By the end of the session, the participants are able to: Cognitive: 1.

Analyze scenarios in the activity and come up with solutions to solve it 2. Explain the importance and utility of the scientific method 3. Differentiate the scientific method from other ways of knowing 4. Identify the basic components involved in the scientific method 5. Determine the strength of the application of the scientific method in testing assumptions, as well as, its limitations 6. Develop critical thinking and problem solving skills through active exploration of concepts and methods in various activities Affective: 7. Appreciate the significance of research in improving the teaching-learning process 8. Recognize the value of developing their research skills 9. Realize good research practices in arriving at a reasonably sound conclusion invaluable in the field of education 10. Foster responsible learning in a knowledge-based society through critical examination of available facts and evidence Psychomotor: 11. Use creative presentation techniques in demonstrating the reasons behind the occurrence of a problematic situation 12. Formulate a testable hypothesis to explain a set of observations 13. Verbally state the strengths of the hypothesis based on a viable assumption

Topic slides Timer LCD projector Computer unit with MS PowerPoint 2003 and multimedia player Computer speakers Whiteboard Whiteboard markers Whiteboard eraser

Video Clip 2: Wrong Assumption Copies of the four (4) scenarios for the CSI Activity printed and pasted on colored papers (one color per scenario) Prizes for the CSI activity Pentel pens Manila papers Masking tape Pair of scissors Spool of thread/yarn (3 ft. x 10 pieces) Worksheet 2: String Exercise Worksheet 3: My Educational Research

The trainer prepares the printed copies of the different scenarios with pre-assigned techniques to be used for the teaser. Aspire to Innovate Slide 1 of 34 SESSION 1 (Time Frame: 3 hours)

The topic will revolve around ASPIRE TO INNOVATE: Appreciating The Research Process. The discussion will involve Nature of Research Process, Ways of Knowing and the Scientific Method. This will be the suggested flow of discussion: 1. Video Showing: Wrong Assumption (10 minutes) The trainer begins the module by saying that coaching is a collaborative, problem-solving process that helps students achieve their academic and personal goals. It is a two-pronged process that while it addresses the academic needs of the students, it also provides the faculty members with reliable data that can be used as bases for designing strategies and intervention programs. These data could be further examined and analyzed through a scientific process called research, thereby encouraging faculty members to engage in such academic undertaking. The focus of this module will be on research. The trainer introduces the topic through a short video presenting the necessity of undertaking an investigation in order to understand ones immediate environment leading to enlightenment. The said video serves as the springboard in introducing the topic The Nature of Research. The video shows that unverified assumptions may lead to misinterpretations of fact or truth. The first activity has

Aspire to Innovate Slide 2 of 34

something to do with making assumptions and how they will affect such fact or truth. [Refer to Aspire to Innovate Slides 1-2 of 34] Aspire to Innovate Slide 3 of 34 2. Teaser: CSI (30 minutes) The trainer conducts the CSI activity by following these steps: Participants are divided into four (4) groups. A representative from each group is asked to pick a color coded card containing a specific scenario with a pre-assigned technique (news reporting, role play, storytelling and graphic organizing) that they will employ in their presentation. Each group is tasked to brainstorm for possible solutions called for in the particular scenario assigned to them. Members of the group are given 12 minutes for the brainstorming activity. The representatives from each group are to present their solution according to the technique provided for the scenario. The trainer may decide to award a prize to the group that can give the correct or closest answer. Aspire to Innovate Slide 4-5 of 34 Scenario 1: (Technique: News Report) One hot April afternoon you enter into an old mansion and find two bodies lying on the floor. You recognize the dead bodies of Monico and Monica and neither of them have any clothing on. They are surrounded by puddles of water and broken glass. You look around and see that the 7-foot window is open and the curtains are blowing in the breeze generated by the thunderstorm that just passed. How do you think did they die? Materials: None

One hot April afternoon you enter into an old mansion and find two bodies lying on the floor. You recognize the dead bodies of Monico and Monica and neither of them have any clothing on. They are surrounded by puddles of water and broken glass. You look around and see that the 7-foot window is open and the curtains are blowing in the breeze generated by the thunderstorm that just passed. How do you think did they die?

