The development of scientific method skills in primary

The gap

Evidence profile

Stated in the recommendations and limitations and abstract sections of the source papers, classified as general, drawn from work published between 2007 and 2026, spanning 7 journals. Those papers have been cited 30 times in total.

Supporting evidence — 8 representative gaps

• Physics Practical Performance Through Differentiated Instruction: Insight into Senior High School Physics Practical Instruction in Ghana (2026) · Journal of Research in Education and Pedagogy · doi

  The study recommends that physics teachers integrate differentiated instructional methods into laboratory work, like hands-on experiments, scaffolding, pacing adaptations, flexible assessment, and multiple forms of resource usage, such as diagrams, simulations, and discussion with peers. Feedback and Journal of Research in Education and Pedagogy, Vol. 3, No. 2, pp. 217–229 226 Issahaku et al. (2026) Physics practical performance through differentiated… assessment need to be diversified as well to allow students to display understanding in more than one way (verbally, through writing, through practical work, or project-based). On the training and policy aspects, teacher training programmes need to incorporate DI as core pedagogy with emphasis on its application in physics practical work. In-service training and workshops are necessary for ongoing professional learning, whereas curriculum developers need to incorporate tiered tasks and scaffolded experiments to assist different levels of readiness. More research is recommended for generalising DI to other fields of study, like chemistry and biology, for exploring long-term effects on retention and problem-solving, and for investigating the application in resource-poor classrooms common in Ghana. 8. LIMITATIONS There are some limitations of this study. Quasi-experimental design resulted in random assignment not being feasible, constraining the generalisability of findings. It only tested the simple pendulum experiment and did not test whether differentiated instruction works in other physics lessons and in science in general. The short intervention time assessed only immediate outcomes, failing to measure long-term impacts on retention or problem-solving. In addition, teacher style and classroom environment may also have influenced results, and the sample used was only two schools in the Ashanti Region, as it is not generalisable. The findings are good indications of the worth of differentiated instruction and a starting point for further research in broader settings, nonetheless.

  generalstated in recommendationsevidence 5/5
  Keywords: physics differentiated training practical need teachers like experiments assessment resource feedback pedagogy students teacher incorporate
• Provision and Utilization of Laboratory Facilities and Students' Academic Achievement in Chemistry in Public Secondary Schools in Ogun State, Nigeria (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings of this study. It is recommended that: 1. The government and stakeholders in education should provide adequate laboratory facilities in public secondary schools in Ogun State to enhance teaching and learning. 2. School administrators should support science teachers’ professional growth by providing regular opportunities for training, workshops, seminars, conferences and development opportunities. This will enable teachers to exchange ideas, update their knowledge and enhance their skills in improvisation and effective utilization Copyright © 2026 by the authors 454 Journal of Contemporary Academic Research and Methodologies (JCARM) Volume 1 | Issue 3 | April 2026 laboratory facilities as well as integrating 21st century learning skills and technology. 3. Regular monitoring, supervision and inspection of teachers by school principals and administrators should be implemented to ensure that teachers conduct practical activities effectively using laboratory facilities thereby enhancing students’ academic achievement. 4. Based on the significant joint contribution of provision and utilization of laboratory facilities to students’ academic achievement, stakeholders should priorities investments in both facilities provision and teacher training. 5. Sequel to the relative contribution of provision and utilization of laboratory facilities to students’ academic achievement, school administrators should prioritize effective allocation maintenance of laboratory facilities, and provide incentive to teachers who produce students’ with outstanding academic achievements using these facilities.

  generalstated in recommendationsevidence 5/5
  Keywords: facilities laboratory teachers academic students school administrators utilization achievement provision based stakeholders provide enhance learning
• Effectiveness of cognitive load management strategies in enhancing comprehension and retention in Science among Grade 7 learners (2026) · International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) · doi

