Self-Paced Learning in Exploring Noli Me Tangere During the Covid-19 Pandemic

During the COVID-19 pandemic, the Philippine government made sure that learning was still in force in the country’s basic education system by utilizing a modular approach in delivering its programs. All lessons were to be completed without a teacher on-hand, where students will simply rely on their self-paced learning style in understanding and answering the written activities given in the modules. This study describes the self-paced learning process and experiences of students in the exploration of Jose Rizal’s literary masterpiece, Noli Me Tangere. A phenomenological approach was adopted for this study, focusing on the lived experiences of the research participants during this period of learning under a protracted lockdown. Axial Coding was utilized to construct linkages among data to reveal codes, and emerging themes were analyzed. It is found that students were able to practice self-paced learning despite some negative feedback, while the stakeholders’ support for students during the pandemic is individualized and vital to the student’s learning experience

Exploring Pedagogical Difficulties in Teaching Mother Tongue: Underpinnings of Intervention Program

Mother Tongue Based-Multilingual Education (MTB-MLE) program promotes the development of individuals and shall be implemented as a subject area and as medium of instruction in the primary level under the K to 12 Curriculum in the Philippines. Teachers of the first graders are the frontlines displaying levels of determination in teaching Mother Tongue (MT). Various teaching strategies are teachers’ leeway to make the lesson easy to understand. This paper described the strategies of teachers in teaching MT; their difficulties and live experiences even the proposed intervention were presented. Included in the process is the careful analysis of narratives’ codes; the text was subjected to phenomenological reduction. The multiple themes that emerged from the interview were analysed thematically. Study revealed that demonstration, game-based learning and differentiated instruction are frequently used strategies of teachers; these are the most motivating and stimulating to learners as perceived by them. Furthermore, teachers’ difficulty is not directly connected to strategy; rather, to the lack of Mother Tongue visuals and multimedia materials and equipment

Indicadores para avaliação dos impactos ambientais e sociais das nano-cápsulas e nanopartículas na agricultura.

Resumo: A Nanotecnologia oferece a perspectiva de grandes avanços que permitirão melhorar a qualidade de vida e preservar o meio ambiente e os nano-produtos agrícolas ganham espaço com as descobertas de novas aplicações, muitas das quais já disponíveis no mercado. Este projeto visa desenvolver indicadores para avaliação dos impactos ambientais e sociais das nano-cápsulas e nano-partículas utilizadas na agricultura. Estes serão futuramente validados através de consultas a especialistas de áreas correlatas à Nanotecnologia na Agricultura e utilizados no software Impactos NanoAgri

Emprego da técnica Delphi para validação de indicadores de impacto de nanotecnologias agrícolas.

Para estudar os impactos das nanotecnologias agrícolas é essencial avaliar quais fatores definem o sistema estudado com base na literatura especializada, embasando estes indicadores com dados científicos relevantes e de consenso na comunidade científica. Após o levantamento, os indicadores devem passar por um processo de validação para que tenha relevância técnica e credibilidade científica. Existem várias modalidades de validação, a escolhida pela equipe consistiu em submeter os indicadores em formato de questionários a um painel de convidados, empregando a Técnica Delphi. Através da análise das respostas foi possível elaborar um perfil dos especialistas envolvidos com pesquisas na área de Nanotecnologia no Brasil, além de informações que podem contribuir para melhorar a eficiência de futuras consultas