Effect of Contextualized Science Instruction on Learners' Understanding of Science Concepts
DOI:
https://doi.org/10.65339/ijsis.V1.I3.164Keywords:
Contextualized Science Instruction, Science Concepts, Conceptual Understanding, Science 6, Elementary Science EducationAbstract
This literature review examined the effect of contextualized science instruction on learners’ understanding of science concepts, with particular attention to Science 6 and its relevance to the educational context of the Schools Division Office of Aurora (SDO Aurora). The review synthesized recent Philippine and international studies published mainly from 2021 to 2026 that explored contextualized, localized, context-based, and real-life approaches in science teaching. Findings generally showed that contextualized instruction can improve conceptual understanding, academic performance, engagement, scientific reasoning, and the application of knowledge when scientific ideas are connected with learners’ experiences, local environments, and familiar situations. The literature also highlighted the value of contextualized instructional materials in addressing difficult concepts and supporting meaningful learning. However, the effectiveness of contextualization depends on the quality of instructional design, scientific accuracy, teacher competence, and alignment between context and curriculum objectives. Challenges identified in the literature included limited teacher preparation, lack of validated localized materials, large class sizes, and differences in implementation across settings. The review concludes that contextualized science instruction is a promising approach for strengthening Science 6 learning. Further research, particularly within SDO Aurora, is recommended to determine how contextualized approaches can be adapted to learners’ local experiences, environments, and science learning needs.
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