Philippine E-Journals

Perspectives in Science Education of Teachers: Basis for Development of Materials to Enhance Science Teaching

Brian Gil S. Sarinas

 

Abstract:

This study aimed to determine perspectives in science education as measured by concept-learning focus, developmental focus, differential focus, and focus on problem solving and to develop training materials in science education to enhance the science teaching of secondary teachers in special science and regular classes in the Division of Iloilo City, Iloilo City, Philippines. These four perspectives in science education were gleaned from Eylon and Linn (1988). These perspectives were measured using a researcher-made questionnaire having a four-point Likert scale, underwent content and construct validation, and reliability testing using Cronbach Alpha. The descriptive statistical tools were means and standard deviations while the inferential statistical tool was the t-test for independent samples set at .05 alpha. The results showed that the grand means of the four perspectives in science education were very high and was further strengthened by triangulation of data such as the evaluation and comments or observations of the Principal/OIC/ Science Coordinator, Science Department Heads, and students and researcher’s observations of teachers’ lesson/log plans, test questions, and class observations that were conducted twice. The t-test showed that there were no significant differences among the four perspectives in science education of teachers in the special science and regular classes. Since the four perspectives in science education showed a very high perspective, all of the four perspectives in science education were utilized to develop training materials to enhance and sustain excellent teaching in science among teachers in the special science classes and regular classes.