SCHOOL PHILOSOPHY

Holy Cross College believes in the holistic

development of individuals by providing quality
education through active participation in the
teaching-learning process.
 COLLEGE MISSION
To become a leading God-centered learning
institution focused on holistic education that
forms and educates individuals to become
conscious, competent, compassionate, and
committed persons towards the development of a
just and humane society.
 COLLEGE VISION

Holy Cross College is an institution for academic

and values formation offering relevant, learner-
centered, and values-oriented programs that
produces competent persons of character in the
service of society.
Strategy 04:
Using
Research as
a Teaching
Prepared by: Kent E. Garcia, LPT
 objectives
At the end of the lesson, the students should be able to:

a) discuss the various teaching strategies that can be adapted in the classroom
for teaching physics and earth science;

b) examine the sample lesson plans about the implementation of different

strategies that can be adapted in the classroom for teaching physics and
earth science; and

c) create a lesson plan about the different teaching strategies using the 5Es
lesson format.
1. What is Research?

• The word research has its roots in the old

French word "recherche", meaning to
investigate thoroughly.

• Books on educational research often go a little

further and define research as, "Seeking
through methodical processes to add to one's
own body of knowledge and, hopefully, to that
of others by the discovery of non-trivial facts
and insights" (Howard & Sharp, 1983).
1. What is Research?

This definition conveys the idea that research has two important
components (Killen, 2009):

1. inquiry that is carried out systematically and purposefully; and

2. inquiry that focuses on revealing some new knowledge.

1. What is Research?

We can note, then, that there are several very important steps in any
research.

2. Clear purpose -we must formulate a question that we will answer.

2. A detailed plan for trying to answer that question so that the

research will be systematic.

3. Data must be gathered and analyzed - in an attempt to answer the

question so that new knowledge can be revealed.
1. What is Research?

4. Some conclusions must be reached - either to answer the original

question or to explain why we could not find an answer.

• To use student research as a teaching strategy, you have to help the

students understand and work through each of these stages so that
they learn how to investigate, experiment, relate information, and
draw logical conclusions.
1. What is Research?

• Rather than starting from

scratch in putting together a
plan for answering your
question, you want to be a
savvy scientist using library
and Internet research to help
you find the best way to do
things and ensure that you
don't repeat mistakes from
the past.
1. What is Research?
• Three approaches to
research that are useful for
the teachers and the
students (Killen, 2009)

1. Research based on finding,

interpreting, and using
information that has been
produced by someone else.
1. What is Research?
• Three approaches to
research that are useful for
the teachers and the
students (Killen, 2009)

2. Research based on
gathering, interpreting, and
using information that did not
exist before the research was
conducted.
1. What is Research?
• Three approaches to
research that are useful for
the teachers and the
students (Killen, 2009)

3. Research based on some

form of experimentation.
1. What is Research?
• All research should set out to answer one or more research
questions. It is the systematic attempt to answer a research question
that changes an "activity" or "project" into research.

• When student research is used as a teaching strategy, the research

questions should focus on important issues to which the students
can relate, but which the students do not fully understand
(otherwise there is no point of doing research).

• Sometimes a useful way to get the students to focus on an

important issue is to have them develop their own research
questions. Furthermore, teaching the students on how to do
research is necessary, but not sufficient, in helping them learn
about the subject through research.
When and Why Should Research Be Used as a Teaching Strategy?

A prerequisite for using this strategy is that your learners must be

capable of working effectively in groups or individually. If they can
work in groups, you can use this strategy in conjunction with group
work, cooperative learning, or problem-solving.

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research encourages the learners to ask questions, to investigate, to

discover, and to create answers for themselves, rather than waiting
for someone else to provide the answers for them.
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research can enable the learners to develop a deeper level of

understanding of the subject in comparison with using teaching
strategies such as direct instruction or discussion-it encourages
them to strive for more than superficial learning.

• Research helps the learners to progress from what they already

understand to what they need to understand-deliberately building
on their existing knowledge. It encourages them to be
metacognitive Research can challenge, engage, and extend all the
learners, not just the more capable learners.
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research can challenge, engage, and extend all the learners, not
just the more capable learners.

