MODULE 2:

INTEGRATING ACTIVE
LEARNING
APPROACHES IN
MATHEMATICS
Presented by:
Karylle Bio
AND SCIENCE LEARNING
Karen Dizon
Arch-Jid Parilla
Desiree Avanceña
Mary Jane Cañete
Christian James Lureñana
 LESSON 1:
INQUIRY-BASED LEARNING
AND
RESEARCH-BASED
LEARNING
LEARNING OBJECTIVES:
At the end of the lesson the students will be able to:
• Define inquiry-based learning and research-based
learning.
• Identify different types of inquiry-based learning
(structured, controlled, guided, free).
• Explain the role of teachers and technology in inquiry-
based learning.
Nature of Inquiry-Based Learning
• Inquiry- is a process of asking questions
• Inquiry-based learning is a learning process that engages students by
making real-world connections through exploration and high-level
questioning.
When to use?
• Chisholm and Godley (2011) Inquiry-based learning (IBL), offers
an especially appropriate approach to learning about science since
Inquiry-based Instruction(IBI )can provide students with opportunities to
investigate and learn practical skills through hands-on activities.
Types of Inquiry(VIU 2020)
1.Structured Inquiry - this lets the 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 chooses topics or questions and
students design the product or solution.
4.Free Inquiry -students are allowed to choose their own topics without
any reference to a prescribed outcome.
ROLE OF THE TEACHER
• Careful planning is crucial for successful IBL (Inquiry-Based Learning).
• Mathematics and science teachers need to consider learning
competencies.
• The teacher's role involves guiding learners.
• Technology is a vital tool for learners to present their outputs.
• The teacher must ensure learners have access to information sources.
When designing IBL, the teacher should consider by Avsec &
Kocijncic (2016)
1.Prior knowledge and capacity of learners.
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

1.Abundant Information Access - The internet and World Wide

Web offer numerous platforms for accessing information, overcoming
language barriers.
ROLE OF TECHNOLOGY
2. Teacher's Guidance - Mathematics and science teachers using Inquiry-
Based Learning (IBL) are responsible for directing students to reliable online
and offline resources. These resources must align with learning
competencies.

3. Supplement, Not Replacement - Technology is one of many

information sources; human and non-human resources remain important.

4. Skill Development - Students are already familiar with the internet;

guiding them in using online resources effectively develops research and
communication skills. This helps them understand the value of educational
resources.
 LESSON 2:
PROBLEM-BASED
LEARNING
AND
PROJECT-BASED
LEARNING
LEARNING OBJECTIVES:
At the end of the lesson the students will be able to:
• Differentiate between problem-based learning (PBL) and
project-based learning (PrBL).
• Describe the key principles and processes of problem-
based learning.
• Explain how technology supports collaboration in PBL
and PrBL.
Problem- Based Learning (PBL)
• Is an approach that involves a process of inquiry and solving open-ended
questions that serve as the main problem that the learners will work on.
Nature of Problem- Based Learning
Five Principles of PBL (Ali, 2019)
1.Independent and self-directed learning.
2.Learning happens in a group and teacher is a facilitator.
3.All groups have to participate equally.
4.Students learn about motivation, teamwork, problem-solving and
engagement with the task.
5.Materials such as data, photographs, articles, can be used to solve the
problem.
Six-Stage Process for Online PBL Adoption (Lo, 2009, p. 208)
1.Identifying the problem - current issues that do not have just one
answer or one definite solution;
2.Brainstorming - generate ideas; tackle the problem through self-
directed questioning; arouse students intrinsic motivation;
3.Collecting and analyzing the information - Assigning group
members to collect information; posting what they found and what they
learned; collaborative collection of useful information;
4.Synthesizing information - solving the problem through relevant
data synthesized; knowledge building;
5.Co-building knowledge - presentation of the solution to the learning
problem/issue; and
6.Refining the outcomes - giving of feedback and suggestions by the
instructor to help students improve; learning from other group presentations.
Benefits of Problem-Based Learning
Schettino (2016)
• Encourages collaborative learning by valuing all voices in group work,
creating an open and safe classroom environment.
• Enhances student communication through feedback, questioning skills, and
metacognitive journaling for self-reflection.

