Constructivism and Pedagogical Practices of Science Teachers
Joefrey R. Chan1, Joanna Marie A. De Borja2,
Jayson L. De Vera3, Jhun G. Himoldang4,
Ryan V. Lansangan5, Mark Gill M. Mercado6,
Hazel Dr. Samala7, Abegail A. Soliman8,
DepEd City of Manila1, Philippines Normal University2.3
National University4, University of Sto. Tomas5,
Central Luzon State University6, Polytechnic University of the Philippines7,
DepEd San Juan City8
DOI: https://doi.org/10.54476/iimrj360
ABSTRACT
This study generally aimed to determine how the theory of constructivism has been translated into pedagogical practices of science teachers among the selected schools in Metro Manila. The study utilized case study adapting passive observation, document analysis and semi-structured interview in the data gathering and thematic interpretation in data analysis. Results uncovered that teachers’ practices of planning learning episodes elicit active engagement as an evidence of meaning making. Various learning activities have been conceptualized to thoroughly activate prior knowledge on essential information and concepts and link these to new knowledge being introduced in the lesson through designed activities. The art of questioning has been observed to initiate and induce engagement among learners and was evident in the implementation of different strategies such as pre-assessment, reflection, collaboration, and use of language. Assessment procedures planned and implemented by teachers embodied a constructivist approach in terms of assessing students’ understanding of concepts, creation of new knowledge, and integration of ideas to other disciplines. Results of the study further implied to revisit the curricular preparation of teachers in terms of its alignment to the various postulates of constructivist-approach of teaching and learning.
Keywords: Assessment strategies, Constructivism, learning outcomes, pedagogical practices, and teachers’ preparation.