Journal
| Title | Developing the Garbage Problem in Iligan City STEM Education Lesson Through Team Teaching Posted by Ivy Claire Mordeno |
| Authors | Mordeno, Ivy Claire; Sabac, Algin Michael; Roullo, Angel Jane; Bendong, Hazel Dwight; Buan, Amelia; Yuenyong, Chokchai |
| Publication date | 2019/10 |
| Journal | Journal of Physics Conference Series |
| Volume | 1340 |
| Issue | 1 |
| Pages | 012046 |
| Publisher | IOP Publishing |
| 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 Cityâs 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 learnersâ 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. |
| Index terms / Keywords | STEM, STEM Education, Team-teaching, life-long learning, contextualization, social issue |
| DOI | http://dx.doi.org/10.1088/1742-6596/1340/1/012046 |