<b>Data List </b><b><i>{Action Research on Science Education: Embracing Local Resources and Pedagogical Shifts}</i></b>

This research identified a prevalent teaching practice where students were passive recipients of information, and misconceptions were not adequately addressed. Drawing on experiential theory, which posits that learners can develop knowledge through a cyclical process based on their experiences, the researcher engaged five science teachers in discussions about using locally available materials to teach Newton’s law of motion.