University Students’ Experiences of Social Science–Based Pedagogical Approaches in Learning Life Sciences

Abstract

The integration of social science perspectives into life science education provides opportunities for
students to connect scientific concepts with social realities, community experiences, and contemporary
issues. This qualitative study explored university students’ experiences of social science–based
pedagogical approaches in learning life sciences at Isabela State University–Echague Campus.
Specifically, it examined how dialogue, collaboration, contextualization, problem-centered learning, and
evidence-based discussions influenced students’ understanding and application of life science concepts.
The study employed a qualitative descriptive design with an interpretive orientation. Participants
consisted of purposively selected undergraduate students who had experienced social science learning
activities incorporating life science, environmental, agricultural, health, or socio-scientific issues. Data
were gathered through semi-structured interviews and focus-group discussions and analyzed using
reflexive thematic analysis. Five thematic areas structured the analysis: (1) Making Life Sciences
Meaningful Through Social Realities, (2) Learning Through Dialogue and Multiple Perspectives, (3)
Moving From Memorization to Evidence-Based Reasoning, (4) Connecting Life Sciences with Local
and Everyday Experiences, and (5) Developing Socially Responsive Scientific Literacy. The thematic
structure suggests that social science–based pedagogical approaches can provide meaningful spaces for
connecting scientific knowledge with authentic societal concerns, encouraging students to question
assumptions, evaluate evidence, negotiate perspectives, and apply scientific understanding to real-world
situations. The study highlights the potential value of interdisciplinary pedagogy in developing
contextualized and socially responsive life science learning in higher education.