Author
Ma. Shara Kaye G. Malaga*
Master Teacher I, Taganito National High School, Philippines
Abstract
This study assessed the knowledge, understanding, and challenges of Grade 8 Physical Science teachers in using the transdisciplinary approach in teaching force, motion, and energy. Specifically, it determined the level of teachers’ knowledge, assessed their understanding in applying the transdisciplinary approach, examined the significant relationship between their knowledge and understanding, identified the challenges and barriers encountered, and recommended strategies to enhance teacher competence. A mixed-methods research design was used, employing a structured questionnaire administered to ten science teachers and qualitative reflections to support the quantitative findings. Results showed that the teachers had a high level of knowledge of the transdisciplinary approach, with an overall mean of 4.33, and a high level of understanding, with an overall mean of 4.19. The estimated Pearson correlation result also showed a significant positive relationship between teachers’ knowledge and understanding, indicating that teachers with higher knowledge of the transdisciplinary approach also tend to have higher understanding of how to apply it in teaching force, motion, and energy. However, the study also identified practical and institutional challenges, including time constraints, limited instructional resources, lack of professional development, curriculum rigidity, collaboration difficulties, and limited teacher confidence or experience. Based on the findings, the study recommends professional development and workshops, collaborative planning with related subject areas, access to instructional materials, curriculum flexibility, alternative assessment strategies, teacher mentoring, and peer support. These strategies aim to strengthen teachers’ competence in delivering integrated, real-world, and engaging learning experiences in force, motion, and energy.
Keywords: Transdisciplinary approach, science education, force, motion, energy, teacher competence, professional development.
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05021220
Recommended citation:
Malaga, M. S. K. G. (2026). Assessing science teachers’ knowledge and understanding on transdisciplinary approach in teaching force, motion, and energy. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5371-5382. http://doi.org/10.69651/PIJHSS05021220
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