Aspire to Innovate Slide 6-7 of 34

Correct answer: They suffocated. The storm winds blew open the window, knocked their fish bowl off the table, and it crashed onto the floor. False assumption: That Monico and Monica were humans. They were actually goldfish.

Ben and his son were rock climbing in Mt. Apo when they slipped and fell. The man was killed, but the son lived and was rushed to a hospital. The old surgeon looked at the young man and declared, I cant operate on this boy, he is my son. How can this be?

Scenario 2: (Technique: Role play) Ben and his son were rock climbing in Mt. Apo when they slipped and fell. The man was killed, but the son lived and was rushed to a hospital. The old surgeon looked at the young man

and declared, I cant operate on this boy: he is my son. How can this be? Materials: None

Correct answer: The old surgeon was the boys mother. False assumption: That the surgeon was a man. Aspire to Innovate Slide 8-9 of 34

Scenario 3: (Technique: Story Telling using Story Board) It is a stormy and snowy day.

It is a stormy and snowy day. There is a man dead inside a cottage. There are no windows and the only door is locked from the inside. There is no way in or out. The man has a stab wound. Finally, there is a puddle of water and blood next to him. How did he die?

There is a man dead inside a cottage. There are no windows and the only door is locked from the inside. There is no way in or out. The man has a stab wound. Finally, there is a puddle of water and blood next to him. How did he die? Materials: Manila paper and pentel pen

Correct answer: He stabbed himself with an icicle. False assumption: He slipped on the floor. Aspire to Innovate Slide 10-11 of 34

Scenario 4: (Technique: Graphic Organizer) There is a cabin on the side of a mountain. Three people are inside and they are dead. How did they die? Materials: Manila paper and pentel pen

There is a cabin on the side of a mountain. Three people are inside and they are dead. How did they die?

Correct answer: Their plane crashed. Cabin in this scenario refers to an airplane cabin. Aspire to Innovate Slide 13-17 of 34

False assumptions: They were murdered inside the cabin.

How did you arrive to such conclusion/solution? Enumerate the pieces of evidence that led to your assumptions? Do you think that your assumptions were valid? If yes, why?

After all the presentations, the trainer processes the activity using the following guide questions: How did you arrive to such conclusion/solution? Enumerate the pieces of evidence that led to your assumptions? Do you think that your assumptions were valid? If yes, why?

[Refer to Aspire to Innovate Slides 3-17 of 34] 3. Transition: (5 minutes) The trainer explains that the activity shows that one must not rely too much on his/her intuitions, but must learn to test his/her assumptions by conducting valid and scientific research. Just like in the classroom setting, the teacher should not rely immediately on assumptions or hunches about his/her students performance. These assumptions or hunches reflect poor judgments that have serious repercussions on the teaching-learning process. He/She must be equipped with the knowledge on how to conduct appropriate research. Aspire to Innovate Slide 18 of 34 4. Theory Input: Nature of Research (35 minutes) The trainer conducts a lecturette on the Nature of Research and Ways of Knowing.

Examples of educational concerns:

A Sociology teacher in STI College wonders if discussions are more effective than lectures in motivating students to learn sociological concepts.
A Physical Education instructor is curious to find out whether the ability in one sport correlates with ability in other sports.

Nature of Research The trainer starts with the following examples of educational concerns: A Sociology teacher in STI College wonders if discussions are more effective than lectures in motivating students to learn sociological concepts. A Physical Education instructor is curious to find out whether the ability in one sport correlates with ability in other sports. An IT teacher likes to know which has higher level of proficiency in computer programming --- regular students or working students.

An IT teacher likes to know which has higher level of proficiency in computer programming --- regular students or working students.