• Research encourages the learners to be skeptical about ideas that

others present as facts.
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research encourages critical thinking and reflection, both of which

are extremely important in the context of the increasingly extensive
amounts of information that are available (especially from the
Internet) without having passed through any appraisal, censorship,
or review process.

• Research can provide a meaningful context for the learners to use

and develop their communication skills.
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research can help the learners develop their organizational and

time management skills.

• Research can be a fun and motivating way to learn, particularly for

the gifted learners.

• Research can give the learners experience working in the way

professionals work. For example, it can help children to become
young scientists (Heckman et al., 1994).
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research can help the learners understand the essential nature of a

field of study.

• For example, it can help them understand that science is a process

of creating laws, models, and theories that enable one to predict,
explain, and control the behavior of the world" (White &
Frederiksen, 2000) or that mathematics is more about the study of
patterns and relationships than it is about numbers and calculations.
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research that requires the students to think in different and deeper

ways can help them understand and remember important ideas
because the information they are grappling with is embedded in a
meaningful context.

• Research can teach the learners on how to make use of the sources
of information that are available in their local community.
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research can be an effective way of getting the parents involved in

their child's education.

• Research provides the teachers with an opportunity to stand back

and observe the learners, to analyze the ways in which they interact
with one another, and to reflect on their learning styles.
When and Why Should Research Be Used as a Teaching Strategy?

The following are the advantages of using student research as a

teaching strategy according to Killen (2009).

• Research projects provide an ideal opportunity for you to help the

learners develop their computing skills and their familiarity with
modern technologies such as the Internet in turn, these technologies
provide very useful tools to assist the learners with their research.
When and Why Should Research Be Used as a Teaching Strategy?

The table below shows the advantages and limitations of student

research as a teaching strategy
II. How to Use Research as a Teaching Strategy?

Research is very much a student-centered approach to learning, but it

is not something that you should expect your students to do totally
independently.

• It will not be sufficient to simply give the students a research

question and leave them to their own devices to find the answers.

• Instead, you will have to plan each phase of the research carefully
and prepare your students by making sure that they have all the
prerequisite skills or that the research project is structured in such a
way that the students will develop these skills as they work through
the research.
II. How to Use Research as
a Teaching Strategy?
You have to plan carefully
for each of these things. You
might proceed as follows:

• Decide exactly what you

want the students to
learn.

• You should have clear

learning outcomes.
II. How to Use Research as a
Teaching Strategy?
You have to plan carefully for
each of these things. You
might proceed as follows:

• Develop suitable research

question (or a set of
questions) that will be the
focus of the students
research activities and that
will help them achieve the
desired learning outcomes.
II. How to Use Research as a
Teaching Strategy?
You have to plan carefully for
each of these things. You
might proceed as follows:

• Identify what prior

knowledge and skills the
students will need in order
to conduct their research.

• If necessary, teach that prior

knowledge.
II. How to Use Research as a Teaching Strategy?
You have to plan carefully for each of these things. You might proceed
as follows:

• Identify a number of strategies that the students might use if they are
to be successful in their research and be prepared to recognize and
encourage the students who use these approaches.

• Plan the lesson in which you will introduce the students to the
research exercise. Decide how you will explain what you want the
students to learn and what you expect from them during their
research.

• Plan how you will assess what the students learn from the research.
II. How to Use Research as a Teaching Strategy?
You have to plan carefully for each of these things. You might proceed
as follows:

• Plan how you will evaluate the research activity.

• Plan how you will monitor the students' progress.

• Make sure that you have arranged for the students to get appropriate
access to equipment, documents, or people so that they can gather
the data necessary for their research.
II. How to Use Research as a Teaching Strategy?
It is also important that you prepare the students for their research. You
can consider these guidelines:

• Explain carefully to the students why you are using this teaching
strategy and what/how you expect they will learn from it.

• Spell out your expectations, and check that the students understand
such things as when they will be doing the research, how much time
it will take, what sort of things they will be doing.

• Ensure that the students have the necessary communication and

social skills to work effectively together.
II. How to Use Research as a Teaching Strategy?

• Get the students enthusiastic about the prospect of doing something

worthwhile.

• As much as possible, involve the students in the planning process so

that they feel that they are doing something they want to do and that
they consider meaningful.

