Biggest Challenges In Teaching Science, Part II
Posted on April 8, 2009
Recently I asked a class what they thought their greatest challenges would be in teaching science. They came up with a great list. Here it is:

1. Preparing students for state exams while giving students a positive outlook of science 2. Familiarity with classroom manipulatives. How to choose right/appropiate outside readings and material. 3. Change in mindset when moving to a learner focused teaching method. Changing nature of science based on what is currently known 4. How to create a rubric that can be used to effectively assess students in a timely manner. 5. How to tailor class plans, activities, and scientific language for students of different ages and different skills. 6. Increase pressures on a teachers “teaching” time, including planning and assessment time. How to fit science into 40 minute periods? 7. Lack of institutional commitment to science. Expense, storage and choice of science materials. 8. How to keep students on task in the science classroom. Coming up with activities that will spark imagination and fit the curriculum.

THE NEED FOR SCIENCE INSTRUMENTS [pic] The need for more science apparatus cannot be overemphasized. Apparatus are a must in every science class. It is said that for science to be learned, it must be experienced; there must be adequate apparatus to experiment with. Several studies showed that the lack of standard science equipment in schools is the handicap of science teaching both in the elementary and high school levels. The same is also true for college levels. The lack of science instruments in practically every school in the Philippines may be attributed to our complete dependence on foreign suppliers until very recently, instruments made in Europe, America and Japan, demand very high prices, which the average private school cannot afford. Public schools too, despite government funding, get only a trickle of these apparatuses, which often are used not for experiment but only for display.

Mefragata (1974) Gone to the past are the years when students are satisfied with easy and sure-to-work “blackboard experiments”. The students of today are no longer satisfied with learning sciences just straight from the books, manuals or magazines. They already want an interactive approach in the study of science.

Santos (1969) cites in his study that the lack of science equipment is the main cause of ineffective science teaching. He advocated the use and construction of science equipment out of junks local and cheap materials. Also, he advocated the adoption of science instrumentation workshop and the do-it-yourself method in the laboratory sciences.

Manuel (1970) found in his study that the lack of science equipment in schools is one of the biggest problems of science education in the Philippines. He urged schools to adopt the instrumentation approach to improve science teaching and to save dollar reserves for the Philippine economy as a consequence thereof.

Tangco (1955) emphasize that science can be made more interesting by the use of locally available materials. Moreover, Rivera (1961) found out that most serious problems encountered in science teaching are the lack of adequate science facilities. He recommended the use of more science apparatus in laboratories.

The “Unesco Source Book” stated that:

Good science teaching must be based on observations and experiments. There can be no substitute for these. But performing experiments require special facilities and these are lacking in many parts of the world especially at the elementary and high school levels. As a result, science teaching suffers a severe handicap.

With this dilemma, N.F. Mefragata Enterprises pioneered and spearheaded in the design, construction and supply of locally manufactured science apparatus, instruments and other educational materials for schools, colleges and universities. This is to provide teachers and students the materials they need in order to conduct their scientific experiment subjects. Somehow, this resulted in a considerable decrease in the importation of such equipment. Their thrust is to minimize if not to eliminate importation of such equipment. At this time of economic predicament and recession, it would be wise and practical to have a product substitute for this imported science instruments that are cheaper and yet quality and effective substitutes so that we can minimize and rationalize private and government expenditures.

We are the prime fabricator of science instruments, tools, machinery and equipment and provider of technical consultancy services. We are made up of highly skilled and motivated technical and management experts united in a shared commitment to improve Science Education in the Philippines and other countries particularly the Third World. The need for more science apparatus cannot be overemphasized. Apparatus are a must in every science class. It is said that for science to be learned, it must be experienced; there must be adequate apparatus to experiment with. Several studies showed that the lack of standard science equipment in schools is the handicap of science teaching both in the elementary and high school levels. The same is also true for college levels.

Problems Encountered on the Preparation and Use of “Do-it-Yourself (DIY) Apparatuses and Equipment in Baao District

ARTICLE | JULY 17, 2010 - 11:03PM | BY JINA-LUZ ZAMUDIO ALFELOR
Teaching Science subject is very interesting and challenging both on the part of the teacher and the pupil. It should be equipped with knowledge and materials to attain the success of the study.

It is fortunate that the government have interests in bringing a chance to uplift the quality of life to the vast segment of humanity living below the poverty line through science and technology. Learners are being trained to be scientifically literate by introducing concepts on how to create a functional, usable, and productive output through laboratory works.

In the Philippines, most problems of the Elementary School teachers specifically like Baao District in the Division of Camarines Sur are the availability of laboratory rooms, equipment and apparatuses. Very ordinarily, lessons are delivered theoretically. This is due to the problems met by public elementary schools science teachers in handling and preparing laboratory works. Some reasons are due to the unavailability of the laboratory apparatuses and equipment especially those schools that are located in far flung barangays. Worst, there are only few public elementary schools in the thirty eight districts of Camarines Sur like in Baao District, there are only three (3) schools out of 25 schools with science apparatuses and equipment and, no school has a laboratory room in the District. This probably also happens to other public schools in the whole country that's why Science as a subject ranked below in the National Achievement Test results from grades III to VI.

According to National Science Teachers Association (2003), the youth must be scientifically literate to adapt to rapid technological advancement. To be scientifically literate, the youth must have a good understanding of the basic principles of science and technology and inculcate positive values related to scientific awareness and skills. Thus, science education must focus on the scientific literacy of all the students.

"Imagine a universe with no stars, no galaxies and no light." It is like teaching science without teaching aid and performing laboratory works without the necessary apparatuses and equipment. It is in fact, very important to understand the nature and functions of the problems met by public elementary science teachers on the preparation and use of "Do-It-Yourself" apparatuses and equipments.

Furthermore, the result of Division Achievement Test (DAT) and National Achievement Test (NAT) in Science in Baao District showed that it is very much far behind the target of 75% proficiency level and results are unacceptable, perhaps embarrassing on the part of the teachers.

The quality of education is deteriorating due to the different problems and hindrances that occur each moment. In reality, science is incomplete without performing laboratory works and it adds to the burdens that the systems of education have. The schools could not afford to buy laboratory materials. Moreover, this problem is often neglected by the department. Thus, devising and developing measures, remedies and solutions have to be done to address these problems.