Critical Pedagogy Implementation in Science Education as Perceived by Science Educators
DOI:
10.56566/ijses.v2i2.309Downloads
Abstract
Critical pedagogy (CP) is a crucial instructional approach that aims to increase students' knowledge while fostering a greater awareness of justice and social equality. This approach is used in different disciplines to foster meaningful learning. In science education, CP is used by educators to deepen conceptual learnings by allowing learners to think the social implications of the concept being learned. Thus, this study is created to assess science educators' understanding of CP in basic science education, considering their length of service and gender. The used of quantitative research design is employed to accomplish the objectives of the study. In addition, respondents were drawn using simple random sampling technique and curated with the inclusion criteria. Based on this, 109 science educators across the province of Davao del Sur, Philippines were randomly selected as respondents to the study. The use of mean, standard deviation, Mann-Whitney U-Test, and Kruskal-Wallis H Test were used to analyze the data. The findings of the study revealed that science educators have an overall high level of understanding of CP with a very high level in the indicator, program structure. Moreover, data shows a moderate level of understanding in the indicators evaluation and teacher development. The analysis further revealed that gender does not play a significant role in understanding CP. However, when analyzed by length of service, data shows a statistically significant difference in the overall CP along with the indicators of philosophical orientation and teacher-student relationship. The findings of the study imply that science educators should be empowered to integrate CP in the classroom and implement professional development programs to improve CP understanding, especially for newly employed science educators
Keywords:
Critical pedagogy Educational justice Pedagogical practices Science education Science teacher developmentReferences
Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104
Aksakalli, A. (2018). The Effects of Science Teaching based on Critical Pedagogy Principles on the Classroom Climate. Science Education International, 29(4), 250–260. https://doi.org/10.33828/sei.v29.i4.7
Aliakbari, M., & Faraji, E. (2011). Basic principles of critical pedagogy. Second International Conference on Humanities, Historical and Social Sciences, IPEDR Vol. 17, 77–85.
Andrade, S. (2007). Tensions And Possibilities In Applying Freirean Critical Pedagogy Towards Fostering Critical Literacy In India’s Education System. Queen‘s University.
Arrieta, G. S., Dancel, J. C., & Agbisit, M. J. P. (2020). Teaching Science in The New Normal: Understanding The Experiences of Junior High School Science Teachers. Jurnal Pendidikan MIPA, 21(2), 146–162. https://doi.org/10.23960/jpmipa/v21i2.pp146-162
Borg, C., & Mayo, P. (2006). Challenges for Critical Pedagogy: A Southern European Perspective. Cultural Studies ↔ Critical Methodologies, 6(1), 143–154. https://doi.org/10.1177/1532708605282809
Bosio, E. (2021). Conversations on Global Citizenship Education (E. Bosio, Ed.). Routledge. https://doi.org/10.4324/9780429346897
Breunig, M. (2010). Paulo Freire: Critical Praxis and Experiential Education (1st ed.). Routledge.
Caballes, M. E. J., Pedrita, N. J. C., Villaren, J. M., & Diquito, T. J. A. (2024). Status of Science Laboratories in Secondary Basic Education Public Schools in the Division of Davao Del Sur, Philippines. American Journal of Interdisciplinary Research and Innovation, 3(1), 45–54. https://doi.org/10.54536/ajiri.v3i1.2495
Chalaune, B. S. (2021). Paulo Freire’s Critical Pedagogy In Educational Transformation. International Journal of Research -GRANTHAALAYAH, 9(4), 185–194. https://doi.org/10.29121/granthaalayah.v9.i4.2021.3813
Confesor, R. F., & Belmi, R. M. (2022). Structure, Activities and Teacher Development in the Philippine Science Teachers’ Community of Practice. International Journal of Learning, Teaching and Educational Research, 21(6), 71–89. https://doi.org/10.26803/ijlter.21.6.5
Couló, A.C. (2018). Philosophy of Science in Science Teacher Education: Meeting Some of the Challenges. In: Prestes, M., Silva, C. (eds) Teaching Science with Context. Science: Philosophy, History and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-74036-2_24
Darder, A., Hernandez, K., Lam, K. D., & Baltodano, M. (2023). The Critical Pedagogy Reader. Routledge. https://doi.org/10.4324/9781003286080
Dasas, L. B. (2020). Filipino Teachers’ Reflections on Critical Pedagogy (CP) in Science Education. The Normal Lights, 14(2). https://doi.org/10.56278/tnl.v14i2.1658
Davis, E. A., Janssen, F. J. J. M., & Van Driel, J. H. (2016). Teachers and science curriculum materials: where we are and where we need to go. Studies in Science Education, 52(2), 127–160. https://doi.org/10.1080/03057267.2016.1161701
Demirdöğen, B. (2016). Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components. Journal of Science Teacher Education, 27(5), 495–532. https://doi.org/10.1007/s10972-016-9472-5
Department of Education. (2017). DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional Standards for Teachers. Republic of the Philippines: Https://Www.Deped.Gov.Ph/Wp-Content/Uploads/2017/08/DO_s2017_042-1.Pdf, 1–33.
