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<p>This study aimed to design and evaluate the effectiveness of an Integrated Science Education Strategy (ISES) developed to enhance science achievement, environmental awareness, and student satisfaction among primary school students in India. The ISES model uniquely integrated contemporary pedagogical techniques with traditional Indian wellness practices such as yoga and meditation, alongside innovative thematic team-teaching and collaborative activities. A survey-cum-experimental research design was adopted, involving 200 students in a preliminary needs assessment survey and 120 students in an intervention study. Undergraduate student volunteers served as peer educators in a structured, rotational teaching model under expert supervision. Data were analyzed using independent samples t-tests and analysis of covariance (ANCOVA). Results revealed statistically significant improvements in science achievement, environmental awareness, and learner satisfaction among students exposed to the ISES model, compared to those receiving conventional science instruction. The findings advocate for adopting integrated, holistic pedagogical frameworks in primary science education, highlighting the potential of culturally rooted, multidisciplinary approaches in fostering cognitive, affective, and ecological competencies in young learners. The study offers valuable implications for curriculum design, teacher education, and the scalable integration of peer-led instructional strategies within primary education systems.</p>

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Design and evaluation of an Integrated Science Education Strategy (ISES) incorporating thematic team-teaching, traditional practices, and collaborative pedagogies for primary science learning

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  • 发表日期：

    2026年1月28日

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  • Suresh Chandra Kurup Raghav

摘要

This study aimed to design and evaluate the effectiveness of an Integrated Science Education Strategy (ISES) developed to enhance science achievement, environmental awareness, and student satisfaction among primary school students in India. The ISES model uniquely integrated contemporary pedagogical techniques with traditional Indian wellness practices such as yoga and meditation, alongside innovative thematic team-teaching and collaborative activities. A survey-cum-experimental research design was adopted, involving 200 students in a preliminary needs assessment survey and 120 students in an intervention study. Undergraduate student volunteers served as peer educators in a structured, rotational teaching model under expert supervision. Data were analyzed using independent samples t-tests and analysis of covariance (ANCOVA). Results revealed statistically significant improvements in science achievement, environmental awareness, and learner satisfaction among students exposed to the ISES model, compared to those receiving conventional science instruction. The findings advocate for adopting integrated, holistic pedagogical frameworks in primary science education, highlighting the potential of culturally rooted, multidisciplinary approaches in fostering cognitive, affective, and ecological competencies in young learners. The study offers valuable implications for curriculum design, teacher education, and the scalable integration of peer-led instructional strategies within primary education systems.