  Based on the findings and conclusions, the following recommendations were formulated: 1. Science teachers may simplify technical terms, segment lesson content, and regulate instructional pacing to reduce cognitive overload and enhance learners’ understanding of scientific concepts. 444 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) 2. Teachers may integrate explicit instruction on both basic and higher-order cognitive load management strategies, including summarizing, concept mapping, and study planning, to strengthen learners’ independent learning skills. 3. Teachers may incorporate strategies that support comprehension, retention, and retrieval, such as activating prior knowledge, providing retrieval practice, and reinforcing key concepts through structured activities. 4. Grade 7 Science teachers may utilize the C.L.E.A.R. Science activity guide as a supplementary instructional resource and adapt its components based on learners’ needs and classroom contexts. 5. School administrators may support the implementation of cognitive load–based instructional strategies by providing professional development programs and instructional supervision that promote effective teaching practices. 6. Curriculum developers may integrate cognitive load principles into the design of learning materials and curriculum frameworks to ensure that content is developmentally appropriate and cognitively manageable. 7. Education policymakers may consider supporting initiatives that promote research-based instructional innovations, such as cognitive load–based materials, to improve national learning outcomes in science. 8. Teacher education institutions may incorporate cognitive load theory and its practical applications into pre-service and in-service training programs to better prepare educators for effective classroom instruction. 9. Future researchers may explore the long-term impact of cognitive load–based instructional materials across different grade levels, subject areas, and educational contexts. REFERENCES Abeysekera, I., Sunga, E., Gonzales, A., & David, R. (2024). The effect of cognitive load on learning memory of 1686. in Philippines. Sustainability, 16(4), students learning the online https://doi.org/10.3390/su16041686 accounting Alarcon, J. L. P. (2025). Analyzing learning experience and retention: The role of multimedia resources in physical 44-50. Journal of Tertiary Education and Learning, 3(1), education. science https://doi.org/10.54536/jtel.v3i1.3276 Baxter, K. A., Sachdeva, N., & Baker, S. (2025). The application of cognitive load theory to the design of health and behavior change programs: Principles and recommendations. Health Education & Behavior, 52(4), 469–477.

  generalstated in recommendationsevidence 5/5
  Keywords: cognitive learning load based instructional education science teachers learners strategies programs materials https recommendations content
• Flip-Lab in Action: Empowering Physics Learners' Science Process Skills (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  This study had several limitations that may affect the generalizability of its findings. The small sample size of 42 Grade 10 students from a single school limits the representativeness of the results. Also, several factors likely contributed to this outcome, particularly student motivation and engagement with take-home experiments and preclass materials. Some students may have lacked consistent support or a conducive home environment, affecting their ability to participate in Flip-Lab activities fully. Additionally, the limited duration of the intervention and the 45-minute time constraint per session imposed by the MATATAG curriculum presented difficulties. Researchers observed challenges in covering all lessons while fostering deeper connections between theoretical knowledge and practical skills acquired outside of the classroom. With five science process skills to enhance and only 3 hours and 45 minutes per week allocated for each gas law topic, the time was insufficient to achieve the desired educational goals and reinforce what they’d learned at home through in-depth discussion of the topics. The short implementation period, confined to one grading period (4th grading), may have limited students' ability to fully internalize and apply integrated science process skills (ISPS). Despite the positive trend observed, these factors collectively contributed to the small effect size of the intervention.

  generalstated in limitationsevidence 5/5
  Keywords: students skills small size home science process several grade factors contributed ability flip fully limited
• Student Attitude and Engagement Toward Science As Predictor of Global Scientific Literacy (2026) · International Journal For Multidisciplinary Research · doi

