MODELLING SPARK INTEGRATION IN SCIENCE CLASSROOM

The study critically explored how a PASCO-designed technology (SPARK ScienceLearning System) is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. It highlights on modelling the effectiveness of using the SPARK Learning System as a primary tool in learning science that leads to learning and achievement of the students. Data and observation gathered and correlation of the ability of the technology to develop high intrinsic motivation to student achievement were used to design framework on how to meaningfully integrate SPARK ScienceLearning System in teaching Earth and Environmental Science. Research instruments used in this study were adopted from standardized questionnaires available from literature. Achievement test and evaluation form were developed and validated for the purpose of deducing data needed for the study. Interviews were done to delve into the deeper thoughts and emotions of the respondents. Data from the interviews served to validate all numerical data culled from this study. Cross-case analysis of the data was done to reveal some recurring themes, problems and benefits derived by the students in using the SPARK ScienceLearning System to further establish its effectiveness in the curriculum as a forerunner to the shift towards the 21st Century Learning.

Keywords: Environmental Science; Technology Integration, Pedagogy, Model for technology integration, TPACK