Aspire to Innovate Slide 19 of 34

The trainer asks the participants specific educational concerns that they have encountered in their own classrooms. Afterwards, the trainer stresses that such concerns may lead one to explore possibilities in order to make sense of his/her immediate reality. Likewise, ones curiosity, a desire to find out how and why things happen, including why people do certain things better than others and behave in certain ways, may compel him/her to gather pertinent information to that which confounds him/her. Intuition, reviewing books or magazine articles, examining past

Aspire to Innovate Slide 20 of 34

experiences or observing colleagues with relevant experiences represent only a few of possible things people use to get information. The aforementioned indeed suggest possible ways to proceed with finding solutions to some of lifes challenges. However, the answers that may be derived from such may not always be reliable.
examining past experiences

intuition reviewing books or magazines articles observing colleagues with relevant experiences

Intuition may be irrelevant or worst misunderstood; printed sources of information may contain no insight of value; coworkers may not have sufficient experience in the subject matter and ones experience may be too limited to understand the situation at hand. Hence, the knowledge encompassing scientific research is truly significant for it offers a lens upon which accurate and reliable information can be obtained.

Aspire to Innovate Slide 21 of 34

may be irrelevant or worst misunderstood

examining past experiences

ones experience may be too limited to understand the situation at hand

intuition reviewing books or magazines articles printed sources of information may contain no insight of value co-workers may not have sufficient experience in the subject matter observing colleagues with relevant experiences

The trainer then discusses usual ways of knowing and perceiving things. Ways of Knowing Sensory experience This is taking in information from the world through our senses. Using sensory experience, a faculty member might visit an advanced placement English class to see and hear what happens every session. Although it gives needed information, a faculty member should not always rely on his/her senses. Many experiments in sensory perception have revealed that ones senses cannot be trusted completely. They can deceive: The meat one tasted turned out to be frog meat instead of chicken; the gunshot one heard was actually a car backfiring; and the image of water one saw on the road ahead was nothing but a mirage. Limitations:

Aspire to Innovate Slide 22 of 34

Aspire to Innovate Slide 23 of 34

Sensory experience

Sensory knowledge is unreliable; it is also incomplete. The data one takes in do not account for all of what he/she seems to feel in the range of human knowing. Therefore, one cannot depend on his/her senses solely, but must verify what he/she knows with other sources. Agreement with Others One way of checking the veracity of information is getting the opinion of others. One can determine the authenticity and accuracy of his/her perceived sensations by asking others: Isnt it cold in this room? It smells like sauted garlic, isnt it? Do you hear the faint

Agreement with others

Logic

Expert Opinion

Aspire to Innovate Slide 24 of 34

cry? Limitations:

taking in information from the world through our senses Limitations:

Sensory knowledge is unreliable; it is also incomplete.

Although there is an advantage to know from others whether they see or hear what one does, there is the need to proceed with caution. The problem with such common knowledge is that it, too, can be wrong. In addition, those in the majority dont guarantee the truth. Two witnesses to an accident may disagree to what they believe was the cause of the accident. Hence, other ways to obtain reliable knowledge is vital. Expert Opinion One could also consult experts in the field he/she is interested in finding out. One is likely to believe a person with a Ph.D. in Economics to know what makes the economy tick or a cardiologist to talk about a cure for a heart ailment. Limitations: One can consult experts, but it depends on their credentials and the nature of the question about which they are being consulted. Like all of us, experts can also be mistaken. No expert has studied or even experienced all there is to know in a given field, and thus an expert can never be totally sure. All he/she can do is just provide opinion on what he/she knows and no matter how much this is, it is never all there is to know. Logic Often, one knows things because his/her intellect --the capacity to reason things out, allows him/her to use sensory data to develop a new kind of knowledge. One makes sense out of information presented to him/her because he/she is able to associate previous with present knowledge, to synthesize series of information, to simplify complex ideas into understandable concepts and to argue given finite sets of reliable data. Limitations: Still, there are instances when the conclusion is guaranteed to be true, but when the premises of such arguments are analyzed, they reveal otherwise. Consider the following example: All STI College instructors drink wine.

