IMPLEMENTATION OF TRANSFORMATIVE LEARNING DESIGN IN .
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1IMPLEMENTATION OF TRANSFORMATIVE LEARNINGDESIGN IN ENVIRONMENTAL SCIENCE COURSE IN DELA SALLE LIPA: A SWOT ANALYSISBernardo LunarIrish DimaculanganMarisol Laguardia,Catherine PreciosaJoy TalensABSTRACT:This study was aimed at determining the internal strengths andweaknesses and external opportunities and threats in theimplementation of transformative learning design in theEnvironmental Science course of De La Salle Lipa, Lipa City.Using the descriptive method of research, this study specificallyused the SWOT Analysis in its approach to assessment of themajor variables concerned.Results of the study revealed that the following are the strengthsof transformative learning: achievement of the three Lasallianattributes (ELGAs) such as critical thinker, excellentcommunicator and social responsible citizen through holisticapproach; final product/performance task which is the first“Environmental Concert for A Cause” became the basis oflearning; and, teachers became creative, imaginative andexperimental in design and implementation.In terms ofweaknesses, the following were identified; time constraints forplanning and practicing for the concert; size of the class; and, therubrics or basis for grading the students were not uniform for allteachers.The following were the opportunities identified:linkaging and networking with public and private sectors; moreinteresting teaching – learning strategies considering multipleintelligences and individual differences; and, profoundinformation and research targets. The identified threats were:security and safety of students and teachers during field/outdoorBernardo Lunar, Irish Dimaculangan, Marisol Laguardia,Catherine Preciosa,Joy Talens ,De La Salle Lipa24
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1activities and concert due to lack of adult or teacher companions;collection of regulation was inadequate; and resistance of parentsand guardians in allowing students to participate in variousactivities.Key words: transformative learning, environmental science,SWOT analysisINTRODUCTION:Transformative Learning Theory as defined by JackMezirow (1990) is the method of learning through critical selfreflection, which yields to a more inclusive, discriminating, andintegrative understanding of one's experience. It develops theconstructivist framework that considers learning as a personalprocess that happens within, and to, the learner. For this, it doesnot only place the learner at the center of the process, but it alsomakes the learning process an authentic venue for personalgrowthanddevelopment.The De La Salle Philippines, cognizant of the potential ofthe transformative learning in molding the learners, stressed itssignificance during the second DLSP Lasallian Learning LeadersCongress held last April 6-8, 2010. In response to this, theScience Area of the College of Education, Arts and Sciences ofDe La Salle Lipa has pilot tested the design in some of its generaleducation courses.During the first semester of the Academic Year 2010- 2011, thetransformative learning design was employed in all of theEnvironmental Science Courses of De La Salle Lipa. This courseidentifies and discusses the basic ecological concepts and principles thatgovern the environment. It focuses on the preservation and conservationof the biological and physical aspects of the natural world by givingfocus to environmental problems and to corresponding solutions tothese quandaries. This integrates hands-on activities like groupdynamics, fieldworks, exposure trips and reforestation efforts, clean-ups25
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1and fund-raising schemes to implement an environmental project orsupport the school’s existing programs like One Million Trees andBeyond Project and Project Carbon Neutral.The teachers handling the course identified the desired learningresults and expected Lasallian Graduate Attributes (ELGAs). They allagreed that they want their students to be : 1. critical thinkers as theyeffectively organize scientific knowledge, acquire relevant skills, andintegrate Lasallian values in order to analyze environmental problemsand issues and apply appropriate actions/solutions; 2. excellentcommunicators as they articulate coherently their insights and standregarding environmental issues, listen critically and respectfully to theviewpoints of others, and formulate clear, relevant and humanesolutions to identified ecological problems; and 3. socially responsiblecitizens as they translate the gained scientific knowledge, skills andLasallian values into practice as they participate in the variousenvironmental programs/projects of different communities in responseto the call for stewardship. The final performance task prescribed of thestudents was for them to conceptualize and hold an EnvironmentalConcert for a Cause with the One Million Trees and Beyond Project andProject Carbon Neutral as beneficiaries.With all these things in mind, the proponents who werealso the teachers who handled the course recognize the need toassess the experience of implementing transformative learning asto its strength, weakness, opportunities and threats, hence thisanalysis. An action plan had been proposed to improve itsimplementation to achieve quality and excellence.STATEMENTS OF THE PROBLEM:The study analyzed the experience in implementingtransformative learning design in Environmental Science Course of DeLa Salle LipaSpecifically, it aimed to:1. determine the internal strengths and weaknesses and externalopportunities and threats in the implementation of26
