Pedagogical practice of integrating Environmental education in teaching science, benefits and challenges

Abstract

This study explored how the integration of environmental education enhances the teaching and learning of Science in selected elementary schools in the Schools Division of Ilocos Norte. Specifically, it examined teachers’ pedagogical practices, as well as the benefits and challenges they experienced in implementing environmental and experiential learning activities. Using a qualitative descriptive design, data were gathered from ten Science teachers through online interviews. Findings revealed that environmental integration promotes learner engagement, critical thinking, and environmental awareness through hands-on and community-based activities such as gardening, waste segregation, and tree planting. Despite challenges such as limited resources and time constraints, teachers became more resourceful and innovative, utilizing locally available materials and community partnerships to sustain environmental projects. One notable initiative that supports this integration is SciGaw Kalikasan, a school-based environmental program of the Schools Division of Ilocos Norte. Overall, the integration of environmental education transforms Science instruction into a meaningful and sustainable learning experience that fosters both scientific understanding and ecological responsibility.

Keywords: Environmental education, Science instruction, Experiential learning, Sustainability, Teacher innovation, SciGaw Kalikasan