE OF INQUIRY-BASED LEARNING

The IBL

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 mathematics and science classrooms can facilitate the development
of communication skills 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.
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NATURE OF INQUIRY-BASED LEARNING

When to use it?

Chishom 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 pratical skills through
hands-on activities. As for mathematics, IBI help students
focus on how to solve problems in different but logical ways.

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NATURE OF INQUIRY-BASED LEARNING

TYPES OF INQUIRY

VIU (2020) presented four types of inquiry that can be used in facilitating classes.
These are:
1. Structured inquiry - This lets students follow the lead of the teacher as the entire
class engages in one inquiry together.
2. Controlled Inquiry- The teacher chooses topics and identifies the resources the
students will use to answer questions.
3. Guided Inquiry- The teacher uses topics or questions and students design the
product or solution.
4. Free Inquiry- STudents are allowed to choose their own topics without any
reference
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NATURE OF INQUIRY-BASED LEARNING

ROLE OF THE TEACHER

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 outcome
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NATURE OF INQUIRY-BASED LEARNING

ROLE OF TECHNOLOGY

The internet or the World Wide Web offers a lot of platforms for mining information.
It has become the most sought out source of information because of the variety of
tools that abound. Depending on the unit of study in mathematics or science
curriulum, there are many free educational websites that are available for the science
teachers an learners.

It is the responsibility of the science teacher to direct learners to website that provide
the proper information. The technology tools that are made available for the learners,
whether online and offline, should support the object of inquiry which is aligned to
the learning competencies in the K to 12 Mathematics and Science Curricula.
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