VOLUME 05 ISSUE 07 July 2026
Dimaano, John Roldan C. LPT, MAED
Dalubhasaan ng Lungsod ng San Pablo Brgy. San Jose, San Pablo City
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i7n15Google Scholar Download Pdf
ABSTRACT
This study examines the reflective narratives of third-year pre-service science teachers enrolled in Science 102 at Dalubhasaan ng Lungsod ng San Pablo, focusing on lesson planning and instructional decision-making through the lens of the Structure of Observed Learning Outcomes (SOLO) taxonomy. Reflective practice is recognized as a cornerstone of teacher education, yet the depth and quality of student reflections often vary, ranging from procedural descriptions to more integrated pedagogical reasoning. To address this variability, the study employed a qualitative approach, collecting data through validated open-ended questionnaires and analyzing responses according to SOLO’s hierarchical levels of cognitive complexity. Findings indicate that while many pre-service teachers produced multistructural reflections, focusing primarily on isolated aspects of lesson design, only a smaller number progressed to relational and extended abstract levels, where theoretical concepts were meaningfully integrated and generalized into broader pedagogical reasoning. This developmental trajectory underscores both the potential and the constraints of reflective practice in advancing pedagogical growth. The study underscores the need for evidence-based interventions that scaffold deeper reflection, enabling pre-service teachers to move beyond surface-level planning toward principle-driven instructional reasoning. Recommendations emphasize the integration of structured reflection tasks within lesson planning, alongside curriculum enhancements that deliberately align Science 102 content with reflective practice. Such measures are intended to scaffold deeper levels of cognitive engagement, enabling pre-service teachers to move beyond procedural planning toward more principle-driven instructional reasoning. By leveraging the SOLO taxonomy, teacher education programs can more effectively cultivate reflective, adaptive educators prepared to navigate the complexities of classroom instruction.
KEYWORDS:Preservice teachers, Reflective practice, Science 102, SOLO Taxonomy
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Cite this Article:Roldan C. D. J. (2026). Examining Pre-Service Teachers’ Reflective Narratives in Science 102: A Solo Taxonomy Approach to Pedagogical Growth and Instructional Decision-Making. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(7), 1945-1968. https://doi.org/10.58806/ijsshmr.2026.v5i7n15