| Abstract |
The paper will clarify the learning activities which provide through Sutaphan nad
Yuenyong [11] context-based STEM education learning approach. This approach consists of 7
stages including (1) Identification of social issues, (2) Identification of potential solution, (3)
Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test
and evaluation of the solution, and (7) Socialization and completion decision stage. This will be
implemented using team-teaching approach by the Earth Science, Physics, Chemistry, and
Biology teachers. Identification of social issues, the earth science teacher raises the social issue
about the garbage problem affecting the residents of Brgys. Bonbonon and Digkilaan, Iligan
City, Philippines. Students may answer that the probable source could be the leachate from the
sanitary landfill and from there the teacher will put the problem that causes problems to the people in
the locality where the landfill is located and to the City芒聙聶s tourism as well. Identification of
potential solution, the Earth Science teacher facilitates the class discussion about thinking of
possible solutions to help solve the problem on garbage in Iligan City. The need for knowledge
stage, the input of the scientific knowledge necessary for the learners芒聙聶 decision in designing their
prototype or product in solving the problem on garbage in Iligan City will be done separately in
Physics, Chemistry, and Biology class. The Physics teacher may provide scientific inquiry about
force and compression to help the students design a prototype of a garbage/trash compactor.
Chemistry teacher may provide learning activities about classification of mixtures according to
particle size helps the students think of a design for a water treatment process. Biology teacher
may provide learning activities related to macroinvertebrates and a bioindicator of the water
quality of the streams/rivers. The decision-making stage, lets the students decide on how they are
going to make the required prototype for Physics, Chemistry, and Biology aspects as possible
solutions to the problem. In the development of the prototype or product stage, students are given
enough time to create the compactor, water treatment process and the poster-infographic about
macroinvertebrates. Test and evaluation of the solution stage, students will apply their
knowledge related to their prototype or product for test and evaluation of the solution. In the
socialization and completion decision stage, the students will have an exhibit of their output.
The paper will discuss how to provide students the chance to apply STEM knowledge through
these activities. |
Mindanao State
University - Iligan Institute of Technology