On CIVER Webinar

For this task, I reflected on the insights shared during the recent webinar on integrating STEM and Design Thinking to foster creative thinking in educational contexts. This reflection encourages applying these interdisciplinary approaches in my own lessons, particularly within my subject area of General Physics and Earth and Life Science, to enhance critical thinking and problem-solving skills among students.

SUBJECT 1 : General Physics 1
GRADE LEVEL: 11
TOPIC: Fluid Mechanics
LEARNING COMPETENCIES/ LESSON OBJECTIVES:

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Apply the concept of buoyancy and Archimedes’ principle

STEM_GP12FM-IIf46
Apply Bernoulli’s principle and continuity equation, whenever appropriate, to infer relations involving pressure, elevation, speed, and flux

SUBJECT 2: Earth and Life Science
GRADE LEVEL: 11
TOPIC: Marine and Coastal Processes and their Effects
LEARNING COMPETENCIES/LESSON OBJECTIVES

S11/12ES -Ih-38
Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion

DESCRIPTION OF THE INTEGRATED LESSON

Coastal Engineering: Applying Physics to Mitigate Coastal Erosion, Submersion, and Saltwater Intrusion

Over the course of one month, students will apply the physics concepts of buoyancy,
Archimedes’ principle, Bernoulli’s principle, and the continuity equation to real-world coastal challenges such as erosion, submersion, and saltwater intrusion. Through the Design Thinking process, students will research local or global coastal issues, define specific problems, and collaboratively brainstorm innovative solutions. They will create prototypes that apply physics

Coastal Engineering and Environmental Sustainability: Applying Physics to Mitigate Coastal Erosion, Submersion, and Saltwater Intrusion

Over the course of one month, students will apply the physics concepts of buoyancy, Archimedes’ principle, Bernoulli’s principle, and the continuity equation to real-world coastal challenges such as erosion, submersion, and saltwater intrusion. Through the Design Thinking process, students will research local or global coastal issues, define specific problems, and collaboratively brainstorm innovative solutions. They will create prototypes that apply physics principles to mitigate these challenges, test their designs, and refine them based on peer and teacher feedback. By the end of the month, students will present their solutions, demonstrating both their understanding of the scientific concepts and their ability to use critical thinking and creativity to solve environmental problems.

By the end of the month, students will produce:

1. A research report documenting a coastal issue (e.g., erosion or submersion) and its impact on a specific community.
2. A prototype (physical or digital) of a solution designed to address the problem, supported by the application of physics principles.
3. A group presentation, where each team demonstrates their prototype and explains the physics behind its design, followed by peer and teacher feedback.
4. A reflection on the design process, identifying key improvements made after the initial prototype testing.

OUTLINE STEPS / STRATEGIES/ACTIVITIES

Empathize

• Students will begin by researching real-world cases of coastal erosion, submersion, and saltwater intrusion, focusing on local or global coastal regions at risk. They will interview or gather information from coastal communities (through online resources or guest speakers) to understand the challenges faced by these populations.

Define the Problem

• Based on their research, students will clearly define the problem they want to address. For example, they might focus on mitigating coastal erosion in a particular area or preventing saltwater intrusion into freshwater supplies.
• Students will articulate the specific physical forces (buoyancy, pressure, water flow) affecting the problem and how coastal processes are influenced by these forces.

Ideate

• In groups, students will brainstorm potential solutions using the physics principles learned. For example, they might consider the design of floating structures, barriers that redirect water flow, or systems that reduce the velocity of incoming waves.

Prototype

• Students will create models or diagrams of their proposed solutions. They might use materials like cardboard, plastic, or software simulations to illustrate how their designs would work.

Test

• Groups will present their prototypes to the class and simulate how their solutions work. The class will analyze the designs using the physics principles studied, assessing whether the solution appropriately addresses the physical forces and environmental challenges identified in the initial research.

Reflect and Iterate

• After testing, students will receive feedback from peers and the teacher on the strengths and weaknesses of their designs. Based on this feedback, they will refine their solutions, adjusting their models or adding new features to improve effectiveness.

One of the first things that happens is students sharpen their critical thinking. For example, imagine students working on a project about renewable energy. Instead of just focusing on the science of solar panels, they’re also diving into how communities perceive and use energy, blending technical knowledge with cultural awareness. It’s not just about knowing facts; it’s about figuring out the 'why' and 'how' of those facts, making sure their solutions fit both the science and the social context.

Collaboration also takes on when STEM mixes with the humanities. Picture a group tasked with redesigning a public park. Some students are crunching numbers, calculating how much water is needed for irrigation, while others are considering how the park’s design reflects the cultural history of the neighborhood. This balance of teamwork pushes them to listen, learn, and combine their strengths in ways they wouldn’t normally think of.

Then there’s technology literacy. In one project, students might be tasked with creating a virtual museum exhibit. They’re learning how to use 3D modeling software to recreate ancient artifacts, but they’re also writing narratives that explain the historical significance of those items. This way, they’re not just passive consumers of technology—they’re creators, using it to communicate powerful ideas.

Lastly, creativity comes into play when students are asked to think beyond the obvious. For instance, students in a geography class could be asked to design a city that’s both environmentally sustainable and socially inclusive. They’ll have to figure out the logistics of green energy and waste management, but they’ll also need to think about how to make the city welcoming for different cultures and communities.

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One of the biggest challenges would likely be the lack of access and infrastructure to fully support STEM and Design Thinking initiatives. While resilience has always been a strength of the Philippines, we must acknowledge that many schools are not equipped with the technology or resources necessary to implement these approaches. Classrooms may be too small, or there might not be enough space to explore hands-on projects. Budget constraints also come into play—without proper funding, students won’t have the materials they need to tinker, create, and apply STEM and Design Thinking concepts.

Another issue is the potential mismatch between the skills fostered by STEM/Design Thinking and the traditional assessments in place, like standardized tests. Reflecting on the country’s performance in the PISA results, it’s clear that while these strategies are essential for building critical thinking and problem-solving skills, they must also be aligned with the competencies outlined in the curriculum. Otherwise, students may struggle to see the connection between what they’re learning and what’s being tested.

One actionable step I will take as a physics teacher is to integrate more opportunities for students to explore and apply concepts by connecting them to real-life situations within their local communities. Instead of simply conducting experiments for the sake of completing a task, I’ll encourage students to contextualize their findings, asking them to think about how what they learn can address issues or contribute solutions in their own neighborhoods. This way, the learning becomes more meaningful, and students can see the impact of creative thinking in their immediate world, making the subject feel relevant and alive.

One example could be the concept of energy efficiency. Instead of just conducting an experiment on energy transfer and loss, I would ask students to assess the energy consumption in their own homes or school. They could then propose simple, creative solutions to improve energy efficiency, such as better insulation, switching to energy-saving appliances, or using renewable energy sources like solar panels.