Participatory action research utilizing school grounds as context of professional development for science teacher

Abstract

The study examined of the professional development of elementary science teachers and their beliefs about science teaching and learning through their involvement in a participatory action research. Six public elementary science teachers co-planned, co-designed, and co-implemented professional development activities focusing on the utilization of school grounds as context for science teaching and learning. The study was conducted in five schools in one of the districts in the Division of Iloilo. Primary data sources for the study included transcripts of individual interviews, records of focus group discussions, fields observation notes, journals, photographs, and minutes of meetings. The secondary data sources included archival data, video clips, and artifacts. Narrative analysis was utilized to represent the data from the study. Findings of the study revealed that teachers-participants were able to develop and implement science inquiry activities using the school grounds as resources in science teaching and learning. They also found that school grounds were effective and rich venues in a collaborative setting. Through their participation in the action research, teacher-participants developed positive beliefs about science, particularly on the importance of school grounds as cheaper and effective means to teach science. The study generated a compendium of instructional materials using the school grounds as context for inquiry teaching and learning. It also developed a model for professional development of elementary science teachers through their participation in an action research.