@article{education20241213,
author={{Anoling, Krisel M. and Abella, Charmaine Ruth G. and Cagatao, Peter Paul S. and Bautista, Romiro G.},
title={Critical Perspectives, Theoretical Foundations, Practical Teaching, Technology Integration, Assessment and Feedback, and Hands-on Practices in Science Education},
journal={American Journal of Educational Research},
volume={12},
number={1},
pages={20--27},
year={2024},
url={https://pubs.sciepub.com/education/12/1/3},
issn={2327-6150},
abstract={Hands-on practices in science education are underscored in a constructivist lens, advocating for experiential learning and direct engagement with scientific concepts. This study aimed to determine the critical perspectives, theoretical foundations, practical teaching, technology integration, assessment and feedback, and hands-on practices in science education as evaluated by the science teachers in the basic and higher education. The Descriptive-Comparative Research design was employed since the study aimed at assessing the thesis as it occurs in its locale without manipulating any variable. The findings revealed a widespread consensus among respondents across various aspects of science education, suggesting promising opportunities for employment and seamless integration throughout different educational tiers. Both males and females generally aligned on critical perspectives, practical teaching methods, and technology integration. However, divergence surfaced in theoretical foundations, assessment, and hands-on practices, showcasing a proficiency gap where female teachers excel. While overall agreement existed among teachers regarding critical aspects of science education, disparities in practical teaching methods persisted among elementary, secondary, and tertiary educators. Respondents from various educational levels showcased uniformity, yet those holding Bachelor's degrees tended to express lower agreement compared to their counterparts with Master's or doctoral degrees. Notably, distinctive views emerged in technology utilization and practical teaching experiences in science education, particularly among Special Science Teachers and Teacher holders when contrasted with Master Teachers, Head Teachers, and Teacher-Educators. These differences emphasized the need for collaborative efforts to bridge gaps and enhance teaching methodologies in science education.},
doi={10.12691/education-12-1-3}
publisher={Science and Education Publishing}
}