Beliefs, Practices, and Challenges of Integrating Multimodality in Science in the New Normal

Abstract

This paper discussed science teachers’ beliefs, pedagogical practices, and challenges in integrating multimodality in teaching science in the New Normal. Data were gathered through semi-structured interviews with the eight selected participants and were analyzed through Colaizzi’s descriptive phenomenological method. Beliefs and pedagogical practices in integrating multimodality in science include inculcating a variety of modes, techniques, and strategies, considering student differences, using pictures, symbols, and models, using technology and interactive media online, and encouraging students’ active participation and engagement offline. The study also identified pedagogical, technological, content, and behavioral challenges. Positive attitudes, such as being adaptable to changes, being eager to acquire basic skills, being well-rounded, patient, and motivated, being creative, and embracing effective professional development, were developed. The findings underscored the need for education policymakers, curriculum designers, and science teachers to strengthen the teaching-learning process by integrating more multimodality approaches.

Keywords

• science education
• multimodality
• phenomenology
• philippines