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