Shen! = wotecocmaa INTRODUGTION Priog ta the ‘ft% hinko gical inatrsction erephianajice the biology a8 & discipline, Biology woen theme poliine seietwy, SESE thy Natning und categorizing Biviny things, OSSD inet with The old style textbook wm Froquentty just s soiree of Pes fen baloyical information, poorly iustrted, ane entation stimulate eet ‘by means of queations, Sugyested projects, alternative foals, eleven, laburainry activities, cio, Personally relevani CRaMplas wepe Farely. if Pd included. Froquemify, schools kept autrs ode, vers eail-rel-tiate bahy which Wary pduationnlly cousterpamduetive. There was little bout the progessey DE tlescn oF about how scientific knowledge ebarypen, From thut decade on, pew curricubun tuaterials in biology ‘were develiynes and produced, spear rt were cron othe ew materials ibtogh tain programs, Thi paper describes these new muiteriats aril: the Wacker irmining Progra, MATERIALS Bawc Education Ih 1901 faculty member ofthe UE Graihunte Colleys of Fdacation and the College of Arts and Sciences fiona w eqeumites for the parpowe of developing Satricislar conteriads in seconelary acho biology. The faculty were notivaned ba this undertaking by cxamplen of curriculum improvement projects in the Uh, particularly the work of tbe Biological Sciences Carricubam Study (Cs)High School Biology HIGH SCHOOL BIOLOGY INTRODUCTION Prior to the ‘60s biological instruction emphasized the state of the art in biology as a discipline. Biology was a descriptive science, preoccupied with naming and categorizing living things. The old style textbook was frequently just a source of printed factual biological information, poorly illustrated, and contained little to stimulate learners by means of questions, suggested projects, alternative readings, references, laboratory activities, etc. Personally relevant examples were rarely, if ever, included. Frequently, schools kept outmoded, even out-of-date books which were educationally counterproductive. There was little about the processes of science or about how scientific knowledge changes. From that decade on, new curriculum materials in biology were developed and produced. The teachers were oriented to these new materials through training programs. This paper describes these new materials and the teacher training programs. MATERIALS Basic Education In 1961 faculty members of the UP Graduate College of Education and the College of Arts and Sciences formed a committee for the purpose of developing curricular materials in secondary school biology. The faculty were motivated in this undertaking by examples of curriculum improvement projects in the US: particularly the work of the Biological Sciences Curriculum Study (BSCS). The Philippine Committee, called the BSCS Adaptation Committee, agreec that the BSCS materials gave proper coverage of biology as a 20th century science emphasizing the concepts of science for the average citizens. They decided t develop an adaptation of the textbook, laboratory manual and teacher’s guid: known in the U.S. as High School Biology Green Version. Suitable arrangement were concluded with the BSCS, the National Science Foundation of the US which was the chief supporting agent of BSCS, and the National Scienc Development Board (NSDB) of the Philippines, which authorized the adaptatior The local support of the project during its three-year duration was mainly fro: the NSDB. The project brought in experienced consultants and an art supervis¢High School Biology made possible by grants from the Asia Foundation. = The decision to select the Green Version (and not the Blue or Yellow Version) which stresses ecology was influenced by such consideration as: + the year-round availability of flora and fauna; + the dependence of the Philippine economy on natural products; + the need for Filipino students to understand their biological world in terms of modern science; + the importance of understanding ecology, ata time when conservationists constantly lamented the country’s dwindling resources; + the feeling that there was a need for developing a greater appreciation for, and enjoyment of, nature among Filipinos and the approach seemed to offer more opportunities for close work with the natural environment; and, * the course which stresses ecology would make relatively less demands on physical requirements necessary to maintain a good laboratory. Also, the organizers felt that laboratory work which stresses the processes of science had to be the focus of the new course in order to change traditional teaching. However, they agreed that the introduction of such a course should not entail prohibitive financial outlays on the part of the schools. The Green Version laboratory exercises, which make use of the plants and animals in the students’ natural environment, provided the answer. High school biology teachers were part of the BSCS project. Their involvement from the very beginning was considered essential for the success of the adaptation work. To increase their effectiveness in the work expected of them, they were given courses in botany and zoology. They were then involved in trying out the laboratory experiments. Based on the tryouts, the Adaptation Committee revised the US editions. The writers prepared the experimental edition of the laboratory manual and the teacher’s guide. The choice of an ecological approach in teaching biology posed problems which made the task of adapting the materials more difficult. Ecology was anew field of specialization among Filipino biologists, and the lack of local studies in this field prevented the use of numerous local examples illustrative of ecological principles. However, it was felt that a close adaptation would be satisfactory, and that future revisions might incorporate local studies as these became available. The materials were tried out for two successive years. After each experimental year, the materials were revised and the final editions were published commercially 85High School Biology in 1965. Thus the BSCS materials were the first scientifically produced, tested, and revised materials for high school biology. The curriculum materials were produced by cooperative efforts of education specialists, research biologists, science supervisors, and high school biology teachers. The materials consisted of a textbook, laboratory manual and teacher’s guide. The US experimental edition of the textbook was used. The decision was to prepare a final edition of the textbook without going through an experimental edition, Feedback from tryout of the laboratory manual and teacher’s guide became the basis for revising the materials. The commercial edition became available in 1965. The BSCS was an innovation in school biology reflected in three aspects of the course: its content, its unifying themes, and the methodology. The new content represents a view of biology as biologists themselves see it. Hence, it is more than a mere addition of new materials to the traditional content of biology. It is also a reorganization of subject matter through which unifying