Is­sues Science Teach­ers Of­ten En­counter

Sun.Star Pampanga - - PERSPECTIVE! -

MARK LAU­RENCE F. VA­LEN­CIA

Science teach­ers have dif­fer­ent is­sues which are be­yond the cur­ricu­lum de­sign. There are few listed here in this ar­ti­cle. This might help other science teach­ers like me to find ef­fec­tive so­lu­tions to the fol­low­ing is­sues.

1. Learn­ers' Safety

In some cases dur­ing science lab ac­tiv­i­ties, stu­dents are re­quired to use or work with some dan­ger­ous chem­i­cals. Some lab­o­ra­to­ries are not fully equipped with safety fea­tures be­cause of lack of re­sources, es­pe­cially in pub­lic schools. And another thing, some stu­dents tend to be playful dur­ing lab works or some may not fol­low direc­tions. The teacher as the fa­cil­i­ta­tor must al­ways be aware of what is hap­pen­ing in­side the l ab.

2. Sen­si­tive Science Top­ics

Some top­ics covered in science cur­ricu­lum may be con­sid­ered sen­si­tive or some­times even con­tro­ver­sial. That is why the teacher must al­ways be plan his strate­gies of how he will be de­liv­er­ing the in­for­ma­tion to his learn­ers. He must make sure that he trans­fers non bias in­for­ma­tion to the learn­ers so that he will not be plant­ing in them dif­fer­ent views on con­tro­ver­sial is­sues.

3. Lack of time

Reg­u­larly a science sub­ject in the coun­try is only al­loted with a 60-minute pe­riod which in­cludes lec­tures, science ac­tiv­i­ties and even lab­o­ra­tory works. The teacher must make and fol­low a weekly sched­ule of ac­tiv­ity so that he won't short change learn­ers in sci­en­tific concepts which they may be able to ac­quire.

4. Lack of re­sources

Although thw MOOE of the pub­lic schools pro­vide funds to shoulder the pro­cure­ment of science in­struc­tional ma­te­ri­als, re­sources are still not enough due to bud­get con­straints. How­ever, in this dig­i­tal world, the teacher may use videos of lab works wherein the learn­ers may be able to ob­serve ac­tual sci­en­tific ex­per­i­men­ta­tion as a re­place­ment of hands on learn­ing.

5. Math as a pre­req­ui­site in Science

In some science cour­ses such as chem­istry and physics, the learn­ers are re­quired with ba­sic knowl­edge of math skills like al­ge­bra, trigonom­e­try and ge­om­e­try. Of­ten times, math sub­ject is the water­loo for most learn­ers and most prob­a­bly they may not have enough math­e­mat­i­cal skills. The re­sult of this is that science teach­ers find them­selves teach­ing not only science but math as well.

The au­thor is Master Teacher

I at Northville High School

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