Configurations of science teaching in urban contexts: A multiple case study in Peruvian schools

Abstract

While the effectiveness of science teaching styles (STS) has received considerable research attention, the factors that shape their effective implementation remain understudied. This study addresses that gap through a multiple-case design conducted in Peru, with the twofold aim of identifying the factors that influence the adoption of a given STS and of building a school typology based on how these factors combine. Nine schools were selected according to their socioeconomic level and type of management, and semi-structured interviews were conducted with a range of educational stakeholders. The qualitative analysis identified three cross-cutting factors: resources, teacher training, and school autonomy. On this basis, a typology of four science teaching configurations was developed, centred on 1) basic transmission, 2) exam preparation, 3) the official curriculum, and 4) inquiry-application. Although the first two are oriented towards a specific STS and the latter two combine styles, the data do not support a clear-cut dichotomy. The study concludes that the adoption of an STS depends on structural and regulatory conditions, and therefore recommends reviewing educational policies in order to strengthen curricular coherence and the conditions that foster higher-quality science teaching.