ABSTRACT
This study examined the experiences, challenges, and coping strategies of Science learners in achieving conceptual change using a descriptive-qualitative research design. Findings revealed that students perceive science learning as both interesting and challenging. While they enjoy engaging activities such as experiments, demonstrations, and real-life applications of concepts, they also experience difficulties in understanding scientific vocabulary, abstract concepts, and complex ideas. Many students also struggle to change their pre-existing misconceptions and adapt to scientifically accurate explanations. Other challenges include fast-paced instruction, classroom distractions, and cognitive overload when multiple concepts are introduced simultaneously. To address these challenges, learners employ coping strategies such as seeking help from teachers and peers, reviewing notes, practicing lessons, utilizing online learning resources, breaking down complex concepts into simpler parts, and using visual and real-life connections to improve understanding. Based on these findings, an intervention program is recommended to enhance students’ conceptual understanding in science.
Keywords: Experiences, Challenges, Coping Strategies
INTRODUCTION
Science education continues to be a fundamental component of high-quality basic education with the goal of developing students' scientific literacy, critical thinking, and problem-solving abilities, all essential for both individual and social growth. The K–12 curriculum in the Philippines emphasizes science as a fundamental topic that is necessary for students to understand natural events and apply scientific concepts in practical settings.
Conceptual change is a critical component of meaningful science learning. In learning science, learners bring pre instructional ideas shaped by everyday experiences, cultural beliefs, and informal reasoning. These pre existing conceptions may have conflict with scientifically accepted explanations, creating barriers to meaningful learning if not addressed intentionally (Heller, Conceptual Change in Science Teaching and Learning, 2025).
Intervention studies in science education have demonstrated that active engagement, inquiry activities, and hands on learning opportunities promote conceptual change by allowing learners to test, revise, and reflect on their ideas (Corridor Demonstrations study, 2025).
Science classrooms that rely on traditional, teacher centered approaches often fail to disrupt learners’ misconceptions. Without deliberate instructional focus on learners’ existing ideas and targeted cognitive conflict experiences, misconceptions can persist even after repeated exposures to correct information (Conceptual Change Framework of Instruction, 2022).
Under the Enhanced Basic Education Act of 2013 (RA 10533), the curriculum is designed to develop learners’ higher-order thinking skills and scientific literacy, a goal that continues to be emphasized in current educational policies and reforms (Department of Education [DepEd], 2022; UNESCO, 2022). The Department of Education K–12 Science Curriculum Guides require the application of engaging teaching methods in inquiry, exploration, and conceptual understanding. Teachers are also bound by the Teachers’ Code of Ethics (RA 7836) to employ effective strategies that enhance learners’ cognitive development and mastery of competencies, including scientific concepts, in line with current standards emphasizing quality teaching and learner-centered instruction (Department of Education [DepEd], 2022; UNESCO, 2022).
Classroom realities often reveal gaps in implementation due to inadequate resources, overcrowded classrooms, and a lack of teacher training. Recent Philippine studies in science education illustrate both the promise and challenges of conceptual change approaches.
Also, affective factors such as learners’ motivation, confidence, and attitudes toward science play a role in conceptual change. Learners who are disengaged or frustrated may be less likely to participate actively in cognitive conflict and meaning making processes, thereby limiting conceptual restructuring.
From direct classroom observations and pilot interactions with science learners, the researcher has noted recurring patterns of conceptual difficulty and learner frustration. Many learners exhibit initial resistance when confronted with scientific explanations that contradict their everyday beliefs. These experiences highlight the necessity of designing instructional interventions that not only address cognitive barriers but also support learners effectively—by building confidence, engagement, and a sense of ownership over their learning.
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