concepts run. The BSCS materials were introduced to teachers in several training programs. In the summer of 1964, a group of 30 biology teachers (4 were instructors in normal colleges and a university, 20 were public school teachers, 6 were high school biology teachers from private high schools) were trained on the use of the BSCS materials at the University of the Philippines. The training was sponsored by the NSDB. In the summer of 1965, Ateneo de Manila introduced the BSCS materials to 35 participants in a training program. A series of 5 regional seminars of two weeks’ duration each was conducted under the joint sponsorship of Asia Foundation and the NSDB. The seminars introduced the materials to 106 teachers all over the country. Insummer 1966, Atenco continued its summer institutes and trained another group of 35 teachers, San Carlos University trained 29 teachers. In summer 1967, NSDB supported the training of 120 teachers in 4 universities. Since the adapted BSCS books became available in 1965, 347 teachers had attended institutes and workshops which were entirely or partially devoted to acquainting teachers with the new materials. What were the teachers’ reactions to the BSCS textbook, laboratory manual and teacher’s guide during the training programs? 86High School Biology + The language in which the textbook was written was comprehensible but students would enjoy reading it if the style were less formal. + They felt students could continue studying the difficult chapters with teacher’s assistance, + Some sections were too detailed while other chapters needed more details. + The laboratory exercises could be understood by most students. + Apparatus were available in their schools. * The teacher’s guide would help teachers considerably. Teachers who did not undergo any training were wary about using the materials. Those who were trained were more confident. In-service institutes, therefore, were found necessary so that the materials could be used in more schools. Also, teachers using the materials needed assistance in the construction of the type of tests that would evaluate students’ achievement in skills other than factual knowledge. Evaluation of the adaptations, however, showed that the materials were unsuitable for most of the students (Maddock, 1981). Most of them did not acquire a good understanding of the concepts and were performing inadequately various process skills that the materials were supposed to develop. Still, the BSCS project presented a pattern of curriculum improvement which served as a guide for succeeding work on curriculum development in the ‘7 Os. In 1978, a second-generation textbook-and-teacher’s guide was developed by the UP Science Education Center (SEC) as a result of the evaluation, using simpler language, and a more relevant and applied approach to content. The material was entitled, “Living Things and Their Environment.” The textbook integrated laboratory with text. In 1989, the Department of Education, Culture and Sports Secondary Education Development Project (DECS-SEDP) Science and Technology II Biology textbook was developed. The contents of this material were specifically defined in the Desired Learning Competencies prepared by the Bureau of Secondary Education of DECS. A feature added in this material is the integration of technology and values. This is the currently prescribed book for public schools. Commercially published books written by private authors are used in the private schools. These books also follow the Desired Learning Competencies to 87High School Biology the extent that they contain the topics listed. Only about two to three textbooks contain more than statements of content; they are also study guides. They help students learn the content. They provide summaries, suggestions for further reading, suggestions for activities, ideas for discussion, and opportunities for self- check of progress through questions and tests. They also include instructions for practical work so that the learning activities are smoothly sequenced and integrated. In others, practical work is developed separately in a parallel book which is usually produced as a workbook in which answers are to be written. This type is usually used in private schools which have separate days for laboratory work held in a laboratory room. (This latter technique is not the best method since it can cause interference in learning due to discontinuity.) Teachers also supplement or enrich student activities prescribed in textbooks with modules (e.g. Fungi, Microorganisms in Biotechnology, Vitamins, Medicinal Plants, and Schistosomiasis). Inservice Teacher Training Training materials on specific topics are developed and provided to the participants in the form of handouts. The handouts consist of teaching guides and activity sheets. The guide explains in detail the organization of the topic, viz, overview, objectives, lists of concepts and skills to be developed, materials (equipment, chemicals, specimens, supplies) to be used, evaluation questions, and background information about the principles and theories covered by the topic. Also used are instructional aids (such as transparency sheets/overlays, projection slides, posters, charts, videotaped lessons, films, computers, 3-D models) and everyday things known to be available in and around the schools. There are aquaria and terraria used for modelling various ecosystems (land, freshwater, and marine). Mini-ponds are constructed and used as teaching-learning resources thus having available various kinds of large and microscopic aquatic organisms all year round. Having these pond ecosystems in the training venue also saves on time otherwise spent on field trips to distant places which were done in the earlier years. Mini-ferneries are also set up to assure a continuous supply of different fern species for studying plant diversity and life cycles, (all teachers who have come for training have not seen an actual live gametophyte/prothallus, having encountered this inconspicuous stage in the fern life cycle only in textbooks). 