Abstract
Teachersâ affordances in facilitating science classes which involves their efficacy in teaching strategies and assessment practices, classroom management, and student empowerment impinge their deliberate self-efficacy and attitude in raising desirable scientific attributes among students in response to the newer philosophy of science teaching and learning. The following are the highlights of the findings of this study: (1) the respondents hold efficacious standpoints in teaching and learning science in the newer philosophy of science teaching; (2) the respondents are efficacious in teaching strategies and assessment practices, classroom management, and student empowerment. These concordances are manifestations of their standpoints in an effective science teaching and learning; and (3) the respondentsâ general standpoints in teaching and learning science is proportional to their efficacious viewpoints in employing teaching strategies and assessment practices, classroom management, and student empowerment.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
