Conducted by LNU
, Started on 2015 -
Completed on 2016
Completed
Published
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Science education of the new K to 12 curriculum aims to develop scientific literacy among students. Studies showed that the mediums for learning science and promoting scientific literacy are not limited to the formal academic or classroom setting, but can be found in what they call the “informal learning environment”, their lived experiences. This study was thought of to explore the lived experiences of university biology students on the
human body in relation to their conceptual understanding. Hence, this study looked into the lived experiences of university biology major students. This exploratory study employed a phenomenological qualitative design in the attempt to obtain in-depth interpretations of their experiences and how these experiences affect their conceptual understanding of the human body. Using a descriptive phenomenological method, the answers to the question “Can you describe an experience you have with your body and how you experienced it?” were analyzed. A general structure of the phenomenon of experiencing human body included perceptions, structures, ailments and valuing of the human body. Findings showed the general structure of the phenomenon of experiencing human body which included perceptions, structures, ailments and valuing of the human body. In the light of the findings, educational researchers may as well implement the same methodology in other topics in science where it is deemed applicable. It is recommended that the valuable insights on students understanding may be looked into with emphasis in the teaching process to enable the students to connect their theoretical learning to their reality.