88High School Biology Teachers tend to copy, duplicate and improve on the good things they see or use in the training courses. Years after a training one teacher said that the fernery he made in his school was more beautiful than the one at UP ISMED. A garden of medicinal and several other plant species of economic importance is maintained for use in training. Flowers in bloom are used for activities on pollen germination but not without pre trials as some pollen grains do not germinate that easily, i.e. not within the short period allotted to the session, anyway. This garden becomes a steady source also of other organisms used in teaching various topics in the training course syllabus such as nodules and Azolla for their nitrogen fixing cyanobacteria or blue-green algae and earthworms for investigating respiration. Posters used are those either commercially printed or handmade from magazine cutouts, calendars, etc. Some of the VTRs and videotapes are, “The Philippine Crocodile”, “The Philippine Eagle,” “Preparing Permanent Mount”, “Pump of Life” and projection slides on “Mitosis”, “Meiosis”, and “The Giant Staghorn Fern.” Teaching devices, such as models (DNA, Primate Skulls, Human Lung, Human Digestive System, Virus) a chart (Human Karyotype), and improvised apparatus developed for teacher trainers eventually find their use in classrooms. The activity sheets contain a short introduction, objectives, list of materials, procedure, developmental questions and problem for further investigation. The procedure is structured, i.e., it gives the instruction for carrying out the activity in a step-by-step fashion. “Further investigation” is unstructured or open-ended, the purpose being to let the participants make their own design of the extension activity. Teaching plans are provided the trainers which they can adapt to suit the conditions in their regions or schools where they are expected to “echo” the training. METHODS IN BASIC EDUCATION The use of BSCS and other curricular materials that came afterwards necessitated a change in the teaching-learning method. The material moved away from memorization and routine laboratory exercises and moved towards the development of the processes of science and the teaching of biology as inquiry. The new method was guided by the fact that the kind of learning sought could best be achieved when students were individually involved in the laboratory. In preparation for the implementation of the BSCS adaptation materials, teachers underwent training, In this training the teacher’s background was upgraded not only in content but also in methodology. They were familiarized with laboratory 89High School Biology skills, techniques and with ways of improvising laboratory equipment. They were also given enrichment courses on the chemistry background for the biological sciences. In performing the laboratory activities, the use of live specimens rather than preserved ones was demonstrated. Subsequent seminar-workshops and training programs were alined with later curriculum development projects. It appeared to educators that traditional methods of teaching used by non-BSCS oriented teachers as well as new teachers are not conducive to the development of the intellectual values of science emphasized in the materials. More effective methods help in the development of these values of science as well as make the learning of science more meaningful to the student. The teaching methods and techniques considered geared to the development of the scientific method and attitudes are group work, individual/group investigatory projects and experiments, demonstrations, and science clubs. Seminars and training programs were held for this purpose. Workshops are conducted also for the purpose of teaching teachers how to construct home-made equipment and how to use these in the classroom. The Regional Science Teaching Centers (RSTCs) hold regular, intensive six-week summer upgrading programs for classroom teachers. National inservice training programs designed to upgrade the competencies of teachers included the DECS-ISP Scholarship Program, National Trainors Training program for implementing SEDP, (JICA) Japan International Cooperation Agency training on the operation and use of laboratory equipment, Seminar Workshop on the Operation and Management of Learning Resource Centers, and the (SMEMDP) Science and Mathematics Education Manpower Development Project, National Training Program on Practical Work. The training program on practical work is designed to enhance teachers’ competence in teaching biology using the practical work approach. Practical work involved hands-on and minds-on activities. The hands-on activities are concerned with biological skills which are manipulative or procedural. Minds- on activities relate to the thinking processes which consist of basic and higher order thinking skills. The rationale for practical work is to: 1) facilitate the learning of concepts; 2) develop skills, and 3) make science interesting and relevant to students lives. The participants are exposed to: * laboratory procedures and management 90we Phe cs on \ar nd ont TS ork ds- her pts; ves. nsandagninudnyinnire High School Biology + development of improvised laboratory materials and teaching aids * constructing instruments for evaluating student performance + developing lesson plans + identifying and integrating scientific attitudes and values in teaching (specifically biology and technology) Specifically, in conducting the SMEMDP programs, teaching plans are followed. These contain the following elements: an overview, objectives, list of manipulative or procedural skills, list of thinking skills, list of materials per activity (quantity per group, where to buy, cost), advance preparation, explanation of the procedure (in the activity sheet), how to motivate, answers to developmental questions, sample assessment items and their answers, possible designs of extension activity, and additional background information material for teacher trainers. Laboratory activities are performed in groups of four or in pairs with each participant being made to: experience handling, operating and using the different equipment and glassware; prepare chemicals; and work on specimens. Certain activities are done in the field. The completion of activities is followed by a discussion of answers to the developmental questions and a short lecture. Towards the end of the training, the participants present their extension activities and plans for the Regional Training Program (RTP). These presentations are critiqued by their peers and the training staff. The activity sheets and teaching plans are eventually revised and packaged into a volume called, “Sourcebook on Practical Work for Teacher Trainers.” This becomes the resource material that the teacher trainers use in the RTP. Courses of shorter duration (18 to 36 hours) are customized based on training needs of teachers or on specific topics of current interest. Participants are teachers coming mostly from private schools. Other courses are custom-made according to the requirements of the requesting or funding agencies. Some of the courses are: Strategies for Teaching Biology and Indigenous Technology; Technique in Tissue Culture; Technique in Microbiology; Making and Using improvised Equipment; Making and Using Teaching Aids; Teaching Concepts in Ecology; Measurements in Biology; Practical Work, and; Strategies for Teaching Thinking Skills. CONCLUSIONS AND RECOMMENDATIONS Inservice training programs in biology or other sciences have been conducted since the 1960s. The goal of these programs is to improve classroom teaching and, ultimately, to produce highly literate, thinking, and creative individuals. 