Learning Life Sciences Through Social and Cognitive Lenses: A Multidimensional Analysis of Pedagogical Practices and Scientific Literacy in Social Science Education

Abstract

The boundaries between science and social science education are increasingly challenged by
contemporary problems that require learners to integrate scientific evidence with social contexts, human
experiences, values, and informed decision-making. This qualitative study explored how pedagogical
practices in social science education shape university students’ engagement with life science concepts
and their construction of scientific literacy at Isabela State University–Echague Campus, Philippines.
Anchored in Social Constructivism, Situated Learning Theory, and the multidimensional conception of
scientific literacy, the study employed a qualitative descriptive design to examine the social, cognitive,
contextual, and reflective dimensions of students’ learning experiences. Participants were purposively
selected university students who had experienced social science courses in which scientific,
environmental, health, agricultural, or socio-scientific concerns were incorporated into instruction. Data
were generated through semi-structured individual interviews and focus-group discussions and analyzed
using reflexive thematic analysis. The inquiry focused on students’ experiences of dialogic instruction,
collaborative learning, case analysis, contextualized teaching, evidence-based argumentation, problem-
centered activities, and engagement with socio-scientific issues. The analysis was designed to illuminate
how these pedagogical encounters support conceptual meaning-making, evidence evaluation,
perspective-taking, application of scientific knowledge, and informed decision-making. Rather than
conceptualizing scientific literacy as mastery of scientific facts alone, the study positions it as an
interdisciplinary capacity through which students interpret scientific knowledge in relation to society
and everyday life. The study contributes a context-sensitive framework for understanding how social
science classrooms can function as spaces for developing scientifically informed, socially responsive,
and critically reflective university learners.