PEDAGOGICAL PRACTICES FOR TEACHING GENERAL SCIENCE: A GENDER-BASED ANALYSIS OF ELEMENTARY SCHOOL TEACHERS’ PERCEPTIONS

Abstract

This study examines how elementary school teachers who teach general science to eighth graders differ in their pedagogical approaches based on their gender. A structured questionnaire measuring four pedagogical domains—individual differences, collaboration, teaching methodology, and the development of thinking skills—was used to gather data from 162 teachers (82 males and 80 females) using a quantitative, descriptive-comparative design. Teacher perceptions were examined using independent samples t-tests and descriptive statistics. The development of thinking skills was given the most attention, according to the results, which showed consistently high levels of pedagogical practice across both genders. Nevertheless, none of the four domains showed statistically significant gender-based differences. These results are consistent with previous research indicating that curriculum requirements and professional development standardize classroom practices, but systemic limitations like workload and curriculum pacing have a greater impact on implementation than teacher gender. In order to improve science education, the study emphasizes the value of resource equity and universal professional development over gender-specific interventions.