91High School Biology 92 Likewise, curriculum development efforts have produced textbooks, teacher’s guides, supplementary or enrichment materials as well as references for the schools. What else is needed? The following recommendations are offered: 1. Laboratory equipment and audio-visual teaching aids are still inadequate. For example, the microscope is one laboratory apparatus that every high school must have. Many teachers who attend training courses at UP ISMED say how they wish they can let their students observe the things they themselves have seen through good microscopes. Their schools have microscopes but often these are not in good working condition. Molds have grown over the lenses or some essential parts are destroyed or missing. Some schools have one microscope to be shared by several classes of 50 to 70 students per section. There are not enough of other laboratory materials, e.g., test tubes, beakers, petri dishes, and graduated cylinders. There is a need to engage individual students in hands-on activities which increase their chances of understanding and learning science. However, these activities cannot be done in the absence of teaching- learning facilities. Improve classroom facilities so that when students are doing laboratory work, they do it on tables, not on armrest of chairs. Microscopes, chemicals, petri dishes on armrest? (Yes, this is the situation in many government schools.) Either the size of the room has to be increased or the class size reduced to have space for these tables, one table per group. In some training programs, beautiful lectures by some university faculty are not fully appreciated by teachers. They would come up to you and ask, “How can we use all that in our classroom?” The fact is, not many teachers have the ability or creativity to transform or apply new knowledge into lessons teachable to students. The way to do it has to be demonstrated. Lecture-discussions need to be simplified. In a way, the teacher educator should model the kind of teaching that is expected of the teacher in his/her classroom. Every training program must have the monitoring and follow-through component to see how the teachers are using what they have learned and for providing reinforcement or technical help. Training programs and short-term courses should continue. Teachers thirst for new ways of doing things. They do get tired of doing the sameHigh School Biology thing over and over again. And yet they do not have the time to create exciting activities. 6. Usually, many topics are covered in these training programs so that not enough time is given for teachers to reflect on what has taken place and to savor the new things taught to them. A time for reflection should be an integral part of training programs. 7. Teachers may have to be reminded of commitment and proper attitude towards students. Teachers need to: * respect answers and reasoning expressed by students; * recognize that students can learn and appreciate what is being taught; and * realize that no teaching has taken place unless learning has occurred, 93High School_Chemistry HIGH SCHOOL CHEMISTRY INTRODUCTION Education for the masses in the Philippines prospered only after we were emancipated from Spanish rule (Padolina and Magno, 1997). This explains why the teaching of chemistry in high schools in our country started more than a century late. It was first introduced in Europe in the 19" century as part of the training at artisan level, gradually becoming part of the general education of individuals in the early 20" century (Johnson, 1993). But even in the West, real revolution in chemical education started only in the sixties as a result of renewed interests in science in the post-Sputnik era. According to Johnson (1993), constancy characterized the teaching of chemistry in Europe from 1900 to 1960. The curriculum consisted of a catalog of the preparations and properties of gases, a list of laws and definitions to be memorized, a few industrial processes and pseudo-analytical stoichiometric calculations. Practical work consisted of observations of preparations and properties of materials and exercises in analytical calculations. Sputnik I, the first Russian earth satellite, was launched on Oct. 4, 1957. It marked the beginning of an era of space exploration and renewed interest in science. Is it a coincidence that the Philippine Government made the teaching of science in both elementary and secondary schools compulsory in 1957? (See Time Line in the Development of Chemistry Education in the Philippines). The teaching of chemistry in Philippine high schools became compulsory in 1973, about 15 years later. This event was met with a horde of problems such as the lack of textbooks, laboratory facilities, equipment and adequately trained teachers to teach the subject. This paper will focus on national curriculum development activities, which aimed to support the teaching-learning of chemistry in our schools in the last 40 years. INSTRUCTIONAL MATERIALS In the last half of this century, more organized and systematic material development activities in chemistry education have been noted. The Beginning of Organized Curriculum Development Organized curriculum development effort in our country is closely tied up with the history of the Institute for Science and Mathematics Education Development. The Institute was established in 1964 as the Science Teaching Center 94wre High School Chemistry at the University of the Philippines (See Time Line). It took leadership in all science education endeavors in the country in the field of curriculum development and teacher training. Its name was changed to the UP Science Education Center (UPSEC) in 1967 and into its present name UP Institute for Science and Mathematics Education Development (UP ISMED) in 1982. Before 1964, textbook development was mainly a private and scattered activity. Commercial publishers financially supported the writing, publishing and promoting of textbooks authored by private individuals. In 1963, a group of teacher trainees at the UP College of Education developed a textbook entitled “Modern Approach to Chemistry Simplified for Philippine High School”. The project was supervised by Virgen Hernandez and was supported by several teacher, professional and industrial associations, industries and the Bureau of Public Schools. This book, however, was never adopted at the national level. Instructional Materials Developed in the Sixties BSCS Adaptation Project Before the 1960’s, there were practically no science textbooks in our public schools. The few schools, which offer science subjects, used books by American authors. Filipino students then were more familiar with the flora and fauna found in temperate countries than in tropical countries such as ours (Hernandez, 1996). The first organized team effort on curriculum development focused on the adaptation to Philippine conditions (biota) of the green version of the US Biological Sciences Curriculum Study (BSCS) published by Rand MeNally of Chicago in 1963. The Project started in 1960 with the participation of education specialists, science supervisors, high school biology teachers and research biologists. Some educators of UP College of Education and some scientists from the UP College of Arts and Sciences spearheaded the project, with funding from Asia Foundation and the National