O'Brien, Wallach, & Mash-Duncan (2011)

• Promotes collaborative work, helping students devise and solve complex
conceptual problems.
• Encourages personal construction of knowledge through engaging tasks,
problems, and investigations.
Benefits of Problem-Based Learning
Kim, Belland, & Walker (2018)
• Improves students' content knowledge and problem-solving skills using
authentic, real-world problems.
• Supports self-reflection by helping students identify necessary skills and
knowledge for problem-solving.

Inel & Balim (2010)

• Facilitates student-led learning through group activities that solve real-life
scenario-based problems.
• Enhances science and technology education by improving students' concept
construction and adaptability to change.
Role of Technology
• Technology enhances collaboration in Problem-Based Learning (PBL),
helping students work on open-ended tasks even outside class hours.

Free online tools allow students to:

• Stay connected and contribute to group discussions.
• Monitor their own progress.
• Enable teachers to track student activities and provide feedback at any
stage.
Key Insights from Research:
• Bower, Hedberg, & Kuswara (2010) - Technology is just a medium
for collaboration; the quality of learning depends on student engagement.
Key Insights from Research:
• Web 2.0 technologies (Tambouris et al., 2012) - Support
collaboration, sharing, and networking in PBL.
• Tarrant (2018) - Helps bridge theory and practice, especially in health
sciences.
• Holmes & Dubinsky (2009) - Encourages creativity, teamwork, and
research-sharing.
• Schettino (2016) - In mathematics, technology helps students become
more independent and resourceful in problem-solving.
Productivity Tools:
• Examples: Writing software, spreadsheets, calendars, organizers, citation
tools.
• Help students and teachers manage tasks and outputs efficiently.
Productivity Tools:
• Many tools are free and available on mobile devices, laptops, and desktops.
• Teachers should test tools first before recommending them to students.

Technology Integration & Learning Goals:

• Learning objectives should come first before integrating technology.

Technology Integration & Learning Goals:

• Clearly stated in behavioral and measurable terms.
• Aligned with higher-order thinking skills (critical thinking, problem-solving).
• Use the revised Bloom’s taxonomy (Anderson & Krathwohl, 2011) to guide
learning outcome development.
Nature of Project-Based Learning approach
• Project-Based Learning (PBL) is an approach that has evolved into a
teaching method engaging students in structured tasks to solve real-world
problems. It is student-centered, drawing from learners’ experiences and
interests, and is rooted in Dewey’s "learning by doing" and
Vygotsky’s constructivist theory.
Past and more recent researches have proven PrBL to be
beneficial in the development of various skills such as:
1.Research Methodology Skills (Tiwari, Arya, & Bansal, 2017)
• This study found that PrBL significantly improved students' research
methodology skills.
• Teachers also confirmed that PrBL enhanced students' understanding of
research components, updated their knowledge, and increased student
interaction.
Past and more recent researches have proven PrBL to be
beneficial in the development of various skills such as:

2. Critical Thinking Skills (Nargundkar, Samaddar, &

Mukhopadhyay, 2019):
• This research focused on how PrBL improves critical thinking. It concluded
that PrBL encourages students to use existing knowledge, think deeply
about problems, evaluate evidence, apply reasoning, and use logical inquiry
to find the best solutions..
3. Development of Life Skills (Wurdinger & Qureshi, 2015):
• This study used a mixed-methods approach and found that PrBL led to
significant improvements in essential life skills, including responsibility,
problem-solving, self-direction, communication, and creativity.
REFERENCES:
• Unknown Author (n.d). Technology for Teaching and
Learning 2: Mathematics and Science Education.
(Publisher Name Unknown). p. 56-71.