Maricris R.

Ramos
Med. Gen. Scie.

Trends Issues in Science Education

1. Importance of Science Education

Science is a way of helping the brain to grow in finding new knowledge and helps us defeat our
curiosity of how the world develops and works today. Science is important because it has helped form
the world that we live in today.
We are surrounded by technology and the products of science every day. Public policy decisions
that affect every aspect of our lives are based in scientific evidence. And, of course, the immensely
complex natural world that surrounds us illustrates infinite scientific concepts. Ideally, teaching the
scientific method to students is teaching them how to think, learn, solve problems and make informed
decisions. These skills are integral to every aspect of a student’s education and life, from school to
career. Science Education is one of the most important subjects in the school due to its relevance to
students’ lives and the universally applicable problem-solving and critical thinking skills it uses and
develops. These relief long skills that allow students to generate ideas, weigh decisions intelligently and
even understand the evidence behind public policy – making. Teaching technological literacy, critical
thinking and problem solving through science education gives students the skills, and knowledge they
need to succeed in school and beyond.

2. Trends and Issues in Curriculum Development in Science. (Reform in curriculum)

Planning a complex task, is the most important aspect of curriculum development. In

this early stage, educators should collaborate with parents, community members, and students. In fact
all stakeholders need to share their expertise in creating a curriculum based on high standards for
students learning.
In Southeast Asia, which our country is, learning in science, more than any other subject, is
considered to be a prerequisite for modernization and national development. Thus, over the past two
decades, which have been characterized by movements towards industrialization and accelerated
economic development, science education has been at the fore- of curriculum reform movements.
During the early years the reform in science education emphasized science for the development
of scientific and technical manpower, since there were (and still many place) acute shortages of trained
manpower in these fields. Rigorous scientific trainings was emphasized during those years, mirroring
reforms in the West during the post – sputnik era, stressing knowledge in the traditional scientific
disciplines and academic approach learning.
Science is the core subject in the school curriculum and comprises science for primary, science
for secondary, physics, biology, chemistry and additional science. The science curriculum is developed
centrally. At the primary and lower secondary levels, science is compulsory to all while the upper
secondary level, students either take core science or choose science electives.
 The main aim of science at primary level is to lay the foundation for building a society that is
culturally scientific and technological, caring, dynamic and progressive. This is to be achieved through
providing opportunities for students to acquire sufficient skills, knowledge and values through
experiential learning that inculcates the sense of responsibility towards the environment and a high
regard of nature’s creation. Science continues to be offered as a core subject in all students at the lower
secondary level. The curriculum at this level further develops, nurtures and reinforces what has been
learned at the lower primary level. Particular emphasis is given on the acquisition of scientific
knowledge, mastery of scientific and thinking skills, inculcation of moral values concurring with the
premise that man is entrusted with the responsibility of managing the world and its resources wisely.
This will enable pupils to understand and appreciate the role of science and its application in daily living
as well as for the development of the nation. At the upper Secondary level, students are offered science
electives (biology, chemistry, physics and additional science) in addition to the core science. While the
traditional pure sciences have been in the curriculum for a long time, additional science is relatively
new. It comprises elements of physics, chemistry, biology, earth sciences, agriculture, oceanography and
space science.

3. History of Science and Technology in the Philippines

The state of Science and Technology determines the socio-economic progress of a country. It is
well – known fact that national progress is highly correlated to the capacity of a country to produce local
industrial goods for domestic needs and that industrialization is very much dependent on the capacity of
technology of a country.
Archaeological findings show that modern man from Asian Mainland first came over land on
across narrow channels to live in Batangas and Palawan about 48,000 B.C. Subsequently they formed
settlement in Sulu, Davao, Zamboanga, Bulacan and Cagayan. They made simple tools and weapons of
stone flakes and later developed method of sawing and polishing stones around 40, 000 B.C. By around
3,000 B.C they were producing adzes ornamentals of seashells and pottery. Pottery flourished for the
next 2,000 years until they imported Chinese porcelain. Soon they learned to produce copper, bronze,
iron and gold metal tools and ornaments. The iron age lasted from there until third century B.C to 11th
century A.D. during this period Filipinos were engaged in extraction smelting and refining of iron from
ores, until the importation of cast iron from Sarwak and later from China.. they learn to weave cotton,
make glass ornaments, and cultivate lowland rice and dike fields of terraced fields utilizing spring water
in mountain regions. They also learned to build boats for trading purposes. Spanish chronicles noted
refined plank built warships called caracoa suited for interisland trade raids.
Before the Spaniards came in the Philippines Filipinos were already engage in activities and
practices related to science forming primitive or first wave technology. They were curative values of
some plant on how to extract medicines from herbs. They had an alphabet, a system of writing, method
of counting and weights and measure. They had no calendar but counted the years by the period of the
moon and from one harvest to another. During the Spanish Regime Schools such as Colegio de San
Idelfonso - Cebu, Colegio de San Ignacio – Manila, Colegio de Nuestra Senora del Rosario – Manila, and
Colegio de San Jose – Manila were built. Development of Hospitals such as San Juan Lazaro Hospital
were also built.
 In 19th century colonial authorities issued a royal degree to reform existing educational system.
In 1871 school of medicine and pharmacy were opened to UST. There were no school for engineering
but they offered nautical four year course for pilot of merchant marine. Higher education was generally
viewed with suspicion as encouraging rebellion among native Filipinos and thus only few daring students
were able to undertake higher studies. The expanded world trade and commerce in the later part of 19th
century led to the rapid development of Manila as cosmopolitan center. Modern amenities such as
stream tramways, waterworks, newspaper, electric lights, banking system were introduce. Jesuits
promoted meteorological studies founding Manila observatory at the Ateneo Municipal de Manila were
also built.
Even before the colonization by the Spaniards in the Philippine Islands, the natives of the
archipelago already had practices linked to science and technology. Filipinos were already aware of the
medicinal plants and the methods of extracting medicine from herbs. They already had an alphabet,
number system, a weighing and measuring system and a calendar. Filipinos were already engaged in
farming, shipbuilding, mining and weaving. The Banaue Rice Terraces are among the sophisticated
products of engineering by pre – Spanish era Filipinos. The progress of Science and Technology in the
Philippines continued under American Rule and until present Science and technology here in the
Philippines keep growing.