Science Development Board. The project’s output was the first scientifically produced, tested and revised materials ever created for high school use in the Philippines. We mention this curriculum project, even though it was a Biology project, because its conceptual framework for development served as model for all subsequent development of science textbooks for basic education level in our country. It also provided the strongest impetus for the establishment of the Science Teaching Center as an autonomous unit of the University of the Philippines, with initial funding from Ford Foundation. The BSCS project gave valuable experiences in curriculum development, in-service training of teachers and evaluation procedures to the project team members. The resulting textbook, teacher’s guide, 95High School_Chemistry and laboratory manual were widely used for over a decade and even contributed financially to the operation of the Center. Practical Chemistry for Secondary Schools During the initial years of the Science Teaching Center, the Director and workgroup chairmen (in charge of Biology, General Science, Mathematics, Chemistry and Physics) prepared detailed outlines of science and mathematics courses at the basic education level. Writers used these outlines as guides for the development of textbook, teacher’s guide and laboratory manual, On its first year of operation, the Center prepared 23 detailed outlines of courses. Evaluation of materials proceeded almost simultaneously with their developments. As lessons and/or units were developed, these were submitted to reviewers who were subject specialists, and then to a stecring committee of varied membership — educators and scientists from various subject fields. In chemistry, Pilar Da Silva headed the thirteen-member development team. It was composed of Peace Corps volunteers, outstanding high school teachers, university chemistry professors, and exchange/visiting professors. Cynthia Juan Jameson of the University of the Philippines, J. Arthur Campbell of Harvey Mudd College, California and James de Rose of Marple New Town School, Pennsylvania served as science consultants at various periods of its development. The experimental material was published in 1967 under the title “Chemistry for Philippine Schools”. Its formal evaluation started with a Summer Institute for experimental teachers from eight nearby high schools on the same year. The Summer Institute introduced the teachers to the content and methods of the materials, oriented them to their role in the evaluation program and provided them with needed skills in teaching. This training of experimental teachers was a prerequisite to the proper evaluation of experimental teachers. Curriculum evaluation was done in terms of: * securing teacher’s reaction to the materials * observing experimental classes * testing student’s achievements through teacher-made tests and testing children’s growth through evaluative measures prepared by the evaluation committee and * — securing student’s reaction both verbally and in written form (for high school only) 96 mmmenagaquudyannrnnyy yyy inl]hdPHNAUNIAB UNA A en High School Chemistry The final version entitled “Practical Chemistry for Secondary School” was published in 1971. It was developed with the Filipino students in mind. At that time, the most popular curriculum innovations were the Chemical Bond Approach (CBA) and Chem Study in the United States and the Scottish Alternative and Nuffield Chemistry. These curriculum materials were met with much enthusiasm by teachers but failed to make the students become more interested in chemistry (Johnson, 1993). There is no doubt that the development of Practical Chemistry was influenced by the kind of thinking that permeated the three curriculum projects mentioned. Practical Chemistry stressed the processes of science such as correlation of data, construction and testing of hypotheses, observation, measurement, use of models to explain observations; prediction of future observations based on generalizations made. Besides considering cultural influences by using examples and materials familiar to Filipino students, one outstanding feature of the book is the integration of laboratory experiments into the text. While there was an emphasis on laboratory experiments as part of the development of concept, this was sadly lacking in the classroom implementation of these curriculum materials, The very thick (441 pages) book has a discipline-based orientation and focused on the atomic theory as the unifying theme. The book proved to be too difficult for the average Filipino students. It was, however, very popular among teachers of elite schools and was in use for over a decade. Instructional Materials Developed in the Seventies EDPITAF Textbook Development Project In the second half of the 70’s, the Philippine Government undertook the first major textbook development program. It was labeled the Educational Development Project Implementing Task Force (EDPITAF) Textbook Development Project. It aimed to provide a textbook for every two students in every subject area in all Philippine public schools. The UP Science Education Center was identified as the curriculum development center for science and mathematics, along with four other curriculum development centers for the other subject areas. UPSEC developed 20 titles or 40 volumes of science and mathematics curriculum materials for the elementary and high schools. Research and teacher training activities supported curriculum development efforts. It was about this time that this author (Magno) joined the Center as co-chairman of the development team (together with Dr. Clementina Esguerra) for “Chemistry in Our Environment” or High School Science 3 (HSS 3). The activity involved a team of science educators, scientists, science teachers and science students. This time the development team was completely made up of all Filipinos, including the science consultants. It focused on learning chemistry 97High School Chemis: NEEDS, INTERESTS, COMPETENCY LEVEL OF ANALYSIS THE TARGET GROUP, AVAILABLE RESOURCES COMMUNITY, NATIONAL, INTERNATIONAL TRENDS ESTABLISH ISMED STAFF SCREENING OF FELLOWS Editor —___» DECS STAFF Dec. 1988 DECS - EDPITAF - ISMED Feb. 1987 Ly TEAM VISIT TO AUSTRALIA Summer 1987 UNIVERSITY OF TASMANIA 1987-1988 NATIONAL FIELD TRY-OUT Feb. - Dec., 1989 76 SCHOOLS 10-month fellowship in Australia 1988-1989 about 3500 students 31 TRAINORS DECS Monitoring Feb. 1990 PREPLANNING WORKSHOP 1989 PROCESSING OF FEEDBACKS | aysTRALIAN ADVISORS ISMED CONSULTANTS REVISION ISME! _ = a PASMEP FELLOWS Feb. 1990 Final Revised M: ints National Trainors’ IMC-ISMED Final Editing TRAINING UP ISMED PASMEP/NON PASMEP EDITED MANUSCRIPTS NO¥. 