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Implementing Effective Natural Science Teaching Strategies in Education

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Title: Implementing Effective Natural Science Teaching Strategies in Education
Language: English
Authors: Edviges Maria Sidalia de Oliveira (ORCID 0009-0004-8317-3368)
Source: International Journal of Research in Education and Science. 2026 12(1):73-85.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Teaching Methods, Instructional Effectiveness, Science Education, Natural Sciences, Foreign Countries, Elementary School Science, Elementary School Teachers, Science Teachers, Inquiry, Active Learning, Learner Engagement, Student Centered Learning, Science Process Skills, Skill Development
Geographic Terms: Timor-Leste
ISSN: 2148-9955
Abstract: The research aims to examine the effectiveness of learner-centred strategies (LCS) in the teaching of natural sciences in grade 5 classrooms in Timor-Leste, where the teaching-learning process is still characterized by teacher-centred learning (TCL), despite the curricular reforms. The qualitative descriptive design was employed, where the data were collected using semi-structured interviews, observation in classrooms, and analysis of documents by five science teachers in three schools in Baucau. The results indicate that inquiry-based learning theories and constructivist theories have been adopted by teachers who are increasingly adopting LCS strategies, including questioning, group work, problem solving, and guided demonstration. These plans have increased student engagement and participation, but the implementation process is limited due to insufficient resources, lack of ICT integration, and structural restrictions, including inappropriate classroom infrastructure and lack of access to science-related materials. Even though there was a positive attitude of teachers toward LCS, the lack of systematic assessment tools hampered the evidence of long-term learning outcomes. The study concludes that to ensure that Timor-Leste students develop critical, creative, and scientific skills in the 21st century, science education must be supported more effectively by institutions, teachers, and resources.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494152
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Edviges+Maria+Sidalia+de+Oliveira%22">Edviges Maria Sidalia de Oliveira</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-8317-3368">0009-0004-8317-3368</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2026 12(1):73-85.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: The research aims to examine the effectiveness of learner-centred strategies (LCS) in the teaching of natural sciences in grade 5 classrooms in Timor-Leste, where the teaching-learning process is still characterized by teacher-centred learning (TCL), despite the curricular reforms. The qualitative descriptive design was employed, where the data were collected using semi-structured interviews, observation in classrooms, and analysis of documents by five science teachers in three schools in Baucau. The results indicate that inquiry-based learning theories and constructivist theories have been adopted by teachers who are increasingly adopting LCS strategies, including questioning, group work, problem solving, and guided demonstration. These plans have increased student engagement and participation, but the implementation process is limited due to insufficient resources, lack of ICT integration, and structural restrictions, including inappropriate classroom infrastructure and lack of access to science-related materials. Even though there was a positive attitude of teachers toward LCS, the lack of systematic assessment tools hampered the evidence of long-term learning outcomes. The study concludes that to ensure that Timor-Leste students develop critical, creative, and scientific skills in the 21st century, science education must be supported more effectively by institutions, teachers, and resources.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 73
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Science Education
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      – SubjectFull: Elementary School Science
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Science Teachers
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      – SubjectFull: Inquiry
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      – SubjectFull: Active Learning
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Science Process Skills
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      – SubjectFull: Skill Development
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      – SubjectFull: Timor-Leste
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      – TitleFull: Implementing Effective Natural Science Teaching Strategies in Education
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