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Issues on Basic Education Curriculum for Elementary Science Education

Article · November 2017

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Calvin French Daug Garcia

Mindanao State University - Iligan Institute of Technology
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 MINDANAO STATE UNIVERSITY-
ILIGAN INSTITUTE OF TECHNOLOGY
COLLEGE OF EDUCATION
Department of Science and Mathematics
Andres Bonifacio Avenue Tibanga, Iligan City 9200

Issues on Basic Education Curriculum for Elementary

Science Education

Based on my experienced, my former science teachers they introduce the lesson

in class before the laboratory activities. After the lesson discussed, the teachers give a

test like quizzes or oral to be assess if I have learned their lesson. Before the laboratory

experiment, the teachers formed a group of student in class experiment and give every

group the activity sheet in laboratory. Then, the teacher read in class the activity sheet

in order to follow the procedures. Second, the learners have conducted and observed

the laboratory activity. Third, the teacher monitored the class activities in

experimentation for safety precaution of their learners. Fourth, the learners filled out the

answers of activity sheet. Lastly, the teacher collected the group activity sheets. After

the laboratory activities, the teacher discussed our experimentation to understand of the

learners. In addition, I have here cited in the issues on basic science education.

Batomalaque (n.d) stated that the main factors which can be cited to account for

the low performance in science of the Filipino student include the lack of science culture

and deficiencies regarding the school curriculum, the teaching learning process,

instructional materials and teacher training. One of the roots of the unsatisfactory

achievement of our students is our congested curriculum. The elementary curriculum in

the Philippines is overcrowded, Grades 1-3 in particular. Having too many subjects
 limits the extent to which teachers and students can focus on those basic skills critically

important for performance and success in the later grade levels. The various syllabi (like

biology, chemistry and physics) in basic education cover so many topics that could not

generally be covered within the school year. Other aggravating problems are the lack of

textbooks and lack of science equipment. For instance, poorly equipped laboratory

rooms which commonly beset many high schools, have hindered the conduct of

scientific investigations and hands-on activities. Efforts to improve the quality of basic

science education have never been as extensive as in the current decade. The various

accomplishments undertaken fall in different areas such as curriculum and instructional

materials development; provision of physical facilities and equipment; institution

building; and teacher training.

How can we teach if there are lacks of facilities or lack of teaching proficiency?

Teachers should do alternative styles in teaching the student like in science laboratory.

For example, if there are not alcohol lamps in the science laboratory. We use

improvised alcohol lamp made of tin can. In teaching proficiency, teachers should

attend science seminars educational technology workshops to acquire knowledge,

skills, understanding learning styles for learners.

References:

Batomalaque, A. E. Basic Science Development Program of the Philippines for

International Cooperation. Retrieved November 13, 2017, from

http://www.criced.tsukuba.ac.jp/pdf/09_Philippines_Antonio.pdf

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