• If possible, motivate the by showing them research that has been

done by your previous students or students from other batches in the
campus.
II. How to Use Research as a Teaching Strategy?

• The students will need to work through eight distinct phases in

their research activity. They will have to:

1. clarify the purpose of the research so that they understand exactly

why they are doing the research and what outcomes they are supposed
to achieve.

2. develop their research questions.

3. develop a research strategy.

4. filter, organize, analyze, and evaluate the information or data.

II. How to Use Research as a Teaching Strategy?
• The students will need to work through eight distinct phases in
their research activity. They will have to:

5. locate information or gather data that will be used to answer the

research questions

6. develop an answer to the research question.

7. report the results of their research in an appropriate way.

8. evaluate the effectiveness of their research strategies, including the

way their results were presented, so that they are better prepared for
their next research project
II. How to Use Research as a Teaching Strategy?
To help the students do these things, you will have to provide a
carefully structured learning environment, particularly if your students
have not had much experience with this learning strategy. The
minimum guidance you will need to give the students if you want them
to learn through research is:

• A well-defined and realistic issue or problem to be investigated.

• Assistance with developing and/or refining their research questions.

• Suggestions about how they might get started. Teach them how to
delegate tasks for each member of the group.

• Assistance with developing a research plan.

II. How to Use Research as a Teaching Strategy?
The minimum guidance you will need to give the students if you want
them to learn through research is:

• A clear timeframe for the research. Set deadlines by which key parts
of the research must be completed.

• Some self-checking guidelines so that they can monitor their

progress.

• Guidance on data gathering and data analysis.

• A clear timeframe for the research. Set deadlines by which key parts
of the research must be completed.
II. How to Use Research as a Teaching Strategy?
The minimum guidance you will need to give the students if you want
them to learn through research is:

• Some self-checking guidelines so that they can monitor their

progress.

• Guidance on data gathering and data analysis.

• Suggestions about the presentation of the research findings. Insist

that the students develop their research report as they gather
information and interpret it, rather than leaving it all until the
research is complete.
II. How to Use Research as a
Teaching Strategy?
The minimum guidance you
will need to give the students if
you want them to learn
through research is:

• Guidelines about
participation and
collaboration so that they
can effectively exchange
information through
reading, writing, speaking,
and/or listening.
 • Details like a rubric to show the students how their learning will be
assessed.
Criteria Excellent (5) Proficient (4) Basic (3) Limited (2) Inadequate (1)
Clearly defined, Clear and specific but Vague or broad with No clear research
Research Question specific, and focused may lack some detail some specificity Unclear or irrelevant question provided
Comprehensive,
relevant, and well- Thorough with some Adequate but lacks Limited or outdated Missing or minimal
Literature Review integrated gaps or less integration depth or relevance sources literature review
Rigorous, well-
designed, and clearly Well-designed with Adequate but with Insufficient or unclear No clear methodology
Methodology explained minor omissions significant limitations methodology or inappropriate
Systematic, varied, and Adequate with minor Some issues or Significant issues in No clear data collection
Data Collection relevant issues or limitations limitations in collection data collection method provided
Thorough, appropriate, Competent with minor Adequate but with Limited or No clear data analysis
Data Analysis and well-executed gaps or errors significant limitations inappropriate analysis method provided
Clear, well-organized, Clear but may lack Adequate but with Difficult to understand No clear presentation
Results Presentation and visually appealing some organization some confusion or disorganized of results
Interpretation of Insightful, connected to Clear and logically Adequate but lacks Superficial or unclear No clear interpretation
Results research question linked to the question depth or connection interpretation of results
Conclusions and Well-drawn, supported, Clear with some gaps Adequate but may lack Limited or unsupported No clear conclusions or
Implications and relevant or lack of support depth or relevance conclusions implications
Citations and Accurate, extensive, Mostly accurate with Adequate but with Limited or inconsistent No or minimal citations
References and properly formatted minor errors some inaccuracies citations and references
Writing Style and Clear, concise, and Clear with occasional Adequate but may be Difficult to understand Incoherent and poorly
Clarity well-written lack of clarity verbose or unclear or poorly written written
 Presentation of
Sample Lesson Plan