by
Marilou M. Saong, ChE, MSMathematics
ABSTRACT
One problem faced by educators handling Basic Science subjects in the Nursing department of the University of Baguio involves curriculum decisions — what Science content should be taught, who decides what the content should be, and what Science educators should aim at. This study aimed to provide Physical and Biological Science teachers with a safe and supportive environment to discuss, reflect, and analyze teaching strategies and the goals in Science education. The study involved surveying and investigating the degree of support of the Science teachers to the goals in Science education. The study also surveyed the degree to which these goals are embedded in classroom teaching strategies and the degree to which problems or barriers inhibit Science teachers in pursuing these goals. Results show that Science teachers support to a very high degree the goals in Science education. However, there is an inconsistency between the degree of support to Science education goals and the degree to which these goals are embedded in classroom strategies. Problems which teachers meet have inhibited them in pursuing Science goals from a moderate to a high degree. The problems include teachers’ lack of professional development opportunities and students’ lack of ability and potential to learn Science.
Source: UB Research Journal, Vol. XXXII, No. 1, January – June 2008
