IN A NUTSHELL

Describe and reflect on the current state of science education in the Philippines.

In the Philippines context, the secondary science education curriculum has been reformed towards
providing greater opportunities for learners to perceive that principles studied in class are pertinent to
everyday life basis. Hence, in new secondary science K to 12 curricula, the learners are displaying to a
spiral progression approach, wherein the four areas, namely Earth Science, Biology, Chemistry, and
Physics, are being taught every grading period (Sanchez, 2014). Science teachers should be accoutred
with four subject areas. Apparently, science education in our country cannot be considered as a
strength.

More recently, the country participated in the 2018 Program for International Student Assessment
(PISA). Conducted by the Organization for Economic Cooperation and Development (OECD), the study
ranked 79 participating economies based on their students’ performance in reading, science, and math.
Science scored (357) points and ranked second to the last.

Along this line, many factors can be attributed to the current predicament faced by the country. First
and foremost, would be the shortage of science teachers in the country just a few will likely to choose
the science field for them it is much difficult from the other subject. The lack of classrooms limits the
conduciveness of lectures to students in which they hear the chatter all over the place, and end up
listening not only to their teacher’s lecture but also to the lecture from the adjacent classroom.

Textbooks and learning materials are also critical. The lack of laboratories also damages the quality of
education, limiting teachers to lectures and reporting activities for students instead of lab experiments
that show how the concepts work in real life. Filipino students are bombarded with theories and
terminologies, which are not necessarily the things that make science exciting. Scientists do not study
and spit-up facts; they cross-examine, forecast outcomes, and perform experiments actually.

From these vulnerable constraints, education organizations find their finest way to uplift and perceive
science in our country. With this in mind, the current situation of STEM education in the Philippines
proves that we have a long road ahead of us. Nevertheless, this should not stop us from pausing and
admitting that yes, there is a problem that we should work upon.

In setting the goal and in order to get to it, science is what we need. Not just science discussed in
textbooks and observed in laboratories, but science in everyday life; science that is evident in how we
handle all of our tasks and decisions. In science education, to be strong is not a course of action but it is
a necessity.

REFERENCES
 PISA 2018 results. BusinessWorld.  [accessed 2019 Dec
5]. https://www.bworldonline.com/pisa-2018-results/.
PHL lags in global education survey. BusinessWorld.  [accessed 2019 Dec 5].
https://www.bworldonline.com/phl-lags-in-global-education-survey/.

Sanchez,2014. How is The Science Education in the Philippines?

Science education realities. 2014. The Manila Times Online. [accessed 2018 Apr 3].
http://www.manilatimes.net/science-education-realities/100096/.