ABSTRACT:

The research aims to examine the efficiency of learner-centred strategies (LCS) in the teaching of natural sciences in grade 5 classrooms in Timor-Leste, where the teaching-learning process is still characterised by teacher-centered learning (TCL), despite the curricular reforms. The qualitative descriptive design was employed, where the data were collected using semi-structured interviews, observation in classrooms, and analysis of documents by five science teachers in three schools in Baucau. The results indicate that inquiry-based learning theories and constructivist theories have been adopted by teachers who are increasingly adopting LCS strategies, including questioning, group work, problem solving, and guided demonstration. These plans have increased student engagement and participation, but the implementation process is limited due to insufficient resources, lack of ICT integration, and structural restrictions, including inappropriate classroom infrastructure and lack of access to science-related materials. Even though there was a positive attitude of teachers toward LCS, the lack of systematic assessment tools hampered the evidence of long-term learning outcomes. The study concludes that to ensure that Timor-Leste students develop critical, creative, and scientific skills in the 21st century, science education must be supported more effectively by institutions, teachers, and resources.

Keywords: Natural science education, learner-centred strategies, Basic education, Timor-Leste.