An action research paper by an Adventist Science teacher examining how biblical worldview questions and structured reflective learning can improve the integration of faith and learning in secondary Science lessons. The document includes the background of the study, a review of supporting literature, research questions, an IFL framework, a detailed intervention plan with activities and timelines,…
This document is an action research paper prepared by April Joy S. Mendoza-Carolino for the course MAED 517 Integration of Faith and Learning at AUP Center for Graduate Studies. It is intended for Adventist Science teachers and educators seeking to make faith-learning connections more intentional and meaningful in their classrooms.
The background of the study explains the challenge of integrating faith and learning in Science lessons, where teachers often add Bible verses without fully connecting them to scientific concepts. The author aims to move beyond surface-level connections and help students see learning through a biblical worldview while maintaining scientific accuracy.
The review of supporting literature covers the Seventh-day Adventist philosophy of education, intentional planning for faith integration, and examples from Christian STEM education. Key sources include Taylor (2001, 2012), Casimiro and Taylor (2020a, 2020b), Grace and Griffis (2018), and Klanderman et al. (2023).
The research questions examine students' existing ability to connect Science with biblical principles, how to integrate worldview questions and reflective learning, changes in student understanding and engagement, and lessons for the teacher. The IFL framework combines academic content, biblical worldview, learning experience, reflection, and application.
The intervention plan, called Biblical Worldview Questions plus Reflective Science Learning (BWQ-RSL), spans 3-4 weeks with activities including pre-assessment, lessons with worldview questions, collaborative case analysis, inquiry tasks, reflection journals, and performance outputs. Data collection includes pretests and posttests, student journals, teacher reflective journal, classroom observations, and student work.
Data analysis uses quantitative methods (mean and percentage scores), rubric scoring, qualitative thematic analysis, observation patterns, and triangulation. The reflection section guides the teacher to evaluate what worked, what did not, and how to improve in the next action research cycle.