Physics Teachers’ Conception on Creating a Supportive Learning Environment

Abstract

The 2018 result of the Programme for International Students Assessment (PISA) shows below-average Filipino students' scientific literacy. Trends in International Mathematics and Science Studies (TIMSS) show the same result even after implementing the country's revised basic education curriculum. These findings from international assessments call for an analysis by researchers and policymakers to explore the possible interplay of curricular variables contributing to the Filipino students' challenged scientific literacy. This research article seeks to account for Filipino physics teachers' experiences and exposition of their patterns of thoughts regarding critical aspects of classroom instruction. Physics teachers from various provinces participated in a semi-structured interview, and their responses were subjected to thematic analysis. The results reveal several factors that contribute to deter the achievement of quality physics classroom instruction. Practitioners in the field cited critical factors that must be considered and subject to continual study to create educational policy support.

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Author Information
Kim Diate, Mindanao State University-Iligan Institute of Technology, Philippines
Ivy Claire Mordeno, Mindanao State University-Iligan Institute of Technology, Philippines
Amelia Buan, Mindanao State University-Iligan Institute of Technology, Philippines
Elesar Malicoban, Mindanao State University-Iligan Institute of Technology, Philippines
Neal Alfie Lasta, Mindanao State University-Iligan Institute of Technology, Philippines

• Category: Teaching Experiences, Pedagogy, Practice & Praxis

Posted by James Alexander Gordon

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