Paper Contents
Abstract
AbstractThe study explored the experiences of teachers in developing the scientific reasoning skills of third graders. This study employed a phenomenological research design to determine the experiences and perceptions of the nine (9) participants. The themes on the experiences of teachers in developing the scientific reasoning skills of third graders included misconceptions, struggling with limited abstract thinking, and exhibiting short attention spans. Meanwhile, teacherscoping strategies with the challenges of developing the scientific reasoning skills of third graders included providing process-based feedback, prioritizing cognitive flexibility, and verbalizing thoughts. Lastly, the themes on the lessons learned from the experiences of the teachers were cognitive, emotional, and social factors that contribute to developing scientific reasoning; developing scientific reasoning needs diversified and learner-centered strategies; and science instruction must be interactive, reflective, and flexible. Teachers encounter challenges since learners at this level possess cognitive and developmental constraints that discourage them from completely participating in scientific reasoning. Future researchers may explore how teacher professional development influences the development of reasoning skills and how teachersscience education beliefs affect their instructional practices. Keywords: Developing, Scientific reasoning, Challenges, Coping Strategies, Lessons, Third graders, Davao del Sur
Copyright
Copyright © 2025 PRINCES DIANA F. DELOS SANTOS. This is an open access article distributed under the Creative Commons Attribution License.
