02355nas a2200241   4500000000100000008004100001260002300042653002900065653003300094653002000127653000800147100001400155700001700169700001500186700001700201700001300218245009900231856009900330300001200429490000900441520164900450022001402099       2024                            d  bRSIS International10aConceptual Understanding10aDesign Thinking-Based Lesson10aSchistosomiasis10a4Cs1 aAlima MJR1 aBarquilla MB1 aMoneva CSO1 aBagaloyos JB1 aLuib JRT00aDevelopment of Design Thinking-Based Lesson on Schistosomiasis for Senior High School Learners  uhttps://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-8-issue-6/878-909.pdf  a878-9090 vVIII3 a<p>This study aimed to develop a Design Thinking-Based Lesson on Schistosomiasis (DTLS) for Grade 12 senior high school STEM learners. The respondents of the study were fifty-five (55) Grade 12 STEM learners for the pilot testing. This study was conducted at one of the public secondary schools in Davao City, Davao del Sur, Philippines, where the disease is prevalent. This study employed a quasi-experimental design with one group pretest-posttest. The lesson plan was developed following the principles of design thinking and tailored to address the issue of schistosomiasis comprehensively. Expert validation ensured the lesson plan’s alignment with educational standards and its potential effectiveness. The DTLS was rated excellent in all areas, with an overall mean of 3.87. Learners’ prototypes were evaluated using a rubric that measured critical thinking, creativity, communication, and collaboration skills, which were all rated at proficient level with an overall mean of 3.23 for all groups. Results indicate that the DTLS significantly enhanced learners’ engagement and prototype quality across all assessed dimensions and was capable of developing the 4Cs. Furthermore, based on the results of the paired t-test, learners’ post-test mean score of 18.60 was considerably higher than their pre-test mean score of 13.69. This indicates that Grade 12 learners had a higher conceptual understanding of the topic of schistosomiasis (p = 0.00) after the DTLS integration. These findings suggest that incorporating DTLS into science education can effectively foster the 4Cs and improve learners’ conceptual understanding.</p>
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