Dr. Rosalinda Velasco’s Science Inquiry Peer Tutoring Theory investigates the integration of peer tutoring in science education in the Philippines, with a focus on its effectiveness in fostering conceptual understanding and critical thinking skills among students.
Central to the Science Inquiry Peer Tutoring Theory is the recognition of peer tutoring as a dynamic instructional strategy that promotes active engagement and inquiry-based learning in science. Dr. Velasco’s research highlights how peer tutoring provides students with opportunities to explore scientific concepts, conduct experiments, and develop problem-solving skills collaboratively.
The framework emphasizes the role of peer tutors as facilitators of inquiry, guiding their peers through the process of scientific investigation and discovery. Through peer tutoring, students have the opportunity to engage in hands-on learning experiences that promote conceptual understanding and application of scientific principles.
Dr. Velasco’s research suggests that peer tutoring can have a positive impact on students’ ability to think critically and analytically about scientific phenomena. By working closely with their peers, students can develop skills in hypothesis testing, data analysis, and evidence-based reasoning.
Moreover, the Science Inquiry Peer Tutoring Theory advocates for the integration of peer tutoring into science instruction in Filipino classrooms. By incorporating peer tutoring as a collaborative learning strategy, educators can create dynamic and interactive learning environments that promote scientific literacy and inquiry skills among students.
In summary, Dr. Rosalinda Velasco’s Science Inquiry Peer Tutoring Theory offers a student-centered approach to science education in the Philippines, highlighting the valuable role of peer tutoring in fostering conceptual understanding and critical thinking skills among students.
