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Though the terms have not been defined appropriately, the public
understanding of science also falls under this legal framework.
Among all the subjects being taught in elementary and high school, science
is the most logical anchor for environmental education. And in this larger
area, Philippine education has suffered. This is the reason why environmental
education is deficient its very anchor which is science is weak. Addressing
the deficiencies in science education particularly those related to
environmental education, will significantly help solve the problem.
The National Achievement Tests show that aside from Mathematics, Science
continues to be the most difficult field of study in basic education in the
Philippines. In the 1999-2000 National Elementary Achievement Test (NEAT),
Filipino pupils gave correct answers to less than 50% of the questions in
Science (48.61%). This score has not improved in recent years. In
comparison to our science syllabus, there are fewer topics in the science
syllabi of other countries with high achievement scores in the Third
International Mathematics and Science Study (TIMSS). Here, we have ranked
consistently ranked among the lowest in the past years. The Philippines has
not participated in the TIMSS since 2007.
The main factors that account for the low performance in science of the
Filipino students include the lack of support for a scientific culture reflected
in the deficiencies regarding the school curriculum, the inadequate teaching
learning process, insufficient instructional materials and lack of teacher
training. For instance, the lack of good and engaging textbooks and lack of
science equipment have hindered the conduct of scientific investigations and
hands-on activities among Filipino pupils.