Prepared by : Bolasco, Aira Jeneva C.

Luna, Aira Joy T.

BEEd II-B

Current Status of the Science in Philippine Education

Science education deals with the teaching and learning of science and in helping the
public develop science literacy. This is important in the promotion and development of science
and technology in the country. Science education deals with the development of people in
science, which is the heart of science, technology and society (Sunga, 2021). Science is
important to everyone. School science education should support the development of scientific
literacy in all students as well as motivate them to pursue careers in science, technology, and
engineering. A country whose citizens are science and Technologically literate will be
educationally and scientifically advanced.

In the Philippines and around the world, people are talking about a science and
technology-based world, science education and the current situation of curriculum in a new
normal. Several questions have been asked: Does the present science curriculum address the
needs of students from different communities who might drop out of school at different grade or
year levels? Does the science curriculum provide avenues for students to engage in science and
encourage them to take science related careers? Does science in basic education help students
become informed citizens so that they can participate in making wise decisions about local and
global concern? What is the most challenging aspect of implementing the K to 12 science
curriculum in the new normal?

The Philippine Science Curriculum Teachers use a Science-Technology-Society (STS)

approach in their science instruction to facilitate student understanding of science and to link
learning to everyday contexts and issues. Through interactions with objects and materials, and
their classmates, students were provided experiences to know the science concepts and apply in a
real life situation. Thus, engaging them to apply the concepts in a real world, helps students to
relate them in a science career path (Marco, 2021). Science k-12 curriculum utilize a spiral
approach of learning, meaning concepts with all branches of science are included in the learning
process. It provides students an opportunity to learn chemistry, leading to chemical engineering,
biology leading, to environmental science, medicine and pharmacology and others. Science
curriculum also achieves an international standard of learning. It discusses global concern in
health, environment, diseases, robotics, and engineering so students are aware of the new trends.
In science we also learn application of scientific processes such as doing experimental research
where we identify current problems and needs of the community and help address and find
solutions to these (Lamery, 2021).

Science teaching is such a complex, dynamic profession that it is difficult for a teacher
to stay up-to-date. For a teacher to grow professionally and become better as a teacher of science,
a special, continuous effort is required (Showalter, 1984). When educational technology tools are
used appropriately and effectively in science classrooms, students actively engage in their
knowledge construction and improve their thinking and problem solving skills (Trowbridge et
al., 2008). However, today's new normal teachers can't provide hands-on activities or laboratory
experiments. Students learned only the concepts through modules and written activity sheets.
Additionally, the most challenging aspect of implementing the k to 12 Science Curriculum is
lack of contextualization and adaptation in the advancement of technologies. With the current
situation, dropouts from different grades or year levels tend to increase (Bolasco, 2021).
Knowing the fact that the K to 12 curriculum is learner-centered and inquiry based thus
interaction between learners, teachers and peers is a must, but in this time of new normal, face to
face learning is prohibited. Therefore, quality learning is at risk.

On the other hand, The said questions were deliberated on lengthily by other science education
specialists, cognitive psychologists, and even school teachers. They noted that the existing
science curriculum at the basic education level does not jibe with the expectations of industry,
the university, and society in general. More specifically, they observed that the present
curriculum is overloaded, discipline-based, and caters to college bound students. They based
their conclusion on the data that the dropout rate is high, that is, for every 100 pupils that enroll
in Grade 1, only 65 finish Grade 6; while 56 students enroll in secondary school, only 46
graduate in fourth year. In addition, of those who pursue tertiary education, only about 2%
choose careers in science and related fields (BESRA, 2006). Many educators and graduate
student researchers have identified several factors behind the low performance in science of
Filipino students. Those are the quality of teachers, the teaching-learning process, the school
curriculum, instructional materials, and administrative support (DOST-SEI, 2006).

Science Curriculum envisions the development of scientifically, technologically, and

environmentally literate and productive members of society. Students must learn the skills and
methods of science by doing science. Actively engaging students in science helps them develop
good attitudes and dispositions. They learn the values and attitudes of science by applying them
to science. Science Curriculum teaching goes beyond mere understanding of the basic concepts
of science. Science provides ways of making sense of the world systematically. It must develop
students’ scientific inquiry skills, values and attitudes, such as objectivity, curiosity, and honesty
and habits of mind including critical thinking. All these are useful to the individual student for
his own personal development, future career, and life in general. These skills will be acquired
through a curriculum that focuses on knowledge relevant to the real world and encompasses
methods of inquiry.

References:

Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2008). Teaching secondary school
science: Strategies for developing scientific literacy (9th ed.). Upper Saddle River, NJ:
Prentice Hall.Trowbridge, L., Bybee, R., & Carlson, J. (2008), Teaching Secondary ...
Showalter, V. M. (Eds.). (1984). Conditions for good science teaching. Washington, DC:
National Science Teachers Association.ED245916 - Conditions for Good Science
Teaching., 1984 - ERIC

DOST-SEI ( 2006) https://sei.dost.gov.ph › publPDF

BESRA(2006) https://www.hindawi.com/journals/edri/2020/8877712/