scientific progress, natural philosophy of the Late Medieval Period is seen as playing the role of apologetics. For philosophers of science, with their repudiation of metaphysics, the task of providing a rational reconstruction of how scientific progress has occurred is nigh on impossible. Even explanations such as the Popperian and the Kuhnian strain under great difficulty and provide only partly satisfactory results. In his “Logik der Forschung” (1934) Karl Raimund Popper argues that metaphysics plays an accidental part in the emergence (...) of new scientific ideas. Correspondingly, in “Structure of Scientific Revolutions” (1962), by carrying out theoretical interpretations and classification of empirical facts without their metaphysical premises, Thomas Kuhn comes to the conclusion that natural science was formed under the influence of erroneous interpretations of Aristotelian natural philosophy presented by medieval natural philosophers. These are some of the reasons why medievalists are still made to defend late medieval natural philosophy from shallow convictions that at medieval universities nothing of any significance to contemporary science and philosophy took place at all. Seeking to render a fragment of a coherent reconstruction of the development of natural philosophy, I will investigate one idea of late medieval philosophy – the explanation of motion (impetus). The main statement of the paper holds that the ideas of late medieval natural philosophy have a decisive significance for the development of modern natural science instead of accidental or negative one. In the paper, following Aristotelian philosophical approach, premises of Jean Buridan’s theory of impetus will be exposed. Then, debates over the explanation of projectile motion are going to be presented, and finally, the necessary significance of this metaphysical idea on the modifications of natural philosophy is going to be ascertained. (shrink)

The purpose of the study is to improve the reading comprehension of Grade Three students using audio-assisted technology. This study was conducted at Doña Julita M. Gatuslao Memorial School during the school year 2023-2024 and participated by thirty-three (33) Grade Three pupils who were selected using total enumeration while ten (10) students were selected purposively for a semi-structured interview. The researchers employed a one-group experimental design, utilizing pre-test and post-test measures to assess the effects of the intervention on participants' (...) reading comprehension. The Revised Philippine Informal Reading Inventory (PHIL-IRI) was used to measure reading comprehension. In addition, a descriptive qualitative design was employed to ascertain students' experiences with the intervention for eight weeks. An interview guide was implemented to elicit students' experiences, and its validity was confirmed by three panels of evaluators. Before the intervention, the student's reading comprehension level was categorized as frustration, indicating that they struggled with reading. However, after the introduction of audio-assisted technology, the student's reading comprehension level improved to an instructional level. Additionally, there was a significant difference in the students' reading comprehension levels before and after the intervention, suggesting the effectiveness of the intervention. Furthermore, the students expressed a preference for using technology in reading over traditional methods. They listened attentively when new technologies were used for teaching reading and enjoyed and engaged in reading when technology was integrated into their learning. Based on these findings, the researchers recommend that teachers utilize audio-assisted technology as it yields promising results in improving reading comprehension. (shrink)