Aspire to Innovate Slide 25 of 34

getting the opinion of others to check the veracity of information Limitations:

can still be wrong those in the majority dont guarantee the truth

Aspire to Innovate Slide 26 of 34

consult experts in the field he/she is interested in finding out Limitations:

depends on the expert credentials and the nature of the question about which they are being consulted experts can also be mistaken no expert has studied or even experienced all there is to know in a given field, and thus an expert can never be totally sure

Aspire to Innovate Slide 27 of 34

the capacity to reason things out, allows him/her to use sensory data to develop a new kind of knowledge

Limitations:
Still, there are instances when the conclusion is guaranteed to be true, but when the premises of such arguments are analyzed, they reveal otherwise. Consider the following example:
All STI College instructors drink wine. Rowel is an instructor at STI College. Therefore, Rowel drinks wine.

Rowel is an instructor at STI College. Therefore, Rowel drinks wine. The above example is a structurally-valid argument. However, if one is to look into the composition or substance of the premises, the argument turns out to be false. [Refer to Aspire to Innovate Slides 18-27 of 34] 5. Transition: (5 minutes) The trainer emphasizes that since false assumptions can both influence ones perception and interpretation of natural phenomena, an attempt to understand the truth, to minimize the influence of bias or prejudice and test his/her assumptions are vital; hence, the need for a scientific method. Aspire to Innovate Slide 28 of 34 6. Theory Input: Introduction to Scientific Method (25 minutes) The trainer conducts a lecture on the Scientific Method.

refers to a process undertaken by the researcher in order to arrive at an acceptable conclusion involves putting ideas, guesses or hunches to a rigorous test to see if they hold up under more controlled conditions investigation requires:
following a systematic process describing insufficient detail publishing results to be replicated

The Scientific Method This refers to a process undertaken by the researcher in order to arrive at an acceptable conclusion. Scientific Method involves putting ideas, guesses or hunches to a rigorous test to see if they hold up under more controlled conditions. This means that the aspect of the investigation requires: following a systematic process describing insufficient detail publishing results to be replicated The Scientific Method can be outlined into five (5) distinct steps:

Aspire to Innovate Slide 29 of 34

Interpret the results based on the information collected and analyzed. Decide on how to organize the information obtained.

1.

Attempt to find out what kinds of information would solve the problem.
Define more precisely the problem to achieve clarity of purpose. Determine a problem of some sort.

Determine a problem of some sort. It is important to identify that which disrupts ones life or normal routine. A problem can be that which causes disturbance or something that results to unexplained discrepancy. For instance, more and more students fail in their major exams or fewer learners graduate every year. Define more precisely the problem or the questions to be answered, to become clearer about exactly what the purpose of the study is. It is crucial that one thinks through what encompasses his/her study. For example, if one is interested in studying humanistic classrooms, he/she must clarify what he/she means. Ambiguity must be avoided in

2.

posing research questions. 3. Attempt to find out what kinds of information would solve the problem. This entails two possibilities: study what is already known or carry out a new research. In order to do this, one must be familiar with various ways of obtaining information. Later, the investigator discards those which do not offer support to his/her claims. Decide on how to organize the information obtained. An individual engaged in research must know how to handle the questionnaire and/or the observational information obtained. Interpret the results based on the information collected and analyzed. The researcher provides insightful remarks on his/her findings and links it to previous studies that provide support his/her claim/s.

4.

5.

[Refer to Aspire to Innovate Slides 28-29 of 34] Aspire to Innovate Slide 30 of 34 7. Activity: Worksheet 2 - String Exercise (35 minutes) The trainer starts the succeeding lesson by getting the participants involved in an activity while reinforcing the process and idea about the scientific method. The participants are divided into small groups with each group having four (4) members. A pair of members from each group is identified and given two (2) strings of thread with a length of approximately three (3) feet. The remaining members are asked to tie the ends of their pairs strings into loops; big enough to put their hands into the loops but small enough that the string will not continuously fall off. Next, the aforementioned members of the group shall be requested to tie the string on their colleagues wrists such that it resembles handcuffs with about two feet of the string in between each of the participants hands. Moreover, the other member of the pair is to place one loop around one of his/her hands, place the remaining string over or directly above that which is between his partners wrists then gently pulls the end of the said string and loops it around his free hand. The string is placed between the pairs body and their connected hands. The paired members must devise a plan to separate themselves from each other without removing the tied string from their respective wrists.