Diquito, T. J. (2024). Basic Education Curriculum under the Newly Implemented K to 10 (MATATAG) Curriculum in the Philippines: The Case of Science Education. American Journal of Education and Technology, 3(3), 123–132. https://doi.org/10.54536/ajet.v3i3.3396
Duarte, E. (2006). Critical Pedagogy and the Praxis of Worldly Philosophy. Journal of Philosophy of Education, 40(1), 105–114. https://doi.org/10.1111/j.1467-9752.2006.00495.x
Fabián, Z. (2021). Mean, mode or median? The score mean. Communications in Statistics - Theory and Methods, 50(10), 2360–2370. https://doi.org/10.1080/03610926.2019.1666142
Faux, N., & Watson, S. (2020). 7 Teaching and Tutoring Adult Learners with Limited Education and Literacy. In Teaching Adult Immigrants with Limited Formal Education (pp. 124–144). Multilingual Matters. https://doi.org/10.21832/9781788927000-010
Fobes, C., & Kaufman, P. (2008). Critical Pedagogy in the Sociology Classroom. Teaching Sociology, 36(1), 26–33. https://doi.org/10.1177/0092055X0803600104
Freire, P. (1970). Pedagogy of the Oppressed. Seabury Press.
Geletu, G. M. (2022). The effects of teachers’ professional and pedagogical competencies on implementing cooperative learning and enhancing students’ learning engagement and outcomes in science: Practices and changes. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2153434
Gibson, M. (2020). From deliberation to counter-narration: Toward a critical pedagogy for democratic citizenship. Theory & Research in Social Education, 48(3), 431–454. https://doi.org/10.1080/00933104.2020.1747034
Giroux, H. A. (2010). Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy. Policy Futures in Education, 8(6), 715–721. https://doi.org/10.2304/pfie.2010.8.6.715
Giroux, H. A. (2013). Neoliberalism’s War Against Teachers in Dark Times. Cultural Studies ↔ Critical Methodologies, 13(6), 458–468. https://doi.org/10.1177/1532708613503769
Gordon, B. M., & Nieto, S. (2018). Affirming Diversity: the sociopolitical context of multicultural education. The Journal of Negro Education, 61(3), 440. https://doi.org/10.2307/2295263
Guiamalodin, N. M., Culele, R. G. A., Silguerra, J., & Diquito, T. J. A. (2024). Unfolding the Experiences and Preparedness Mechanism of Senior Citizens in the Wake of Disaster: Towards a Disaster Resilient Community. American Journal of Society and Law, 3(1), 1–13. https://doi.org/10.54536/ajsl.v3i1.2299
Habiddin, H., Ameliana, D. N., & Su’aidy, M. (2020). Development of a Four-Tier Instrument of Acid-Base properties of salt Solution. JCER (Journal of Chemistry Education Research), 4(1), 51. https://doi.org/10.26740/jcer.v4n1.p51-57
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. https://doi.org/10.1002/tea.20363
Heilbronn, R. (2022). Teacher Educators: Philosophical Perspectives. In Encyclopedia of Teacher Education (pp. 1834–1838). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8679-5_80
Herrera, L. (2018). Pedagogy of the heart. International Review of Education, 64(5), 697–699. https://doi.org/10.1007/s11159-018-9737-7
Hofkens, T. L., & Pianta, R. C. (2022). Teacher–Student Relationships, Engagement in School, and Student Outcomes. In Handbook of Research on Student Engagement (pp. 431–449). Springer International Publishing. https://doi.org/10.1007/978-3-031-07853-8_20
Jay, G., & Graff, G. (2020). A Critique of Critical Pedagogy. In Higher Education Under Fire (pp. 201–213). Routledge. https://doi.org/10.4324/9781003061489-12
Karakaya, F., & Yılmaz, M. (2022). Teachers views on assessment and evaluation methods in STEM education: A science course example. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202213526
Kareepadath, V. P. (2018). Critical pedagogy in practice: A case study from Kerala, India. Journal of Pedagogy, 9(2), 33–54. https://doi.org/10.2478/jped-2018-0010
Katz, L. (2014). Teachers’ Reflections on Critical Pedagogy in the Classroom. InterActions: UCLA Journal of Education and Information Studies, 10(2). https://doi.org/10.5070/D4102017865
Keesing-Styles, L. (2003). The Relationship between Critical Pedagogy and Assessment in Teacher Education. Radical Pedagogy: Https://Radicalpedagogy.Icaap.Org/Content/Issue5_1/03_keesing-Styles.Html.
