Science Teachers’ Pedagogical Orientations Versus Students’ Preferred Orientations in Pakistan

Abstract

Previous studies have sufficiently debated science teachers’ pedagogical orientations (PO); however, research on students’ preferred or desired orientations is scarce. This study determined students’ preferred teaching orientations in relationship with their teachers’ PO. The sample included 313 grade VIII students and 94 teachers from middle schools in Peshawar-Pakistan. Three vignettes from the Pedagogy of Science Teaching Tests (POSTT) were used to find PO. Data was analyzed using frequency count, means, and t-test. The findings revealed students’ and teachers’ preferences for didactic direct and active direct orientations. However, the choice of orientation varied with the nature of the topic. The students and teachers showed the least preference for open inquiry orientation. A significant positive correlation existed between teachers’ PO and teaching experience, and a negative correlation existed between students’ preferred orientations and academic achievement in the general science subject. Interestingly, students with higher test scores preferred teacher-centered instead of student-centered orientations. The study suggests improving teacher education programs to train science teachers in inquiry orientations and its proper integration with science content at all levels.