Breaking Free!

Aspire to Innovate Slide 31 of 34

Solution One person should take their string and in the middle of it, make a loop. On top of the other persons wrist, take your loop and slide it UNDER the other persons loop. Once it is on the other side of the loop, continue to pull it through and lower it beneath the other persons hand. Once it is under their hand, if you just pull away, you are free!

Processing How many attempts did you make before you solved the problem? What methods did you devise to untangle yourselves? Which of the methods you have made did you accept? What conclusion did you arrive at?

With the help of the remaining group members they will write out ideas on what they think would be the best way to solve their predicament using Worksheet 2 (they will unknowingly apply the first two steps of the scientific method). Using their assumptions, they will attempt to untangle themselves by the methods they have devised and written during the conceptualization stage. After the participants have tried and tested their guesses, they are to finish their method by either accepting or rejecting their assumptions. Solution: 1. One person should take their string and in the middle of it, make a loop. 2. On top of the other persons wrist, take your loop and slide it UNDER the other persons loop. 3. Once it is on the other side of the loop, continue to pull it through and lower it beneath the other persons hand. 4. Once it is under their hand, if you just pull away, you are free!

The trainer processes the activity by asking the following guide questions: How many attempts did you make before you solved the problem? What methods did you devise to untangle yourselves? Which of the methods you have made did you accept? What conclusion did you arrive at? The participants are also asked whether they were successful or not in utilizing their formulated assumptions. The trainer then explains the activitys significance in relation to the teaching-learning process. [Refer to Aspire to Innovate Slides 30-31 of 34] 8. Transition: (5 minutes) The trainer explains that such activity reflects the same challenge teachers find themselves in. Teaching is such a complicated process that, often, teachers feel that they are immersed in an almost inextricable or hopeless situation (i.e. improving students learning, critical thinking, communicative and logical reasoning skills). However, with application of keen observation and systematic gathering of needed information, a complicated problem is reduced to an easily resolved task for the teacher finds appropriate means to attack a particular situation. This may explain why each and every educator is likened to a cunning detective evident in mystery stories.

10

Like investigators, teachers decipher the clues and try to figure out a logical explanation for what happened, how it happened and above all who is involved. Hence, teachers almost always engage themselves in the scientific method unknowingly. Aspire to Innovate Slide 32 of 34 9. Theory Input: The Scientific Method - continued (25 minutes) The trainer gives a detailed lecture about the scientific method and the steps needed to collect data in order to minimize subjectivity and construct an accurate representation of the world. The Scientific Method As mentioned earlier, the scientific method is basically an organized way to investigate a phenomenon of interest in order to find out why something happens the way it does. To reiterate, the scientific method starts with a problem or question. This can be identified or raised through observation and description of a phenomenon or a group of phenomena. What comes next is the need to define more precisely the problem or question to be answered. This is made easy by conducting background research. Visiting the library or searching through the internet are only some of the numerous ways an individual can employ to find more about a problem that was raised. Immediately after learning more about the problem is coming up with an educated guess and attempting to determine what kinds of information would solve the problem. Then, the formulated assumption shall be rigorously tested whether true or otherwise. Finally, interpreting and concluding the results based on collected and analyzed information will be made. The Scientific Method can be summarized in five words Observe, Research, Hypothesize, Test and Conclude. Lets put the scientific method in solving everyday problems. Imagine yourself coming home after a stressful day of work. Then, you observed that the electric lights are out in your home. You researched and find the following possible reasons for this occurrence. You now hypothesize. Hypotheses are possible explanations for a possible problem or phenomenon. Simply put, a hypothesis is a prediction of the most likely outcome of ones actions. You didnt pay your electric bill. There was a whirlwind that came out of nowhere.

Scientific Method in solving everyday problems Observe

Imagine yourself coming home after a stressful day of work. Then, you observed that the electric lights are out in your home.

