Knowing, Doing, and Embracing Local Resources and Pedagogical Shifts in Science Education through Experiments

Abstract

This research identified significant misconceptions and a lack of practical, real-life understanding due to the strict teacher-centric approach and unavailability of teaching materials in the science teaching and learning process. This action research was conducted with five science teachers, focusing on using locally available teaching materials to teach specific science concepts. The primary assumption was that locally available materials could correct misconceptions and serve as effective tools in science education. From an ontological perspective, this paper adopted a postmodernist stance, suggesting that participants could develop new ideas and inquiries instead of a positivist viewpoint that confined learners to prescribed activities. The research methodology comprised three distinct phases: pre-intervention, intervention, and post-intervention, and it measured the effectiveness of the intervention statistically. Teachers used syringes to develop teaching materials and effective teaching methodologies to address misconceptions and strengthen the practical understanding of the working mechanisms of devices like hydraulic presses, Newton meters, and water hand pumps. Incorporating locally available materials for model-making in science education is essential for improving student engagement, fostering creativity, enhancing critical thinking skills, and developing science procedural skills.