Like mathematics, many students are also “science wary”. Science subject is one of their dreaded subjects, and because of this, it results to underachievement in both subjects. Apart from this, students’ underachievement in Science comes from diverse factors and reasons. According to some studies of behaviorists like Gardner, Dunn & Dunn & Jung, this attitude or behavior of students can also be attributed to their learning on perceptual modalities. Their studies focused on identifying relevant stimuli that may influence learning and manipulating the classroom environment. Dunn & Dunn(1993). Gardner (1995) identified individual talents or aptitudes in his Multiple Intelligences theories. On the other hand, based on the works of Jung, the “Myers Briggs Type Indicator & Kersey Temperament Sorter” focused on understanding how people’s personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment.

            As defined by other researchers, learning styles, or perceptual modalities according to Tenedero (2008), is the way in which people learn through the receiving, processing and recalling of information from the outside world.  Information processing refers to cognitive processing of style preference. Perceptual modalities include the visual learners, who learns by seeing, and watching actual demonstration of an activity. Students who belong to this type are usually attracted to visually based multi-media. They like visual stimuli like pictures, graphs & demonstrations. He/ She is bored during extensive listening activities. The olfactory learner learns best through the sense of smell and taste. For them, smells have special significance since they associate a particular smell with specific past memories. While the kinesthetic learners, learns by doing, or by direct involvement. They often reasons to move and they want to be doing something.

            The science laboratory teacher must be aware of the students’ perceptual modalities. In the laboratory they can naturally and freely use these modalities. This is the place where students show but their learning styles. They can develop more their aptitude or abilities & expertness. In the science laboratory they can hone up more their skills in observing, comparing, classifying, measuring, inferring & predicting. There are more perceptual modalities like aural, haptic, and paint learners in which the teachers can enhance through the science laboratory.

            Laboratory activities help learners build cognitive bridges from making inferences to drawing conclusions. Pupils with good laboratory skills easily understand important relationships, processes, mechanisms, and know-how to apply concepts. It also enhances learner’s ability to explain, analyze & interpret scientific processes and phenomena.

The primary goal of teacher-student discussion in the laboratory is to clarify procedures & to stimulate student thinking about how best to perform the skills.

            Science teachers must be vigilant in observing the perceptual learning modalities of students especially in the science laboratory activities.

Reference:

Dunn, R. & Dunn, K. Teaching Secondary Students Through Their Individual Learning Styles: Practical   Approaches for Grades 7-12 MA: Ally & Bacon (1993)

 Gardner, H. Multiple intelligences: The Theory in Practice New York: Basic Books Gardner; H. (1995)

 Dela Cruz, M. Science Laboratory Skills of Grade VI Pupils in the District of Hermosa: An Assessment, (Unpublished Master’s Thesis) Bataan Peninsula State University, (2009)

By: Miriam L. Caser | Bagac National High School | Parang, Bagac, Bataan