Environment and Social Psychology

Harnessing Science Teaching Strategies for the Least-Exposed Learners in Science Real-Life Settings

Aldrex A. Barrientos

University of Antique, Tario-Lim Memorial Campus, Tibiao, Antique, 5707, Philippines

DOI: https://doi.org/10.59429/esp.v10i12.3232

Keywords: Harnessing; Science; Teaching Strategies; Least-Exposed Learners; Science Real-Life Settings

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Abstract

Teaching advanced science concepts to learners with limited exposure to real-life scientific applications remained a persistent challenge in science education. Learners who lacked meaningful engagement with real-world contexts often experienced difficulty understanding abstract scientific concepts. This study examined the learning characteristics of least-exposed learners in science and identified instructional strategies used to support learning in real-life settings. A qualitative descriptive-exploratory design was employed, utilizing semi-structured interviews with twenty higher education science educators from the Philippines, selected through purposive sampling. The participants, consisting of both male and female faculty members from public and private universities, had direct experience teaching students with limited exposure to advanced science concepts. The data were analyzed using thematic analysis to identify recurring patterns related to learner characteristics and teaching strategies. The findings revealed that least-exposed learners struggled with abstract understanding, relied heavily on memorization, and demonstrated limited curiosity toward scientific topics. Educators reported that hands-on experiments, problem-based learning, technology integration, and collaborative learning enhanced student engagement, real-world problem-solving skills, and retention of scientific knowledge. The study concluded that grounding science instruction in real-life contexts and employing student-centered strategies improved the accessibility and relevance of advanced science concepts for least-exposed learners, thereby supporting more inclusive and meaningful science learning experiences in higher education.

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