1990 READY FOR PRINTING ISMED/AUSTRALIAN ADVISORS Nov. 1990 FOLLOW-UP WORKSHOP IN PREPARATION FOR MASS TRAINING DECS-ISMED-AUSTRALIA Figure 5, Science and Technology III 102High School Chemistry PRINTING IMC FEB. 1991 28° FOLLOW-UP WORKSHOP FOR MASS TRAINING PRINTED APR-MAY 1991 FINAL EDITION S&Tiil REGIONAL MASS TRAINING OF S & T TEACHERS JUNE 1991 S &T NATIONAL IMPLEMENTATION SCHOOL LEVEL Figure 6 103High School Chemistry The development work in Year Ill and Year IV of SEDP coincided with a grant aid from the Government of Australia. The Philippine-Australia Science and Mathematics Education Development (PASMEP) Project was in effect from 1988 to 1992. As part of the manpower development component of this project, 30 well-selected chemistry teachers from the different regions went through a ten- month training program at the University of Tasmania in 1989. The training focused on both content and teaching strategies. They were later joined by another group of chemistry teachers with leadership qualities and were trained on the use of the new textbook at UP ISMED in the summer of 1990. In 1991, they all served as regional trainers during the mass training of classroom teachers on the use of Science and Technology II. PASMEP Teaching Resource Package $ & T Ill- Chemistry Half of the regional chemistry trainers received further training on curriculum development at UP ISMED, with Australian advisors and UP ISMED staff as trainers. They went through three one-month sequential training. These workshops produced a Teaching Resource Package for S & T II. This package of materials was intended to supplement S and T Til with a variety of activities, both student and teacher-oriented. It also contains a variety of ideas on teaching strategies, assessment and issue-based teaching, touching on the environment. The implementation of Science and Technology Ill received more support from several agencies. JICA and DOST provided school buildings with laboratories dedicated to specific science subjects. JICA, PASMEP and DOST also provided laboratory equipment to some. The effort to equip the schools with science equipment and facilities has gained wider support. Instructional Materials Developed in the Nineties After three decades of developing materials for students, the staff at UP ISMED now tured their attention to developing resource materials for teachers. Before this decade, there were small efforts at developing video tapes and computer software for classroom teaching. Because the hardware needed to use these materials in the classrooms was not yet widely available, these were considered minor projects of interested staff. Laboratory Tools and Techniques S & T Ill T eacher’s Guide This guide was developed by the UPISMED chemistry group with assistance from C. ITOH, Inc., DECS- EDPITAF and the Instructional Materials Development Center, It was intended to assist students in laboratory work and to guide the 104 aapagmereedtalum iff as shops terials student ategies, e support boratories provided h science taff at UP r teachers. i computer use these considered n assistance evelopment 9 guide the sauna dadidday erga High School Chemistry teachers on laboratory management and safety procedures, the proper use and care of equipment and the correct techniques in performing laboratory operations. Continuing Education for Science Teachers via Television (CONSTEL) Project In the carly part of this decade, there was a growing concern for the inadequately trained science teachers. In chemistry, only about 16 % of practicing teachers have proper qualifications for teaching the subject. In an effort to reach the science teachers who are non-majors in the subject they are teaching, the Distance Education Program of the Philippine Government was launched in 1994. This interagency project involved the University of the Philippines” Institute for Science and Mathematics Education Development, the Department of Education, Culture, Sports and the People’s Television Network. It received financial support from the Committee on Education, both in the Senate and the House of Congress. The project goes by the acronym CONSTEL for “Continuing Education for Science Teachers via Television”. It sought to use the television as vehicle for upgrading science teachers in three subjects (Elementary Science, Chemistry and Physics). A series of forty 30-minute video lessons in each subject was developed. Each lesson provided deeper knowledge of subject matter, teaching hints, laboratory activities and demonstrations. Each lesson emphasized the link between principles and real-life examples. The CONSTEL program is now on its third year of national television broadcast. Informal feedback coming from the field seems to suggest that it has created a greater awareness and appreciation of science, not only on the part of the science teachers but also of the general public. A printed Teacher’s Guide accompanies each video lesson. JICA-SMEMDP Sourcebook on Practical Work for Leader Trainers The Japanese International Cooperation Agency has funded a project-type technical cooperation project called the Science and Mathematics Manpower Development Project (SMEMDP) under a bilateral package type development program. As a component of this project, there was technology transfer from the JICA experts to UP ISMED educators in the area of curriculum planning and development. An output of the project is a Sourcebook on Practical Work for Teacher Trainers in High School Chemistry. The project espouses practical work or leaming-by-doing teaching strategy. At the end of the project in May 1999, the Chemistry Education Group would have produced two volumes of sourcebooks for leader trainers. 105High School Chemistry The Coming Decade Science Curriculum for the 21% century or CD-21 With UP ISMED taking the leadership, a new set of curriculum materials is being planned for use by the Filipino students at the tum of the century. Project CD-21 or Science Curriculum for the 21" Century started with needs assessment as early as 1991. Community-based studies, brainstorming sessions, colloquia and studies of researches on teaching learning of science were done at the Institute. The Project is now on the design phase of curriculum planning. The envisioned curriculum is spiraling and integrated from Grade | to Grade 9. It will be based on organizing themes with eclectic information. It is hoped that exemplar materials can be produced at the beginning of the next century. TEACHING METHODS The development of chemistry has occurred at a fantastic rate in the course of the 20% century and carrying on up to the present. The chemical industries’ need for qualified chemists has steadily increased. The lack of chemistry teachers has always been a perennial problem and this situation is the same all over the world. From the atomic age up until the present information age, @ more relevant approach to chemistry in the secondary school has been called for. Chemistry has ceased to be a training subject for artisans or manual workers and became a subject for the “training of the mind”. Up to about 1950, methods of chemistry teaching and learning developed largely as the result of an empirical approach to education, without an underlying theoretical framework. There was less emphasis on observations and there were numerous formal definitions. Instruction in the