Attaining Scientific Knowledge and Skills: Implications for Pre-Service Teachers’ Approaches to Teaching Science
Abstract
Purpose: This study was conducted to determine the top three modes of acquiring scientific knowledge and skills and implication to strategies in teaching Science among pre-service teachers of Northern Iloilo State University – Ajuy Campus A.Y. 2023-2024. Methods: It utilized descriptive-correlational design to determine the relationship of the modes of acquiring scientific knowledge and skills and implication to the strategies in teaching science. The respondents were the 47 pre-service teachers major in Science. Moreover, the respondents were classified according to age, sex, and economic status. Findings/application: The findings of the study revealed that the top three modes of acquiring scientific knowledge were questioning, studying scientific terminologies, and inquiry and research. Moreover, the top three modes of acquiring scientific skills were communication, experiment, and conclusion. It also showed that the preferred teaching strategies of pre-service teachers were actual demonstration, peer tutoring, and integrative technique. And there was a significant relationship in the modes of acquiring scientific knowledge and skills and its implication to pre-service teachers where its correlation was significant at the 0.01 level. The study highlighted that the most effective modes to obtain scientific knowledge were questioning, studying scientific terminologies, and engaging in inquiry and research to foster understanding and critical thinking in the scientific field. It also emphasized the importance of interactive and hands-on approaches in science education and practice to enhance scientific literacy and competency. There was a significant relationship in the modes of acquiring scientific knowledge and skills and implication to the strategies in teaching science of the pre-service teachers, suggesting that cooperative learning environment during science classes must be established, increase the frequency of conducting scientific experiments in schools, and availability of science laboratories and supplies should be given importance. KEYWORDS: Scientific Knowledge, Scientific Skills, Pre-Service Teachers, Science Education, Teaching Strategies, Inquiry-Based Learning, Teacher Preparation, Experiential Learning
