Abstract—This qualitative study explores the students’
conceptual understanding and science process skills through
differentiated science inquiry leading to a differentiated science
inquiry curriculum model. Through phenomenographic
analysis and in-depth interview, the conceptual understanding
of students as based on SOLO (Structure of Observed Learning
Outcome) Taxonomy Model and DOK (Depth of Knowledge)
Levels in Science revealed that as they engaged in DSI activities,
they were able to exhibit their conceptual understanding
characterized by integrating the different aspects of a concept
into a coherent whole and extending it to making connections
not only within the given subject area, but also beyond it. They
were able to conceptualize at a higher level of abstraction and
look at ideas in new and different ways. They showed recall of
information, made some decisions on how to approach the
problem, displayed deep knowledge using reasoning, planning,
evidence and selected or devised one approach among many
alternatives on how the situation can be solved. Chemistry
concepts were strengthened and understood from their basic to
complex tenets. These results led the students to achieve a range
of accelerated progression as indicated by a positive transition
from their prior understanding to a new conceptual
improvement. By means of methodological triangulation, the
science process skills of students were fully displayed, practiced,
and applied as they engaged in higher levels of inquiry thereby
directing them to a progressive manifestation of the basic and
integrated science process skills.
Index Terms—Differentiated science inquiry, conceptual understanding, science process skills, curriculum model, chemistry concepts.
Jigger P. Leonor is with University of St. La Salle, Philippines (e-mail: email@example.com).
Cite: Jigger P. Leonor, "Exploration of Conceptual Understanding and Science Process Skills: A Basis for Differentiated Science Inquiry Curriculum Model," International Journal of Information and Education Technology vol. 5, no. 4, pp. 255-259, 2015.