methods of chemistry teaching, especially in the context of teacher training, was usually given by experienced secondary school teachers in terms of practical classroom skills (Kornhauser, 1977). There was a recognized need to discuss chemical reactions in terms of chemical bonds. Although relatively new then, this was a part of chemistry, which was thought to be enjoyed by students if the treatment was properly given. The ideas about chemical bonds were built into a matrix of the facts of chemistry (OECD, 1961). Teaching Methods in the Sixties There was a sudden outburst of activity in the 60’s in chemical education. Massive updating of the subject matter was done, coupled with emphasis on general principles. Worldwide, there was a tendency toward individual “discovery” practical 106 ddan7 E High Schanp Chem . and away from demonstrations, alth irery ' il ou - xemplified by CHEM Study and Che @h the latter 5 i till exis ; ‘Mical B, ted. Thig t py Scoutish Alternative and Nuffield Chemistry in eu in the USA end jn most rural areas and remote places of the Phili quali fed and trained teachers in chemistry, the practi ioemphasize chemistry as a body of knowledge, As was treated as . etal psccin teaching eacher was the authority. The laboratory was consi ; nil periment were selected and plugged into the ple minor atv. < The students knew beforehand what results were expected and e w them fit. in their notebooks whether these were observed or not (Velasco, 1967). these Ppines, where the ©¢ of many teachers then sc onsequence, subject aay Was inculcation and drill where Te Were no Inquiry became prominent during this period. The Bio ; Curriculum Study stressed its importance in scientific medi ae the inquiry approach was gradually adopted by many public school teachers and some private school teachers who had training in the Chemical Bond Appreach at UP or at the Ateneo de Manila University. With this technique, more laboratory activities were provided for students, They would learn how to observe, measure, classify, infer, predict, interpret data, formulate hypothesis, experiment, control variables and record scientific data. In one private university, the CHEM Study materials were used in high school with modifications to suit local needs. This approach emphasized laboratory work and how facts, laws and theones were obtained (Velasco, 1967). In spite of the foregoing furor over these new approaches, the presentation of chemistry was largely descriptive and theory was based on laborious quantitative measurements. Little was done to modify its presentation, so that, instead of being attracted to the discipline of chemistry, most students were discouraged by the descriptive nature of its teaching. Teaching Methods in the Seventies When the curriculum efforts of the 60’s were seen to be less effective in enthusing students, a group of chemists began to ask questions about learning and young people learn. Attention was given to the connection between age (maturity) and the complexity of thinking of which a learner is capable (Piagetian theory). Another ficld of influence was based upon the psychology of Ausubel = Stressed the idea that every student constructs his own knowledge in his Wn Way (Johnson, 1993), Were Although the results of psychological research into teaching and learning te sie i ion, i i ication to methods in them use for chemistry education, its specific application to ‘aching had usually failed. This was so, partly because of the lack of 107i Chemist A Schoo sanding on the psychologists’ part of the logic of sae te chemists’ unfamiliarity with the psycho ng and learning. Thus, there was @ need for an intensive ty h groups in psychology and in chemistry (Kormhauser, ; 97) on During this period, emphasis was on the search for methods Of ingtric: which would enable students to achieve the aims of chemical education. ¢,.. discovery approach or inquiry approach was still the most popular method pith in chemical education. In spite of its widespread recognition and Poplar, d examples of direct value for the practicing teacher were still relatively rare 7 development of effective procedures for implementing a guided ag approach, which teachers would be able to use directly in their everyday work, became an urgent requirement (Kornhauser, 1977), knowledge an science, and pa aspects of teachi between researe Problem solving as an instructional method was closel ¥ connected wi guided discovery methods. It was conceived as a promising approach Pei achievement of process aims. Since chemistry is an experimental science vie should not and cannot be solved without experimental data. —_— The approach followed by the first i 1 ks produced | generation chemis : try textboo! ; : the UPSEC was intended to draw out the student's ability to solve oe in chemistry without the teacher Providing the answers. By performing ; ne experiments This period i period also included the following trends in teaching chemi mustry: tee Students in research Projects tnuction of simplified, iexpensive apparatus in chemistry Use of models as Valual and crystals and oe tation of sl an ts facilitate the rt a the 3-D structure of. molecules ‘ de 'Zation of the mechanisms of _, W addition | il 5 'o models, there industria} : was lants, which i a ‘ble reas - Pictures of big systems, ¢2. Schools could ae j a Slides were consid nts, While visual aid is of Only a few quire ered useful and attractive, 108to ensure that teachers receive some inservice up-to-date both in subject matter and in develo in spite of the varied Pedagogical techni rocedures, sii ys far from the p epydents were Usually given problems io soly ‘ i - s known solution. Experimenta] ea wae nets ee 8pproach, iraditional orientation towards the attainment of Dehctiosl kil development of observational and reasoning abilities (Korn than the Waddington, 1980). Te ques {Vailable roblem, Solving and in kay In terms of inservice training, much effort was made worldw training so that th Pments of teach ide and locally £Y would remain ny techniques, Jeaching Methods in the Eighties chemistry in school laboratory work. This gap between the attention of both chemical educators and speciali Environment, stressed applied chemistry in local industries, During this period, attempts were made to incorporate aspects of industrial School and industry required Sts in industry, The prescribed textbook in high school chemistry, Chemistry in Our agriculture and daily living. Learning by doing was likewise underscored through numerous activities and exercises. The laboratory curriculum was fully integrated with content. There was considerable emphasis on the use of local resources and improvised apparatus. Chemistry was presented as it was experienced in the student's day-to-day activities, with concrete concepts presented first before the more abstract topics. Inaddition to core experiments leading to concept formation, investigatory projects Were included in the laboratory curriculum ( MECS, 1980; APEID,1982). During this period, the areas of concern