Exploring Teachers' Classroom Instructional Strategies in Science 3: Experiences and Practices in Public Elementary Schools of Burgos District, Schools Division of Isabela

Authors

  • MARIA CAMILLE ARELLANO NORTHEASTERN COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i3.116

Keywords:

Science education

Abstract

Science education plays a vital role in developing learners' scientific literacy, critical thinking, problem-solving skills, and environmental awareness. In the Philippine basic education system, the MATATAG Curriculum emphasizes learner-centered, inquiry-based, and contextualized Science instruction that promotes active learning and meaningful understanding. This qualitative phenomenological study explored the lived experiences of Science 3 teachers regarding their classroom instructional strategies in public elementary schools in Burgos District, Schools Division of Isabela. Specifically, the study examined teachers' instructional practices, classroom experiences, challenges, adaptive strategies, and recommendations for improving Science instruction. Twelve (12) Science 3 teachers were purposively selected as participants. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that teachers commonly employed inquiry-based learning, experiential activities, contextualized instruction, collaborative learning, differentiated teaching, and formative assessment to improve learner engagement and conceptual understanding. Despite challenges such as inadequate instructional materials, limited Science equipment, diverse learner abilities, and time constraints, teachers demonstrated creativity by utilizing localized resources and learner-centered teaching approaches. The study concludes that effective Science instruction requires continuous professional development, strengthened instructional support, adequate learning resources, and collaborative partnerships among teachers, school leaders, parents, and community stakeholders. The findings provide valuable insights for strengthening Science education in public elementary schools.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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