Public School Science Teachers’ Perceptions on the Effectiveness of Center-Based Learning Approach: A Content Knowledge-Based Method

Abstract

Science is perceived to be of importance because of its link to technology and industry. The study investigated the perception of the elementary public school Science teachers on the effectiveness of the Center-Based Learning Approach to the learning capabilities of the pupils. The Center-Based Learning Approach encourages learners to explore and discover concepts and ideas through Multiple Learning Centers where they can actively participate namely: Computer Center, Art/Activity Center, Journal and Writing Center, Reading Center and Manipulative Center. It relies heavily on computer-aided learning modules and richly illustrated lessons. Using this approach, the lessons are made not just enjoyable and fun but also encourage learner to use his imagination and critical thinking thereby developing multiple intelligences as different learning styles and preferences are catered. This qualitative research used a descriptive normative survey design. The researcher computed the mean of the responses of teachers on their perception of CBLA based on the Productive Pedagogies Framework for Classroom Reflection criteria of the Department of Education and Technology, Queensland, Australia. The questionnaire includes observable behaviors related to the five characteristics of an effective and productive pedagogy. As assessed by the teachers, all the characteristics and behaviors of a productive pedagogy were observable in all the centers of the CBLA. The elementary public-school teachers perceived that the CBLA is an effective approach in teaching elementary Science & Health subject. It possesses the characteristics that influenced effective teaching and high learner performance. It is therefore an effective approach in teaching. It is recommended for utilization and application in teaching of Science and Health subject in the Department of Education (Deped).