Science is frequently perceived to be of great importance because of its links to

technology and industry which, from a national perspective, may be areas with

high priority for development. Consequently, science is included as a core element

in elementary and secondary levels despite conceptual complexity and high cost of

implementation. Another justification for the inclusion of science in school curricula is

that all citizens need to achieve a degree of “scientific literacy” to enable them to

participate effectively as citizens in modern societies.

 Studies indicate however, that many of our Filipino learners are not attaining

functional literacy, without which they find it too difficult to meet the challenges posed

by our rapidly changing world.

            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.

Curriculum whose components have been re-clustered into fewer learning areas; with

better integration of competencies and topics within and across these learning areas; and

with more time not for additional subject matter that will overload our learners but for

the mastery of essential competencies and for personal analysis and reflection on the

major concepts many high schools, have hindered the conduct of scientific investigations and hands-on

activities.

             With the problems of the Philippine basic education that need to be addressed,

the future may hold little promise. If our presence in this forum is an expression of our

strong commitment to pursue science education, there may be hope for us. If we can

work towards our goals not as singular countries but as part of a larger regional society;

or if we foster international cooperation, then we can fully harness and organize

resources in our respective nations for the improvement of basic education in general

and science education in particular in the whole Asian region.

By: Vanessa V. Nava Teacher II | Limay National High School