in chemistry teaching related to the following (APEID, 1982): ey Learning difficulties of students due to the lack of information on the cognitive development of the students for whom the curriculum was being designed. Ability to improvise and innovate in the absence of standard equipment ind facilities, The innovative skills of teachers to enable them to use local resources. * Development of the following core skills among teachers: writing Sdjectives, questioning technique, appropriate use of audio-visual “duipment, competency to structure and guide investigatory activities. eae TherMore, there was increasing awareness and need to link the content of Nechnological advances, and the needs of society towards the end of the 109110 cation began to be supported by y exit a ed elevision, Magazines ang Bene ~ and technology tC # public furor! gs media Su has radi t th ygh mass 1 dia, #6 ahi mt Ie. (U WESC 0, 198 1). in the Nineties Teaching Methods ' ail -cade, the major emphases in che teachin : ane concepts, process skills and Problem ahs n chemistry learning and the STS (science, tint vty) approach. In addition to the foregoing thrust, the text peal ang Educational Development Project (SEDP), Seine under the pie rated values and ethics in chemistry teaching, Tease pies diff ot features of this curriculum, including indi BeMOUS techngiy, Snes activities using readily av ailable materials in the co ‘ As inthe previous io be the development the use of investigations 1 Major steps were taken towards the enhancement of the quality of oj education in the Philippines. In 1994, the 5-year JICA-SMEMDP PROJECT way launched, which incorporated the implementation of National Training of Teacher Trainers at UPISMED. The focus of the National Training Program i on practical work (hands-on, mind-on approach) to develop laboratory skills ‘a science. With this approach, the critical and analytical thinking skills of the students | would also be developed. In spite of the diverse approaches to chemistry teaching, the value of more practical activities, the advantage of student-oriented tasks that takes into account students’ interests, aptitudes and abilities, the prevailing teaching strategy in chemistry remains to be the teacher talking with chalk in hand. In spite of the rapid advances in technology and learning theory, the chalk and the blackboard remain the principal classroom technology (Brooks, 1993), While the typical nae high school chemistry teacher recognizes the value of these developments “s 's challenged to implement all these amidst problems he faces in teaching Sam OF tia following: inadequate laboratory facilities, e.g. 1 lack of materials and eee oo ee rob 2 — , inistrative support. In . Training Prograr, sorted during the 1998 JICA-SMEMDP-ISMED Nato! De ; iene in chemistry were asked to list the diflere* “Wik If science ch i “" frequency. Their Tesponses showed the foll eae the order of decrea lecture > interact ' j ve . > Projects> debate discussion > jg} — .Furthermore, The survey revealed that ma only one (1) to three (3) laboratory Pa JOnty (67%) of an multimedia tools will fuel a new wave o methods different from early 20" cen : The teaching techniques associated ae Wi collaborative and interdisciplinary. The role of aia repository ofall knowledge to being a guide or facil; of resources (Lagowski, 1998), At the same time, receptors of information but active participants in 1998). Students will learn how to learn independ pursuits. ll be xpected of t hnology wit] be is teacher shifts from being th. lator, collaborator and abroke students will no longer be passi the quest for knowledge (Colay. ie ently and explore new intellectual The chemical educational system will become a si yideo images. These will contain information on decomeniet ae clip of the actual demonstration or directions for doing the leicgerton simulations of experiments and of reactions of substances or of complex processes, problems and activities (Brooks, 1993). These images will be accessed on dana Classroom instructors may incorporate these digitally-based information into their formal courses or simply seek additional information (Lagowski, 1998), CONCLUSIONS AND RECOMMENDATIONS Over the decades, curriculum development activities at the national level was characterized by continuous efforts to update instructional materials in chemistry, as well as its pedagogy. Such efforts were made to keep up with the development and expansion of chemical knowledge, the emerging new trends in goals of science education at the global level and the changing socio-economic needs and realities in Philippine society. It is apparent, however, that the structure of chemical instruction at the classroom level has remained the same over the years. Chemistry is still taught basically as a lecture subject. While laboratory activities are integrated in the development of concepts in the textbook, teachers tendo take the approach which entails the least effort on their part. Ifthe classroom Practices will not change, the gap between the intended curriculum and achieved Curriculum will continue to exist. This gap, if not narrowed down will continue t0 = cause of our poor outputs or yields in science education, as shown by dents’ achievements in both national and international tests. 111sristic of © f characterist 4, the following. and tear 112 the education paretign Fo ee a Pia feducation fo a new One, WI a MOT INteraotiye with the expected shift in uf recommendations are ma iy urrent chemica srLente’ trategies should encourage the development ays), Teaching/learming z team-building and lifelong learning. in problem-solving, d be trained to access, interact with, and proges, Learners shoul good communication skills. information. This presupposes ea ill have to be put up in schools 4g . tually, multimedia centers W ‘ schoo Yt use and development of multiny edia resources, This the availability of electricity, telephone lines, and computers even jn rural areas. + Competent instructional designers should be tapped to produce multimedia leaming materials. Classroom teachers should be invalved in curriculum planning and design. * The scope (content coverage) of the high school chemistry curriculum should be reduced to accommodate a different teaching/learning environment, j.c, collaborative groups, hands-on practical work, etc. * ‘There must be a balance between the use of multimedia technology (simulations, demonstrations, models, etc) and real hands-on science where students can observe, record, measure, theorize, infer, ete. * There must be a balance of local interests and global trends in the textbook content, * Chemistry teachers need to be motivated to deliver their lessons using strategies which various researches have shown to result in more effective leaming on the part of the students, * Administrative support must be given to chemistry teachers for them to implement the intended curriculum more satisfactorily. This support must j isi iliti equipment + - a Provisions for laboratory facilities, equipment and