Shaping Minds Together: Experiences of Junior High School Students in Learning Science in a Constructivist Learning Environment

Abstract

A low constructivist learning environment in science classrooms remains a significant concern. This phenomenological study explored the experiences of ten Grade 9 students in Davao Oriental, focusing on how they construct understanding through schema development, assimilation, and accommodation. Interviews and focus group discussions revealed three emerging subthemes under the modified schema: adaptive cognition, reflective learning, and teacher-facilitated learning. Future research may employ mediation analysis to examine schema changes within constructivist learning environments and develop questionnaires through exploratory factor analysis using the subthemes as indicators. The study recommends forming professional learning groups and institutional programs to help teachers apply constructivist principles.