Students’ Best Science Teaching Practices

Abstract

This study seeks to find out from elementary students teaching practices that help them learn science better. It also investigates whether there are statistical differences between male and female students' perceptions. For this, a questionnaire was developed from Danielson's framework of teaching. This research used descriptive methodology. Data was gathered from two hundred and nine randomly selected students. Findings revealed no statistical differences between male and female students' perceptions. They also highlighted the most effective science teaching practices in students' (1) learning environment, (2) role in class, (3) activities and (4) progress.