REYNALYN A.

CONTILLO
Course/Year: BSE-SCIENCE 4

FIELD STUDY 2 EPISODE 3

Participate and Assist

Notice
What concepts have been emphasize in the task and Infographics? Give at least four.
1. Action research is a dynamic process
2. Acton research as a recursive or repeated process, proceeding through spiralling cycle of
planning, actions, reflections and change.
3. Action research as a form of inquiry that enables the practitioners to investigate and
evaluate their work
4. Action research cycle starts with observe followed by reflect, plan and act.

Since the 3 models are all for action research, what are the common elements of the three?
The common elements of the three models for action research are observe, plan and act. All are
recursive or a repeating process.

Analyze
Choose the AR sample Abstract that you submitted in Episode 2
 Analyze the components vis-à-vis only one model out of the 3 presented.

 If you choose to compare with Model B- Nelson, O,2014, here are the components
Title and Author of the Action Research : Increasing High School Interest in Science: An
Action Research Study - Cindy A. Vartuli
Key Components Entry from your sample AR
OBSERVE The Problem
The problematic situation prevail in classroom
in conducting this study was about the level of
interest in learning Science. This study aim to
increase the high school interest in science.
There are lots of theories used in this research
which can truly fact about the student interest
in learning science, one of the theories used is
Theories of interest and motivation have
developed over the course of many decades
and have many overlapping constructs and
ideas. Their development is similar to that of a
growing tree with its roots intertwined and its
branches ever burgeoning to touch upon and
connect the various constructs and models that
inevitably end as a means to understanding the
learning process. Many theories include a
duality of factors such as the concept of
intrinsic and extrinsic motivation or personal
interest and situational interest; however, there
are many emergent commonalities rooted in
principles dating back to John Dewey and his
ideas about creating a 26 successful learning
environment. An understanding of these
theories and how they developed can help
classroom teachers increase student interest in
learning. Understanding the learning process
and the motivational factors that contribute to
student interest, as well as, the external
conditions that can affect this function, are
critical to inspiring intrinsic student interest
and lifelong learning.
REFLECT Reflection
In conducting this kind of action research may
benefit the learners to increase they interest in
learning science. Science is interesting, you
can explore, investigate, experiment to seek
fact information about science. In order for
students to pursue science, interest and
motivation are necessary. Interest is an
important component for both learning and
motivation. Interest is a multifaceted and
complex construct comprised of cognitive,
 affective and neurological components (Hidi,
2006; Silvia, 2005; Hidi & Renninger, 2006.
According to him it is important that we have
interest in learning especially in science. In
teaching science it is also important that we
have enough knowledge to share and we must
ready, motivation is the best strategy in order
for them to learn and have interest on the
topic. In this kind of research I cannot do it
alone by my own. It must be a collaborative
study.
PLAN Plan of Action
This type of research may serve qualitative
and quantitative type. An action research study
was conducted to determine how to increase
student interest in learning science and
pursuing a STEM career. The study began by
exploring 10th-grade student and teacher
perceptions of student interest in science in
order to design an instructional strategy for
stimulating student interest in learning and
pursuing science. Data for this study included
responses from 270 students to an on-line
science survey and interviews with 11 students
and eight science teachers. The action research
intervention included two iterations of the
STEM Career Project. The first iteration
introduced four chemistry classes to the
intervention. The researcher used student
reflections and a post-project survey to
determine if the intervention had influence on
the students’ interest in pursuing science. The
second iteration was completed by three
science teachers who had implemented the
intervention with their chemistry classes, using
student reflections and post-project surveys, as
a way to make further procedural refinements
and improvements to the intervention and
measures. Findings from the exploratory phase
of the study suggested students generally had
interest in learning science but increasing that
interest required including personally relevant
applications and laboratory experiences. The
intervention included a student-directed
learning module in which students investigated
three STEM careers and presented information
 on one of their chosen careers. The STEM
Career Project enabled students to explore
career possibilities in order to increase their
awareness of STEM careers. Findings from the
first iteration of the intervention suggested a
positive influence on student interest in
learning and pursuing science. The second
iteration included modifications to the
intervention resulting in support for the
findings of the first iteration. Results of the
second iteration provided modifications that
would allow the project to be used for
different academic levels. Insights from
conducting the action research study provided
the researcher with effective v ways to make
positive changes in her own teaching praxis
and the tools used to improve student
awareness of STEM career options
ACT Implementation
The action taken in the study used a
instructional strategies in learning science and
in increasing the interest of high school
learners

Reflect
As a future teacher, is conducting an Action Research worth doing?

Yes, as a future teacher it is taught to us in the FS2 the importance of action research not only for
us but with our students as well. It is a great way to aid the deficiencies and problems that we are
facing at the moment and in the future. A great contribution that forever be remembered and uses
as basis in conducting a solution that would be helpful enough. Action research is a method used
for improving, that involves action, critical reflection and a thorough evaluation based on the
evidences gathered through a deep studies that would enhance the educational system and
practices. It provides a rationale for decisions and actions to justify and deal the expected and
unexpected happenings.
How can AR be useful for every classroom teacher?

Action Research are useful for every classroom teacher because it allows the teacher to seek
what are the problems and be able to provide a guaranteed solution that can aid the problem. It
enables teacher to study and make a research based on the observations they made. It is one of
the greatest tool of teachers in the teaching and learning. Learning is an unending process and as
time goes by different problems occur depending on the needs of the students in the future
generation. Change is inevitable but using an action research would help enhance and become a
basis for those who are going to be a researcher in the future. Furthermore, it is very essential
especially in the teaching delivery because it helps us to communicate well with the students by
aiding and finding ways on how to improve it more. An engaging classroom teacher will pull the
downgrading students to study and make a learning worth of time and effort.