| dc.description.abstract | Science, technology, engineering, and mathematics (STEM) permeate every facet
of human life. The nation’s economic development, health, and social security depend on
STEM. With this, STEM education has become an educational policy worldwide.
However, for the Philippines, which has recently implemented STEM education in the
senior high school, there is a need to define outcomes-based, student-centered STEM
education instruction. Also, there is a need to define what professional development for
teachers and instructional resources are needed to support the teaching of STEM
education in the new normal.
The study sought to develop an ideal STEM instruction framework. A qualitative
research design was employed, specifically the appreciative inquiry (AI) design. Data
were gathered from different sources, such as appreciative interviews, focus group
discussions, document analysis, and a review of the literature. Three Philippine STEM-
focused high schools under the Department of Science and Technology participated in the
study from July 5, 2021, to October 15, 2021. Maximum variation sampling was
employed, and 20 participants made up the sample of this study.
Four research questions after the 4D AI model guided the inquiry. Twenty-seven
categories and 11 themes emerged in response to these questions that helped develop the
components and variations of the innovation configuration (IC) map. The development of
the IC map concretized the conceptual and operational image of an ideal STEM
education instruction. Eleven components and three variations comprised the IC map and
integrating these components resulted in three dimensions of the ideal STEM instruction:
(a) relationship, (b) transdisciplinary, and (c) empowerment. The study recommends
further exploration of the effective implementation of STEM education instruction. | en_US |