Khan, A., & Sharma, P. (2023). Teacher Education and Pedagogy of Science: Review and Reflection. In Teaching and Teacher Education in India (pp. 235–257). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-4985-4_13
Kincheloe, J. L. (2012). Critical Pedagogy in the Twenty-First Century: Evolution for Survival. Counterpoints, 422, 147–183. http://www.jstor.org/stable/42981758
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachers’ Content Knowledge and Pedagogical Content Knowledge. Journal of Teacher Education, 64(1), 90–106. https://doi.org/10.1177/0022487112460398
Koay, J. (2021). What is critical pedagogy? Edumaxi:Learning Solutions: Https://Www.Edumaxi.Com/Blog/What-Is-Critical-Pedagogy.
Kruskal, W. H., & Wallis, W. A. (1952). Use of ranks in one-criterion variance analysis. Journal of the American Statistical Association, 47, 583–621.
la Velle, L. (2023). Development of teachers’ knowledge: the breadth, depth, and detail. Journal of Education for Teaching, 49(4), 545–550. https://doi.org/10.1080/02607476.2023.2245219
Li, X., Bergin, C., & Olsen, A. A. (2022). Positive teacher-student relationships may lead to better teaching. Learning and Instruction, 80, 101581. https://doi.org/10.1016/j.learninstruc.2022.101581
MacFarland, T. W., & Yates, J. M. (2016). Mann–Whitney U Test. In Introduction to Nonparametric Statistics for the Biological Sciences Using R (pp. 103–132). Springer International Publishing. https://doi.org/10.1007/978-3-319-30634-6_4
Macugay, E. B., & Bernardo, A. B. I. (2013). Science coursework and pedagogical beliefs of science teachers: The case of science teachers in the Philippines. Science Education International, 24(1), 63–77. https://files.eric.ed.gov/fulltext/EJ1015831.pdf
Manjunatha, N. (2019). Descriptive Research. Journal of Emerging Technologies and Innovative Research , 6(6), 863–867.
Martinez, M., & Bartholomew, M. (2017). What Does It “Mean”? A Review of Interpreting and Calculating Different Types of Means and Standard Deviations. Pharmaceutics, 9(2), 14. https://doi.org/10.3390/pharmaceutics9020014
McFadden, A., & Williams, K. E. (2020). Teachers as evaluators: Results from a systematic literature review. Studies in Educational Evaluation, 64, 100830. https://doi.org/10.1016/j.stueduc.2019.100830
McLaren, P. (2015). Life in Schools. Routledge. https://doi.org/10.4324/9781315633640
Monchinski, T. (2008). Critical Pedagogy in the Everyday Classroom. In Critical Pedagogy And The Everyday Classroom (Vol. 3, pp. 115–139). Springer Netherlands. https://doi.org/10.1007/978-1-4020-8463-8_4
Mork, S. M., Henriksen, E. K., Haug, B. S., Jorde, D., & Frøyland, M. (2021). Defining knowledge domains for science teacher educators. International Journal of Science Education, 43(18), 3018–3034. https://doi.org/10.1080/09500693.2021.2006819
Mrabti, L., & Alaoui, Z. B. (2024). Balancing Qualitative and Quantitative Research Methods (pp. 87–118). https://doi.org/10.4018/979-8-3693-8689-7.ch004
Mukagiahana, J., Sibomana, A., & Ndiritu, J. (2024). Teachers understanding of gender responsive pedagogy and its application in teaching process: Case after teacher training program interventions in Rwanda. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202423067
Noor, S., Tajik, O., & Golzar, J. (2022). Simple Random Sampling. International Journal of Education & Language Studies, 1(2), 78–82. doi: 10.22034/ijels.2022.162982
Nurfadilah, N. (2019). The Effect of Experiential Learning Viewed From Gender Differences Perspective toward Physics Learning Outcome. Jurnal Pendidikan Fisika, 7(2), 221–234. https://doi.org/10.26618/jpf.v7i2.2081
Palbusa, M. J. Y. (2021). Senior High School as Critical Pedagogy. Asian Journal of Contemporary Education, 5(1), 34–44. https://doi.org/10.18488/journal.137.2021.51.34.44
Peng, Z. (2023). The Role of the Teacher in Modern Education. International Journal of Education and Humanities, 8(2), 117–118. https://doi.org/10.54097/ijeh.v8i2.7758
Pillay, A. (2014). Using collaborative strategies to implement critical pedagogy in an HE lecture-room : initiating the debate. South African Journal of Higher Education, 28, 1–19.
