Pedagogical Practices in the Teaching–Learning of Science: A Qualitative Study at Calabuanan National High School

Effective science instruction is central to the development of learners’ scientific literacy, critical thinking, and problem-solving skills (Bybee, 2013). Pedagogical practices employed by teachers play a crucial role in shaping learners’ engagement, conceptual understanding, and attitudes toward science (Hmelo-Silver et al., 2007). This qualitative study examined the pedagogical practices used in the teaching–learning of Science at Calabuanan National High School and explored how these practices influence learners’ classroom engagement and learning experiences. Using a qualitative descriptive research design, data were gathered through semi-structured interviews with science teachers and focus group discussions with junior high school learners. Thematic analysis revealed four major themes: learner-centered and inquiry-based practices, contextualization and real-world connections, assessment practices supporting learning, and challenges in implementing innovative pedagogy. Findings indicate that participatory and inquiry-oriented strategies enhance learner engagement and conceptual understanding, while contextualized instruction supports meaningful learning (Prince & Felder, 2006). However, constraints such as time limitations, large class sizes, and limited resources affect consistent implementation. The study concludes that science teaching is most effective when inquiry-based and contextually grounded approaches are supported by institutional resources and professional development.