Belief-Driven Strategies in Science Classroom: A Multiple Case Study

This qualitative multiple case study investigated how science teachers at Bankal National High School translate their pedagogical beliefs into contextualized, student-centered, and innovative strategies during School Year 2024–2025. In response to global educational demands and national reforms emphasizing 21st-century learning, the study explored the intersection of teacher beliefs and the implementation of adaptive, inclusive teaching practices in the science classroom. Anchored in constructivist and interpretivist paradigms, the research utilized interviews, classroom observations, and document analysis with ten science educators. Thematic analysis surfaced four major themes: (1) student-centered practices, (2) blended and contextualized pedagogies, (3) professional learning through peer collaboration, and (4) the need for systemic support. The findings reveal that most teachers intentionally align their methods with beliefs that value flexibility, learner autonomy, real-world application, and active engagement. Innovative pedagogies—such as project-based learning, inquiry-based instruction, gamification, and technology-enhanced lessons—were employed and refined through reflective practice and student feedback. Observational data confirmed strong implementation fidelity among most teachers. Yet, challenges such as a lack of resources, unstable internet access, and limited planning time constrained full adoption for some. Teachers highlighted the need for ongoing professional development grounded in practical, classroom-based experiences. As an output, the study presents a localized Compendium of Innovative Pedagogies in Science Teaching, which consolidates belief-driven, contextualized strategies into a usable resource. This compendium bridges policy and practice, offering support to educators striving to build dynamic, inclusive, and inquiry-driven science learning environments. The study provides practical implications for policymakers, instructional leaders, and teacher-training institutions committed to fostering sustainable, belief-aligned innovation in education.