  According to the results of the research, the following recommendations are offered: Taking the first objective into account, science learning activities are recommended to be continued to strengthen the positive attitude of students to science and at the same time overcome the anxiety that appeared related to science. As anxiety towards science received the lowest rating of the attitude indicators, learning environments should incorporate confidence-building, low pressure, and supportive activities for students to engage with science without fear of failure. Guided inquiry, collaborative problem-solving, formative assessment and feedback, and reflective learning activities can aid in decreasing anxiety while keeping students engaged and confident in science and science's value. In view of the second objective, it is recommended that science learning experiences should promote learning beyond participation in class. Science effort and preparation and science learning involvement were rated relatively lower, so activities should be planned to promote independent science learning, IJFMR260381591 Volume 8, Issue 3, May-June 2026 22 International Journal for Multidisciplinary Research (IJFMR) E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected] preparation and greater involvement in science related activities. This can include Science portfolios, Inquiry based work, Research Journals, Co-operative Investigations, and Structured preparation activities where students can practice responsibility, perseverance and self-directed learning in Science. Based on the third objective, some additional recommendations for science instruction are that it should further develop students' habits of mind, including scientific reasoning, critical questioning, evaluating evidence, and reflective thinking. The mean of the habits of mind was the lowest of all the indicators despite the high level of scientific literacy globally. As such, science activities should increase opportunities for students to critically evaluate real world issues, to assess scientific claims, to interpret scientific evidence, and to consider the ethical and social implications of science. Such activities can continue and enhance the students' global scientific literacy. REFERENCES 1. Adam, S., Johnson, B., & Lee, P. (2023). Students’ perceptions of science as a human endeavor and its influence on scientific literacy. *International Journal of Science Education, 45*(6), 897–915. https://doi.org/10.1080/09500693.2023.2167830 2. Adarlo, G., De Leon, M. M., & Favis, A. M. T. (2022). Exploring students’ attitudes toward science and course engagement as predictors of science literacy. Proceedings of the International Multi-Conference on Society, Cybernetics and Informatics (IMSCI), 39–44. https://doi.org/10.54808/IMSCI2022.01.39 3. Adnan., Mulbar, U., Sugiarti., & Bahri, A. (2021). Scientific literacy skills of students: problem of biology teaching in junior high school in south Sulawesi, Indonesia. International Journal of Instruction, 14(3), 847-860. https://doi.org/10.29333/iji.2021.14349a 4. Aini, E., Evendi, E., Halim, A., Syukri, M., & Yusrizal, Y. (2023). The relationship between misconceptions and students' scientific literacy abilities on global warming material. Jurnal Penelitian Pendidikan IPA, 9(10), 8051–8058. https://doi.org/10.29303/jppipa.v9i10.5156. 5. Baraquia, L. G. (2019). Students’ Science Engagement Scale (SSES): Developing the Constructs to Measure Science Engagement.

  generalstated in recommendationsevidence 5/5
  Keywords: science students learning activities scientific literacy ijfmr international journal https objective anxiety preparation engagement recommendations
• Problems with Science andTechnology Education in Turkey (2007) · Eurasia Journal of Mathematics Science and Technology Education · cited 30× · doi

  According to the result of this research, the main problems with science and technology education are insufficient number of science and technology teachers’ taking active role in the preparation of the programs, the insufficient in-service training of the science teacher in the transition state of a new program, the huge numbers of the students in the class, the informational education orienting students towards only exam achievement, the broken link with other lessons (e.

  generalstated in abstractevidence 5/5
  Keywords: science technology education insufficient students according result main problems number teachers taking active role preparation
• The Relationship Between Science Teachers' Self-Efficacy and Anxiety Regarding Out-of-School Learning and Middle School Students' Informal Science Experiences (2026) · Journal of Education in Science Environment and Health · doi

  In light of the results of this study, the following recommendations could be made for future studies: 1. Qualitative research should be conducted to understand the reasons for teachers' anxiety and self-efficacy levels. 2. Educational programs and sample materials encouraging teachers to utilize learning environments outside of school could be planned. 3. Applied learning activities that will increase science experience at upper grade levels should be developed. 4. Continuous cooperation should be established between schools and museums, science centers, technology parks, and universities. 5. Differentiated support programs tailored to teachers at each seniority level should be prepared. 6. Out-of-school learning activities that increase parents’ participation should be designed.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers learning levels programs school activities increase science light following recommendations made future qualitative conducted
• Acceptability of Contextualized Science Activities and Perceived Learner Competencies: Basis for A Utilization Plan in Benguet District II (2026) · Journal of Education, Learning, and Management · doi