Global Research Journal On Mathematics And Science Education ISSN 2278-07692.V2N1transformative learning design in the Environmental Sciencecourse of De La Salle Lipa, Lipa Citydevelop an action plan to serve as a tool and guide tomanagement and supervision of the implementation oftransformative learning to continuously improve teaching andlearningSIGNIFICANCE OF THE STUDYThe study is deemed important to the following:The teachers will be given information on the strengths,weaknesses, opportunities and threats of implementing transformativelearning design. The teachers may propose for changes in the conductof the process. This analysis will likewise serve as basis for otherteachers who might be interested in writing and developing materials intheir respective courses.The administrators/ school heads will be provided withfeedback and reflections regarding the experience that will be useful toboth the students and the teachers. In such cases, support can beextended to the implementation of the suggestions and modifications inits conduct.The students will be given a chance to improve the acquisitionof knowledge as they engage in the various learning activities andperformance tasks.SCOPE AND DELIMITATIONS:This study explored the strengths, weaknesses, opportunitiesand threats encountered during the implementation of transformativelearning on Environmental Science classes during the First Semester ofAY 2009-20010.The five teachers of Environmental Science classes were therespondents of this study which was done at the end of the SecondSemester of AY 2009-2010 at De La Salle Lipa, Lipa City. Evaluationand perception of the said teachers became the bases of this study.An action plan was the output of the study.THEORETICAL FRAMEWORK:27
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1The study is anchored on Transformative learning ineducational theory that is described as a process which leads thelearner to re-evaluate past beliefs and experiences which hadpreviously been understood within assumptions derived fromothers. It is central to Mezirow's Transformative Learning Theorywhich describes a learning process of "becoming critically awareof one's own tacit assumptions and expectations and those ofothers and assessing their relevance for making an interpretation(http://en.wikipedia.org/.). Merriam and Caffarella (1999)organize the transformative learning into three phases: criticalreflection, reflective discourse, and action. Transformativelearning often involves deep, powerful emotions or beliefs, and isevidenced in action (http://www.infed.org.)Moreover, SWOT Analysis was employed in the study. It isundertaken to understand the internal and external environments of acertain process or firm. Upon careful analysis of the environmentalsituation or conduct of a process or project, assessors come to know thestrengths and weaknesses and identify the opportunities provided andthreats posed by the environment. It is a systematic approach toformulate strategic policies and corrective steps for improvement(www.scribd.com/doc). Likewise, Hansen, R. And Hansen, K. (2011)emphasized that through this tool, the identified area which isconsidered weak will be improved.After conducting SWOT Analysis, action planning shouldfollow. This is emphasized by McNamara (2011) that action planspecifies the actions needed to address each of the organizational issuesand to reach each of the associated goals. According to Mindtools(2011), action plan is useful because this gives framework for thinkingabout how to compete a project efficiently.OPERATIONAL FRAMEWORK:As can be gleaned from Figure 1, transformative learning wasimplemented in teaching Environmental Science. Various lessons weretaught to the students through this strategy. After the semester, the28
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1teachers of the said subject conducted SWOT analysis.Then as anoutput, an action plan was drafted and proposed to the Science nsPROCESSSWOTAnalysisOUTPUTAction PlanFigure 1. Operational FrameworkREVIEW OF RELATED LITERATURE AND STUDIESAs cited by Steinber (2011), a professor from University ofNew York and University of Virginia followed more than 2,300undergraduates at two dozen universities and concluded that 45 percentdemonstrated no significant gain in critical thinking, analyticalreasoning and written communications during the two years of college.In relation to the situation about college learning above,Wallace (2011) emphasized that transformative learning looks into deeplearning, not just content or process learning as critical as both are manykinds what it takes for adults to move from a limited knowledge ofknowing what they know without questioning.Fullerton (2010) in his study entitled “Transformative learningin college students: A Mixed Methods Study” University of Nebraskafound out that transformative learning is not a guaranteed outcome, butonly a potential opportunity for “learning to think like an adult”.Likewise, Cunningham (2011) emphasized in his study that theprocess of moving along in the continuum of transformative learninghave significant implications for how we should structure theexperiences themselves and the reflection associated with it, and it ismuch realistic to focus on how we move students along this continuumover their entire four year college experience.Brock’s (2011) work entitled “Measuring the importance ofprecursor steps to transformative learning” found out that the highestincidence of transformative learning among 256 undergraduate businessstudents was associated with critical reflection followed by disorientingdilemmas and trying on new roles.29
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1METHODOLOGYResearch LocaleThe study was conducted at the De La Salle Lipa, an institutionthat provides education from pre-school level to tertiary school level.Founded in 1962 by the Brothers of the Christian School, De La SalleLipa was built on a 5.9- hectare lot along the National Highway, aninstitution located at Lipa City, Batangas. The tertiary school provideseducation in the college level offering degree programs likeAccountancy, Business Management, Computer Science, Education,Engineering, Psychology and Nursing. It also provides Certificateprograms in Culinary Arts and Medical Transcription.Research DesignThe descriptive method of research was used in the studyspecifically employing SWOT Analysis in its approach to assessment ofthe major variables concerned.Respondents of the StudyEmploying the purposive sampling technique, this studyinvolved five faculty members who taught the course EnvironmentalScience during the first semester of School Year 2010 – 2011.Research tools and instrumentsData and other information needed in this study were gatheredmainly through open – ended questionnaire, informal interviews,observations, documentary analysis and the use of triangulation of dataRESULTS AND DISCUSSIONResults of the study revealed the following:StrengthsFirst and foremost, the advent of transformative learning designin the conduct of Environmental Science classes is the achievement ofthe three Lasallian graduate attributes (ELGAs) which are identified inthe syllabus, this is to be able to produce students who are criticalthinkers, excellent communicators and social responsible citizensthrough a holistic approach. Both the students and teachers becamecreative, imaginative,innovative and experimental in design andimplementation of learning activities30
