In our changing society, students need to practice using a variety of skills and strategies. Students, as Slater (1997) accounts, “need to acquire knowledge, to interpret and communicate their information, and to solve problems and make decisions. In doing all of these, students require a wide range of critical and creative thinking skills, and strategies which they can apply to a variety of situations.” More so, “teachers expect students to self-regulate and define their own learning goals, and evaluate their own achievement. And then, one can say that they understood what they learned.” (Michael, 2001) The findings of the study suggest that experiencing meaningful learning in ecology through portfolio development could possibly be applied by science or non-science teachers for students at all levels, and by schools and universities that are in need of an alternative assessment that supports constructivism. Preservice teachers gained interest in the project and in the generation of portfolios while choosing artifacts that demonstrated skills and exhibited personality through careful planning and conceptualizing, gained values, made connections, and positively transformed themselves after portfolio development.
|Keywords:||Meaningful Learning, Portfolio Development, Preservice Teachers, Ecology|
Executive Director, Center for Training and Development, Office of International Linkages, Manuel S. Enverga University Foundation, Lucena City, Philippines
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