Teachers' Perspective of Science Flexible Learning

Abstract

The unprecedented shift in educational systems has given rise to a new environment known as the new normal education. In situations like this, science teachers need to be responsive to adapt to the new instructional approaches that strengthen curriculum practice. This qualitative descriptive study investigated the science teachers’ perspective of science flexible learning in terms of teaching practices, challenges encountered, approaches to helping students become self-regulated learners, and the perceived effective science teaching strategies for flexible learning. The data were gathered from eight (8) science teachers through a focus group discussion (FGD). Transcripts of the interviews were closely examined, and themes were generated through inductive thematic analysis. The data revealed that the teaching practices of science teachers were characterized by implementing flexible teaching approaches with maximal parental involvement. Communication barriers and the integrity of student assessment were among the issues that science teachers faced because flexible learning is new to our educational system. In addition, self-regulating strategies such as scaffolding learning through collaborative activities were employed. Furthermore, science teachers hope this teaching modality will effectively implement a practical hands-on activity, adopt transdisciplinary learning tasks, and utilize technology for communication and instruction. The findings of this study suggest that, regardless of the modality, learning science can still be meaningful and relevant to real life if appropriate content and tasks are included in the lessons.