Conduct of Investigatory Project for Effective Science Teaching in the Elementary Grades

Abstract

INTRODUCTION

Science as a subject aims to help learners gain a functional understanding of concepts and principles related to real-life situations. However, there is still an unsatisfactory pupil performance in science despite the efforts of teachers to improve instruction. This study aimed at conducting an innovative science investigatory project in Chemistry that may be used to supplement science hands-on activities in the K to 12 curriculum, promoting the goal of science teaching to produce science literate and productive individuals.

METHODS

The descriptive method of research was used with a questionnaire as the main gathering data instrument. To get more valid responses and gather sufficient information, interview and documentary analysis were conducted. One hundred fourteen elementary science teachers of Rosario East and Rosario West Districts served as respondents of the study. Frequency, percentage, ranking, weighted mean, mean and Chi-square (x²) test of independence were the statistical tools applied in treating the data.

RESULTS

The majority of the elementary science teachers were relatively young, female, married, with MA units, non-science majors, has been teaching for more than five years, attended science training, and has positive attitudes and interests in attending seminars relevant to investigatory projects. They are creative and committed to helping students discover different science concepts, have the initiative to improve laboratory tools to solve problems on the inadequacy of resource materials, encourage their learners to be involved in investigatory projects, and are willing to train their pupils. Further, the age of the science teachers, their educational qualifications, area of specialization, number of years in teaching science, and science training activities attended have significant relationships with their interests and attitudes, while sex and civil status do not correlate. Investigatory project in science was described by the teachers to be evident in terms of its objectives, requirements, criteria, and importance. The major constraints identified in participating in investigatory project activities were the lack of budget, lack of laboratory room, inadequate laboratory tools, apparatuses, and equipment, limited time in finishing the project, unavailability of resources, and lack of training for science teachers.

DISCUSSIONS

The proposed innovative science investigatory project may be used as a strategy and science intervention material for teaching science effectively in grades four to six in the K to 12 science curriculum. This involves the use of scientific methods within a specific area of investigation of inquiry. This may be conducted by teachers and students in life science and applied science categories, and they may actively participate in a science fair.