Pedagogical Beliefs, Techniques, and Practices towards Hands-on Science

Abstract

This research was conducted to determine the pedagogical beliefs, techniques, and practices on effective hands-on science among the teachers in a schools division in the Philippines. Using the descriptive inferential research design, 87 teachers were identified through stratified random sampling design. G*power was used to determine the required number of samples. The study revealed that (1) the teacher-respondents concur to the pedagogical beliefs in teaching science lessons; (2) the respondents give much emphasis on the pedagogical practices towards effective hands-on science; (3) the respondents agree to the pedagogical techniques towards effective hands-on science; (4) the respondents perceived hands-on science in the local of the study to be effective; and (5) the respondents’ pedagogical beliefs are highly correlated to their pedagogical techniques and moderately correlated with their practices. In addition, their teaching techniques are moderately correlated to their pedagogical practices. Knowing the pedagogical beliefs, techniques, and practices of the respondents, and the significant correlation on their beliefs, practices and techniques bring opportunities in teaching hands-on science. Thus, this brings potential input along a possible intervention program that can be initiated to further improve the science instruction as this is an initial paper conducted in the locale of the study on effective hands-on science.