Abstract
This study explores the beliefs and practices of Japanese and Filipino elementary teachers concerning their roles and those of their pupils in the conduct of hands-on science, as well as barriers to hands-on science teaching. A survey questionnaire was used to achieve the aims of this study. The results indicate that Japanese and Filipino teachers had beliefs and actual practices regarding hands-on science that can be described as having their pupils design the method of investigation, and work collaboratively. Nevertheless, Filipino teachers have the tendency to provide their pupils with the solutions to the problems. The findings also show that in both countries teachers had experienced major problems relating to laboratory apparatus, science materials and length of class period in their actual teaching. Additionally, Japanese teachers had experienced other big problems pertaining to planning time and limited background and experience in the use of science materials, whereas Filipino teachers felt that the large class size was another big problem. The results further corroborate previous qualitative findings that indicate associations between teachers' beliefs and practices.
