Science, Technology, and Society Pedagogy: Enhancing Student Engagement in Science and Technology

Abstract

The study responded to concerns about low enthusiasm for science and technology and the limitations of approaches centered on memorization and decontextualized content. Grounded in Constructivist Theory, Inquiry-Based Learning, and the Socio-Scientific Issues framework, the investigation used survey responses and semi-structured interviews, with the final thematic analysis reported after data saturation was reached at 10 participants. From these findings, the study proposed a cyclical SCITES-Inspired Engagement Model composed of contextualization, interactive inquiry, reflective construction, and an evaluation loop. The findings support the use of culturally relevant, inquiry-oriented, and socially grounded pedagogy in Philippine higher education and teacher preparation, while emphasizing the need for scaffolding, balanced facilitation, localized examples, and sustained professional development for educators.