  i. Future researchers may consider ensuring a more balanced distribution of respondents to achieve more representative results. ii. Science teachers are encouraged to strengthen instructional strategies and provide additional learning activities to enhance learners’ competency in science of materials and life science. iii. Science teachers may utilize the developed activities in teaching to support the development of learners’ science process skills. iv. School administrators and science teachers are advised to implement the developed activities across all teachers regardless of profile, as they are perceived as acceptable by different groups. v. School administrators may provide adequate laboratory equipment, instructional resources, and professional support to address challenges in implementing the activities. vi. School administrators and science coordinators are encouraged to adopt and implement the proposed utilization plan to ensure the effective integration of the developed activities in science teaching. Amer, T. A. R., & Al-Masry, E. I. (2016). Visual thinking: Its concept, skills, strategies. Cairo: The Arab Group for Training and Publishing. Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian journal of psychological medicine, 43(1), 86-88. Antonio, V. V. (2018). Science Laboratory Interest and Preferences of Teacher Education Students: Implications to Science Teaching. Asia Pacific Journal of Multidisciplinary Research, 6(3), 57–67. Aydin-Gunbatar, S., Oztay, E. S., Tarkin-Celikkiran, A., & Ekiz- Kiran, B. (2019). Experienced chemistry teachers’ science process skills (SPSs) development and their use of SPSs in activity plans. Turkish Online Journal of Educational Technology, 2, 149-161. Baranzelli, M. C., Boero, M. L., Córdoba, S. A., Ferreiro, G., Maubecin, C. C., Paiaro, V., Renny, M., Rocamundi, N., Sazatornil, F., Pivatto, M. S., & Soteras, F. (2018). Natural partners: a didactic proposal to understand the relevance of the mutualistic flower-pollinator interaction. Enseñanza de las Ciencias, 36(1), 181-200. https://doi.org/10.5565/rev/ ensciencias.2239 Barnes, S., Campbell, J., & Ndebele, L. M. (2024). The effectiveness of infographics and graphical media in communication. International Journal of Communication and Marketing, 1(1), 1–10. Barthes, A., Champollion, P., & Alpe, Y. (2018). Evolutions of the complex relationship between education and territories. Wiley. Boix, R., & Buscà, F. (2020). Competencias del profesorado de la escuela rural catalana para abordar la dimensión territorial en el aula multigrado. REICE. Revista Iberoamericana sobre https://journals.stecab.comStecab PublishingPage Journal of Education, Learning, and Management (JELM), 3(2), 203-221, 2026 219 Calidad, Eficacia y Cambio en Educación, 18(2), 115–133. https://doi.org/10.15366/reice2020.18.2 Boix, R., Champollion, P., & Duarte, A. (2015). Teaching and learning in rural contexts. Sisyphus. Journal of Education, 3(2), 28–47. https://doi.org/10.25749/sis.7883 Bueno, J. (2020). Is it possible to improve our visual thinking? A didactic experience in Graphic Design undergraduate degree. InfoDesign-Revista Brasileira de Design da Informação, 17(3), 22–42. https://doi.org/10.51358/id.v17i3.842 Cabural, A. B. (2024). Enhancing conceptual understanding of electricity and magnetism through VR simulations. International journal of current science research and review, 7(10), 7909-7917. Callado, J. A., Molina, M. D., Pérez, E., & Rodríguez, J. (2015). Inclusive education in schools in rural areas. New Approaches in Educational Research, 4(2), 104–114. https:// doi.org/10.7821/naer.2015.4.120 Carter, R., & Larsen-Freeman, D. (2023). Classroom discourse and the grammar of meaning. TESOL Quarterly, 57(1), 56– 72. https://doi.org/10.1002/tesq.3290 Demirbas, C. O. (2017). The Effect of Out-Of School Activities on Conceptual Change in Environmental Education. Jets 5(2), 232–242. https://doi.org/10.11114/jets.v5i2.2077 Department of Education. (n.d.). Matatag curriculum: Science, grades 4 and 7. Republic of the Philippines. https://www. deped.gov.ph/wp-content/uploads/MATATAG-Science-CG- Grade-4-and-7.pdf Dimaandal, J., & Caballes, D. (2022). Overcoming the challenges in doing science investigatory project towards effective process skills development. Djonko-Moore, C. M., Leonard, J., Holifield, Q., Bailey, E. B., and Almughyirah, S. M. (2018). Using Culturally Relevant Experiential Education to Enhance Urban Children’s in Science.

  generalstated in recommendationsevidence 5/5
  Keywords: science https journal education activities teachers teaching skills school learning developed development process administrators rural

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