Research and Development – Philippine Institute of Pure and Applied Chemistry

A vital part of PIPAC’s package of services is basic and applied research conducted independently or in cooperation with client companies.

Institute Personnel and their Research Interests

- - Armando Victor M. Guidote, Jr., Ph.D.
    Research Interests:
    Organic Chemistry, Natural Products, Chemistry Education
    Click here to see the list of his publications.
  - Armando Jerome H. de Jesus, Jr., Ph.D.
    Research Interests:
    Molecular dynamics simulations, Membrane-protein interactions, Membrane protein-small molecule interactions
    Click here to see the list of his publications.
  - Ronaldo M. Fabicon, Ph.D.
    Research Interests:
    Industrial Chemistry
    Click here to see the list of his publications.
  - Crisanto M. Lopez, Dr.rer.nat
    Research Interests:
    Infection Biology, Fungal Biotechnology
    Click here to see the list of his publications.
  - Giselle Grace F. Lim-Co Yu Kang, Ph.D
    Research Interests:
    Biochemistry, Enzymes, Analytical Chemistry
    Click here to see the list of her publications.
  - Gilbert U. Yu, D.Eng
    Research Interests:
    Materials Science (Polymers and Supramolecules), Chemical Education, Development of Lab Experiment Modules
    Click here to see the list of his publications.
  - Ian Ken D. Dimzon, Ph.D
    Research Interests:
    Applied Analytical Chemistry, Mass Spectrometry, Chemical Metrology
    Click here to see the list of his publications.
  - Anna Carissa M. San Esteban, Ph.D
    Research Interests:
    Electrochemistry (corrosion, electrocatalytic processes); Coordination Chemistry (coordination polymers, metal-organic frameworks)
    Click here to see the list of her publications.

Selected Publications

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2017

Yna Camille A. Mongcal; Queena N. Lee-Chua; Armando M. Guidote Jr.

Assessing In-service Teachers’ Chemistry Content Knowledge and Self-efficacy in Teaching the K to 12 Science Curriculum Journal Article

In: KIMIKA, vol. 28, no. 2, pp. 13-21, 2017, ISSN: 2508-0911.

Abstract | Links | Tags: content knowledge, educational reform, self-efficacy, teacher competence

@article{Mongcal2017,

title = {Assessing In-service Teachers’ Chemistry Content Knowledge and Self-efficacy in Teaching the K to 12 Science Curriculum},

author = {Yna Camille A. Mongcal and Queena N. Lee-Chua and Armando M. Guidote Jr.},

url = {https://kimika.pfcs.org.ph/index.php/kimika/article/view/236},

doi = {10.26534/kimika.v28i2.13-21},

issn = {2508-0911},

year  = {2017},

date = {2017-12-19},

journal = {KIMIKA},

volume = {28},

number = {2},

pages = {13-21},

abstract = {As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study aims to assess the chemistry content knowledge and self-efficacy of 38 in-service teachers enrolled in a graduate program from a teacher education institution using a content knowledge test (CKT) and a self-efficacy beliefs scale (SeS) using a mixed-method approach. Quantitative findings reveal that the least mastered topics in chemistry of the teacher-respondents include solutions, chemical bonding, the mole concept, gas laws, and chemical reactions. The science teachers say they are “somewhat confident” in teaching the chemistry topics. Qualitative findings include difficulties in answering the CKT and challenges encountered in teaching chemistry using the K to 12 science curriculum. In the needs analysis, key findings in the results of focus group discussion are used to verify quantitative findings. The correlation between content knowledge and self-efficacy beliefs is r = -0.12, with findings showing a negligible to low correlation. This implies that even if teachers perceive that they are “somewhat confident” in teaching chemistry topics, such beliefs do not match their content knowledge scores. Valid findings are based on the CKT results and further suggest that the CKT (not the SeS) is a good measure in determining the content learning needs of teachers.},

keywords = {content knowledge, educational reform, self-efficacy, teacher competence},

pubstate = {published},

tppubtype = {article}

}