4. International Trends in Science Education Research.

There have been several paradigm shifts in the literature of research in the area of science
education. To feed the knowledge pool in the area of science consistently, there is a need to remain
updated and abreast of the on-going trends in research globally and also nationally.
The use of content standards for science is certainly a megatrend in contemporary science
education in many educational systems around the globe. More and more educators agree that all
students should graduate from high school with a common set of skills, life and work. Content standards
raise the expectations for all people involved in our educational systems- students, parents, teachers,
administrators, and the business community.

5. Diversity of Research in Science Education.

Science Education research is not conducted within one paradigm because there are too many
fundamental differences about the nature of science education. Indeed, science education research is
not quite a research paradigm there is too much disagreement at a fundamental level.
Science Education research is characterized by the issues it addresses and these include:
learning, teaching, educational technology, curriculum, learning environment, teacher education,
assessment and evaluation, equity and History and Philosophy of Science. During the past 30 years,
there has developed a great diversity of types of research being conducted in science education and
there is growing acceptance of these different research genres, often borrowed from another
disciplines.
6. Methods of Instruction in Science Education.

Science is not simply a collection of facts. It is a discipline of thinking about rational solutions to
problems after establishing the basic facts derived from observations. It is hypothesizing from what is
known to what might be and then attempting to test the hypothesis… logical thinking must come first;
the facts can come later. Knowledge, Process skills and attitudes are needed.

A. Inquiry Based / Scientific Inquiry

Scientific Inquiry refers to the diverse ways in which scientists study the natural world and
propose explanations based on the evidence derived from their work. Inquiry also refers to the
activities of students in which they develop knowledge and understanding of how scientist study
the natural world. There are 5 features of Science inquiry, these are:
1. Learner engages in scientifically oriented questions.
2. Learner gives priority to evidence in responding to questions
3. Learner formulates explanations from evidences
4. Learner connects explanations to scientific knowledge
5. Learner communicates and justifies explanations.

Inquiry based learning is a form of active learning that starts by posing questions,
problems or scenarios – rather than simply presenting established facts or portraying a smooth
path to knowledge.
Inquiry – based in teaching science education adopts an investigative approach to
teaching and learning where students are provided with opportunities to investigate a problem,
search for possible solutions, make observation, ask questions, test out ideas, and think
creatively and use their intuition. In this sense, inquiry based science involves students doing
science where they have opportunities to explore possible solution, develop explanations for
the phenomena under investigation, elaborate on concepts and processes, and evaluate or
assess their understandings in the light of available evidence. Inquiry – based approach
challenges students’ thinking by engaging them in investigating scientifically oriented questions
where they learn to give priority to evidence, evaluate explanations in the light of alternative
explanations and learn to communicate and justify their decisions. These are dispositions
needed to promote and justify their decisions.

B. Collaborative Learning

Collaborative learning is an educational approach to teaching and learning. It is an an

instructional method in which students work in a small groups to accomplish a common
learning goal under the guidance of a teacher. The method is characterized by the following:
a. Learners positively depend on each other in a team to achieve a mutual –
learning goal.
b. Learners engage in face – to – face interactions.
 c. Learners are assessed individually and held accountable for equally sharing
and contributing to the mastery of learning goals.
d. Learners use and develop appropriate collaborative and interpersonal skills
to teach and encourage each other to learn
e. Learners reflect and assess the effectiveness of group functioning for future
learning.

C. Integrative teaching - learning

Integrative learning comes in many varieties: connecting skills and knowledge from
multiple resources and experiences; applying skills and practices in various settings, utilizing
diverse and even contradictory points of view; understanding issues and positions
contextually.
Integrative teaching is a well – organized strategy anchored on a real life situation that
include learners’ interests and needs creating a variety of meaningful activities and learning
experiences.

D. Reflective Teaching