Attaining Scientific Knowledge and Skills and Its Implications for Pre-Service Teachers’ Approaches to Teaching Science

Purpose: This study examined the dominant modes through which pre-service teachers acquire scientific knowledge and skills, and how these influence their preferred strategies for teaching science. The focus was on Science majors from Northern Iloilo State University – Ajuy Campus during the academic year 2023–2024. Method: A descriptive-correlational design was used involving 47 pre-service teachers specializing in Science. Participants were profiled by age, sex, and economic background. Data collection was carried out using a validated survey instrument measuring modes of knowledge and skill acquisition, as well as preferred teaching strategies. Descriptive statistics and Pearson’s correlation coefficient were employed for data analysis. Results: The findings identified questioning, studying scientific terminologies, and engaging in inquiry and research as the top three modes for acquiring scientific knowledge. For scientific skills, communication, experimentation, and drawing conclusions ranked highest. The most frequently endorsed instructional strategies included actual demonstration, peer tutoring, and integrative techniques. A statistically significant relationship (p < .01) was found between the respondents’ modes of knowledge and skill acquisition and their preferred teaching strategies. Conclusion: The study underscores the importance of engaging, inquiry-based approaches in both learning and teaching science. Question-driven learning, concept engagement, and practical investigation not only enhance cognitive understanding but also shape pedagogical preferences among future science educators. Implications: Science teacher education programs should prioritize cooperative and experiential learning environments. Policy initiatives should ensure the availability of functional laboratories and regular implementation of hands-on scientific activities to strengthen pre-service teachers’ instructional competencies and scientific literacy.