Teachers’ Perception on Integrating Historical Vignettes in Teaching Science Concepts


Authors : Cheryll D. Guiao; Dennis G. Caballes

Volume/Issue : Volume 8 - 2023, Issue 1 - January

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/3IcEYtl

DOI : https://doi.org/10.5281/zenodo.7631296

This study focused on the teachers’ perception on integrating historical vignettes in teaching science concepts. A total of 15 science teachers were purposively selected in a public science school in Caloocan City, Philippines. The study employed a combination of two methods, including structured interviews and surveys using Likert scale, to gather data. The researcher conducted individual interviews with participants using a pre-determined guide and analyzed the data using thematic analysis to identify patterns and themes. The study revealed two major categories that emerged from what their teaching philosophies have reflected: real-life approach and experimental and experiential approach. The integration of historical vignettes in teaching science improved the students’ scientific literacy, critical thinking, learning, concept understanding and life skills. The results also suggest that this approach improved the teachers' pedagogical strategies. Additionally, it sparked an interest in students to become socially active and think like scientists capable of solving societal problems. Overall, the teachers were very satisfied with this approach as it helped them effectively teach science and develop research and problem-solving skills in their students.

Keywords : Historical Vignettes, Science Concepts, Scientific Literacy, Interest and Motivation, Teaching Strategies.

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