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1The implementation of this design increased students’participation in the teaching-learning process as there were groupdynamics employed to reinforce learning. It encouraged the students totell stories, express their views and opinions, write poems, composesongs, create artworks about their experiences with and rootedness tonature. Learning was not confined to the four walls of the classroomwith their field investigations, exposure trip and hands-on activities liketree planting. They were able to realize the broadness and intricacies ofenvironmental issues as they did their own investigations and casestudies and as they were made to watch video clips and documentaryfilms. Furthermore, the leadership skills and sense of responsibility ofstudents were honed as they were given specific tasks and duties.Most of the modes of assessment and evaluation of learninggiven required higher order thinking skills and cooperative learningsuch as group dynamics, debates and round-table discussions whichprevented the students from copying answers from their classmateswhich usually happens as quizzes and written exams are given in a largelecture class.A distinct feature of this design is the replacement of finalexamination with final product/performance task as the basis oflearning. The students were able to conceptualize and actualize first“Environmental Concert for A Cause” with the theme: LasalyanongAwitan at Sayawan, Alay sa Sanlaksang- buhay as their finalperformance task. The knowledge and skills learned by the studentswere showcased in their production numbers. Students were able toapply their learning from their respective fields as BS HRM studentswere made to cook and sell their food during the concert; the BSMarketing Management students were involved in the promotions ofthe concert and in getting sponsors; while the BS FinancialManagement students took care of the financial aspects of the concert.Moreover, the concert was able to raise a considerably bog amount forits chosen school project beneficiaries- the One Million Trees andBeyond and the Project Carbon Neutral31
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1WeaknessThe very crucial constraint in the implementation of transformativelearning design was the size of the class. It was employed to a largeclass composed of around 100- 120 students. It was not ideal tomaximize the gain in collaborative learning. Some classes andactivities were not conducted or were displaced due to the lack of largeclassrooms, venues and multimedia equipment. The size of the classesposed difficulties for teachers to supervise and monitor the studentsduring the conduct of classes or activities.Another challenge met was the identification of the finalperformance task. It was not carefully planned or designed due to timeconstraints. The rubrics or basis for grading their final performance wasnot made uniform among concerned teachers. Problems were alsoencountered during the preparation for and the actual concert.Technical problems could have been minimized if a general rehearsalwith 100% attendance was held before the concert due to varyingschedules of students and unavailability of practice venue andequipment. The schedule of the concert was too close to the deadlinefor submission of grades. As a result, teachers were not able to submitgrades on time.Opportunities and ThreatsThe different activities that this design is putting forward aregood avenues for linkaging and networking with different public andprivate sectors. More interesting teaching – learning strategiesconsidering multiple intelligences and individual differences; and,profound information and research targets can also be interjected in thedelivery of knowledge. However, such activities pose a risk in securityand safety of students and even teachers especially during field/outdooractivities. Resistance of parents and guardians in allowing students toparticipate in various activities was also noted.RecommendationsThis study recommends among all others the need to enhancetheimplementation of transformative learning in the courseEnvironmental Science and the utilization of the action plan developed32
Global Research Journal On Mathematics And Science Education ISSN 2278-0769V2N1for such a purpose. Furthermore, a yearly assessment of the saidprogram, a replication of this study perhaps, in another Sciencesubjects, a conduct of comparative study of transformative learningbetween and among different subjects and further validation of theproposed plan, may also be taken into consideration in future teachingand learning endeavours.References:Cunninghamm, G. Transformative Learning: An EpistemologicalStudy of Kalamazoo College Student Learning Outcome 2009. 3rdNational Cofenrence on Innovations in the Scholarship of Teaching andLearning at the Liberal Arts Colleges, Wabash College, Crawfordsville,Indiana, March 6- 8, 2009.McNamara, C. (2011).Basics of action planning. Retrieved March 31,2011 from: http://managementhelp.org/plan dec/str plan/actions.htmMezirow, J.(2000). Learning as Transformation: JosseyBass, San FranciscoTannen, D. (1998),The Argument Culture. RandomHouse, New Yorkhttp://en.wikipedia.org/wiki/Transformative //www.quintcareers.com/SWOT e/newHTE 04.htm33
Science Area of the College of Education, Arts and Sciences of De La Salle Lipa has pilot tested the design in some of its general education courses. During the first semester of the Academic Year 2010- 2011, the transformative learning design was employed in all of the Environmental Science Courses of De La Salle Lipa. This course
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