Transformation of Elementary Science Learning Through Technology-Enhanced Pedagogy to Foster Scientific Literacy
DOI:
https://doi.org/10.55927/8nw89866Keywords:
Elementary Science Education; Technology-Enhanced Pedagogy; Scientific Literacy; Digital Learning Media; Primary SchoolAbstract
This study aims to analyze the transformation of technology-enhanced pedagogy in elementary science learning and its contribution to fostering scientific literacy, offering a contextual model of digital based inquiry rarely examined at the elementary level. Using a descriptive qualitative approach, data were collected over one academic semester through classroom observation, in depth interviews, and documentation involving science teachers, fourth and fifth grade students, and the school principal at a public elementary school in Makassar City. Findings show that integrating Google Classroom, PhET Simulations, Quizizz, Canva, and augmented reality shifted learning from memorization toward active inquiry, improving conceptual understanding, process skills, curiosity, and digital scientific literacy, despite infrastructure and supervision challenges, implying that well designed technology integration can effectively strengthen young learners' scientific literacy
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