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286–308. https://doi.org/10.1108/JPCC-12-2018-0032
Poling, D. V., Van Loan, C. L., Garwood, J. D., Zhang, S., & Riddle, D. (2022). Enhancing teacher-student relationship quality: A narrative review of school-based interventions. Educational Research Review, 37, 100459. https://doi.org/10.1016/j.edurev.2022.100459
Rahi, S. (2017). Research Design and Methods: A Systematic Review of Research Paradigms, Sampling Issues and Instruments Development. International Journal of Economics & Management Sciences, 06(02). https://doi.org/10.4172/2162-6359.1000403
Roohani, A., & Haghparast, S. (2020). Relationship Between Critical Pedagogy and Reflective Thinking with L2 Teachers’ Pedagogical Success. The Journal of AsiaTEFL, 17(1), 105–123. https://doi.org/10.18823/asiatefl.2020.17.1.7.105
Roohani, A., Hashemian, M., & Haghparast, S. (2015). Validating a context-specific teacher critical pedagogy questionnaire. International Journal of Research Studies in Language Learning, 5(4). https://doi.org/10.5861/ijrsll.2015.1313
Santos, G., Marques, C. S., Justino, E., & Mendes, L. (2020). Understanding social responsibility’s influence on service quality and student satisfaction in higher education. Journal of Cleaner Production, 256, 120597. https://doi.org/10.1016/j.jclepro.2020.120597
SEI-DOST & UP NISMED. (2011). Science framework for Philippine basic education. Manila: SEI-DOST & UP.
Seyedsayamdost, H. (2015). On gender and philosophical intuition: Failure of replication and other negative results. Philosophical Psychology, 28(5), 642–673. https://doi.org/10.1080/09515089.2014.893288
Shahat, M. A., Al-Balushi, S. M., & Al-Amri, M. (2022). Investigating Pre-Service Science Teachers’ Self-Efficacy Beliefs for Teaching Science Through Engineering Design Processes. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2291. https://doi.org/10.21601/ijese/12121
Sofianidis, A., & Kallery, M. (2019). Evaluating Science Teachers’ Teaching Practices: Strengths And Weaknesses. Conference: ESERA 2019 - The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education, 1757–1763.
Southerland, S. A., Granger, E. M., Hughes, R., Enderle, P., Ke, F., Roseler, K., Saka, Y., & Tekkumru-Kisa, M. (2016). Essential Aspects of Science Teacher Professional Development. AERA Open, 2(4). https://doi.org/10.1177/2332858416674200
Thiet, R. K. (2017). An Interactive, Instant Polling Exercise to Allay Student Anxiety in Science Courses. The American Biology Teacher, 79(6), 496–498. https://doi.org/10.1525/abt.2017.79.6.496
Uddin, M. S. (2019). Critical Pedagogy and Its Implication in the Classroom. Journal of Underrepresented & Minority Progress, 3(2), 109–119. https://doi.org/10.32674/jump.v3i2.1788
Ural, A., & Öztürk, A. (2020). A Transformative Experience: The Influence of Critical Pedagogy Studies on Teachers. Journal for Critical Education Policy Studies, 18(2), 159–195. https://www.jceps.com/wp-content/uploads/2020/09/18-2-5.pdf
Vavrus, M. (2009). Sexuality, schooling, and teacher identity formation: A critical pedagogy for teacher education. Teaching and Teacher Education, 25(3), 383–390. https://doi.org/10.1016/j.tate.2008.09.002
License
Copyright (c) 2025 Jaydione Makiaway, Shaina Ella Raganas, Divine Nicole Serbo, Tomas JR Diquito
This work is licensed under a Creative Commons Attribution 4.0 International License.