Research

You researched and find the possible reasons for this occurrence.
You now hypothesize. Hypotheses are possible explanations for a possible problem or phenomenon.

Hypothesize
Test

Then you test it. This entails weeding out information that is irrelevant to that obtained.

Conclude

You conclude after all pieces of evidence are taken into consideration.

11

The other appliances overloaded a circuit.

Then you test it. This entails weeding out information that is irrelevant to that obtained. Afterwards, you conclude after all pieces of evidence are taken into consideration. You didnt pay your electric bill. Call the electric company. Dont pay your bill again next month

There was a whirlwind that came out of nowhere . Look at the surroundings. Call your neighbor.

The other appliances overloaded a circuit. Check the circuit box breaker.

Lets have a very familiar situation. You conduct a test to your students to see whether they did understand the topic you recently discussed. Then, you observed that almost three-quarters (3/4) of your students failed in the exam. You researched the possible reasons for such occurrence. You now hypothesize, test and conclude after careful examination of all presented possibilities. The method you used in discussing concepts was very teacher-oriented. The terms or concepts you included in the exam confused them. The time you allotted to give the exam wasnt sufficient. The method you used in discussing concepts was very teacher-oriented. Re-discuss the topic and allow students to work in groups allowing collaboration and free exchange of subject-related ideas. Verify if students grasp the topic by asking thought-provoking questions that check thorough understanding and stimulate critical thinking. Provide alternative fun-filled activities to reenergize students interest and to reinforce knowledge.

The terms or concepts you included in the exam

12

confused them. Put technical terms in context or offer examples in the exam that will further elucidate the idea. Make sure to include concepts that were explained during the discussion.

The time you allotted for the exam wasnt sufficient. You inform students at least 2 days before the scheduled exam to give them ample time to review. During the exam period, allocate reasonable time for students to finish or complete the given test.

[Refer to Aspire to Innovate Slide 32 of 34] Aspire to Innovate Slide 33 of 34 10. Generalization/Closure: (5 minutes) The trainer ends the session by emphasizing that one should not rely on assumptions or hunches alone in making decisions. Assumptions or hunches reflect poor judgment that may have repercussions in the teaching-learning process, especially in imparting knowledge to our learners. Hence, a good understanding on research can help teachers proceed with their task of responsibly educating learners, since a systematic investigation of problems that beset them allows discovery or establishment of facts grounded on principles they can use to strengthen students knowledge and skills. The trainer refers back to the activity undertaken and places heavy emphasis on the importance of conducting scientific method in testing assumptions. He/She adds that there are no fixed answers to particular questions and that being educators and honers of human intellect, one must neither simply accept nor rigidly adheres to oversimplified solutions to very complex problems. Our society and the world we live in are ever-changing. This dynamic progression means that there certain things that are not constant. Our previous beliefs at one point in time may no longer be true the next. Being that as it may, it is therefore an educators job to keep a keen and observant mind in order to obtain updated, reliable and relevant information on existing phenomenon/phenomena which can lead to further understanding and sound educational decisions. The trainer concludes the session by citing a quotation from William Hazlitt. Great thoughts reduced to practice become great acts.

we must not rely on assumptions or hunches alone in making decisions we must have a good understanding of research to help us with our task of responsibly educating learners

we must neither simply accept nor rigidly adhere to oversimplified solutions to very complex problems
we must keep a keen and observant mind in order to obtain updated, reliable, and relevant information on existing phenomena which can lead to sound educational decisions

Aspire to Innovate Slide 34 of 34

13

This quotation shows that we should not end with having great ideas but rather, putting these ideas into action. The same is true with research, it starts with a simple idea or question that drives a person to find answers his/her questions. [Refer to Aspire to Innovate Slides 33-34 of 34]

Fraenkel, J. and Wallen, N. (2006). How to Design and Evaluate Research in Education. NY: McGraw Hill. http://www.indiana.edu/~ensiweb/lessons/falsas11.pdf http://mypages.iit.edu/~smile/bi9208.html www.youtube.com/watch?v=jnuULmbon14

14