Abstract

Science education has been identified as an effective instrument toward the attainment of goals for global competitiveness. Thus, science teachers need to be conversant with different strategies suited for the best classroom interaction. According to Sorden [1] pedagogy on technology integration creates contexts for authentic learning. New technologies when integrated in a meaningful ways will enhance the production of knowledge and the communication and dissemination of ideas. It is in this context why the researcher intended to determine the approaches and strategies utilized in technology oriented-science instruction. Descriptive research method was used in this study with researcher-made questionnaire as the main data gathering instrument which was complemented by interviews. Respondents were 35 science teachers from Oblates of Saint Joseph schools. Weighted mean was the statistical tools used to treat gathered data. Results revealed that science teachers often utilized discussion, collaborative, experiential, reflective, metacognitive and expository practices and approaches in technology-oriented science instruction. Results also indicated that the use of simulations and blended learning were moderately utilized in teaching science. Study recommended that science teachers should be provided with more in-service trainings and seminars relative to teaching-learning resources for technology oriented science instruction particularly on the use of simulations, and blended learning, and the resources for these should also be available for teachers use.

Authors and Affiliations