Social Constructivist Strategies and Performance in Science and Health of Grade 6 Pupils Applying K-12 Curriculum in San Joaquin Elementary School, Sto. Tomas, Batangas

Abstract

INTRODUCTION

Science entitles for more improved way of teaching and more suitable learning style as our education alters and becomes more advanced with technologies which circulate in an innovative environment. However, in order to develop science skills to learners, they must be involved in an active learning classroom where they can interact with one another to assemble their own ideas for a certain topic. Therefore, this study focused in various instructional learning strategies of social constructivism applied in an active learning classroom of Grade 6 pupils in Science and Health VI which will determine their preparedness to undergo K-12 Curriculum and will recognize the appropriateness of each learning strategies for a particular science lessons by social constructivist strategies in its optimum level.

METHODS

This study was anchored to Social Constructivist Theory of Lev Vygotsky which states learning is fundamentally built based on social interaction. Experimental method of research was utilized to muster the necessary data and information for double group design. Sixty grade 6 pupils enrolled in San Joaquin Elementary School academic year 2016-2017 was chosen using purposive sampling.

RESULTS

These are the following results obtained; a) Applying social constructivist strategies to teach Science and Health VI can bring out better performance. b) The experimental group had improved and attained the K-12 science skills in different levels. The results construed that both the control and experimental group pupils excelled and improved in K-12 science skills regardless of the methods or strategies used in teaching the second grading lessons.

DISCUSSIONS

The results showed that social constructivist strategies are effective to enhance and develop the skills of the pupils, and teachers may apply and conduct strategies that will involve interaction and construction of ideas in order to attain high level of process skill which is helpful to easily grasp a newly introduce lessons. Moreover, teachers may lengthen the exposure of the pupils to a particular strategy to completely evaluate and assess its effectiveness and efficiency. Lastly, the traditional teaching method is effective to various types of learners, thus, teachers may continue the use of this method to improve and acquire the necessary science concepts from each lesson.