A Teacher’s Rough and Tough Journey to Teaching

Teacher Grace Tura Antonio Juander Teacher

How far will you go for your pupils? What sacrifices are you willing to do just to impart learning? Have you even asked yourself these questions since you entered the teaching profession?

Throughout their careers, teachers face countless struggles. These include health problems, issues with co-teachers, parents, and of course, financial problems. These are just common hardships and normally, teachers overcome them…with flying colors.

But what about those struggles we don’t see in a day-to-day basis? Issues that even the most ambitious politicians cannot solve. Problems that are caused either by human negligence or natural calamities.

Mrs. Grace Tura Antonio, a Master Teacher from Matangad ES, Monkayo, Compostela Valley, have seen all that. And she didn’t treat these problems as hindrances to her daily task of teaching the young minds. Let us hear her heart-warming story.

Teacher Grace was first appointed as Teacher 1 by the Department of Education on October 15, 2004. She served as a Grade 1 and 2 teacher since her appointment and was promoted as a Master Teacher 1 last January 2014. She has also been serving as the Teacher In-charge of their school for the last two years and seven months.

Aside from her profession, Teacher Grace is also a proud and full-blooded member Mandaya Tribe.

During rainy season, she often finds herself trapped in a battle against the waves of a raging river. She risks her own life in crossing the powerful stream of water just to reach their school where her pupils are waiting for her.

Teacher Grace Tura Antonio Juander Teacher

“The picture above shows how difficult to travel to our school especially during rainy days. Being an indigenous (IP), I am very determined and glad to render my services in our school despite the road problem because most of our pupils are also IP’s like me.

Bale sa ngayon po,sinimulan na pong gawin yong tulay sa isang ilog…yong sa isa po wala pa daw budget…tapos yong sa kalsada naman po, wala po talagang rehabilitasyon..minsan nga po eh kusa napo kaming teachers nagbibigay ng suhol sa mga taong tumutulong sa amin na may madadaanan yong motor namin…

Sobra po talaga ang risk sa daanan namin papuntang skul lalo na po kapag tag-ulan…”

Here’s a video clip of Mrs. Antonio’s breath-taking attempt in crossing the rampant river.

Mrs. Antonio’s inspiring story was also once featured by Mel Tiangco in a segment in GMA’s nightly news program 24 Oras in June 2013 where she and her co-teachers were shown traversing the rocky and risky roads of Mt. Diwata in the town of Monkayo, Compostela Valley. Here are the video clips of the said segment.


Teacher Grace also clarified that their school is situated at Sitio Matangad, Barangay Upper Ulip and not at Mt. Diwata or Diwalwal as opposed to the initial reports.

Mrs. Antonio has also implemented a successful reading program which prompted their governor in an effort to provide electricity to the said community.

“Share ko na rin po sir na nagkaroon po ng kuryente ang lugar na yan dahil din po sa reading program na ginawa ko at na-implement sa school namin…bale napansin po ng governor namin ang unique na program at ang magandang epekto nito sa kabataan….so ginawan nya kaagad ng paraan na magkaroon ng kuryente doon…”

Just like any of us, Teacher Grace has also a dream for her fellow Mandayas and the youth of her small community.

“Yon lang naman po sana ang dream ko, ang matulungan ang mga katribu ko na mapaganda ang daan at makapagtapos ng pag-aaral ang mga kabataan…”

A special thanks to Mrs. Grace Tura Antonio for sharing her remarkable teaching experiences.

If you have stories to tell, stories that may inspire others, and stories that are worth sharing, please feel free to send it to us via our “Contact Us” page or talk to us via email at juanderteacher@gmail.com. Thank you very much.

Teach, learn, inspire. Every Filipino teacher, is a Juander Teacher.

Here Are Some of the 2014 New Year’s Resolutions for Teachers

New Year’s Resolutions for Teachers

Before we proceed with the main topic, let me greet you with a HAPPY AND BLISSFUL NEW YEAR!

Teachers are one of the busiest people you can find on all kinds of communities. Their busy schedule sometimes affects their personal lives especially their daily routines. Their hectic and straight teaching hours often lead to the lack of time for preparing quality instruction. I also encounter these problems and sometimes, I end up regretful with the things I think I should have done well in the past that will benefit me as a teacher and my pupils as individuals. And since it is New Year’s Day, I want to grab this opportunity to list down my New Year’s Resolutions for teachers. These resolutions are all applicable not only for me but for all the teachers who may find it helpful for their daily activities as educators. I hope you can also share yours at the end of this article.

1. Be more organized

New Year’s Resolutions for Teachers

Teaching requires a lot of time and I think it would be helpful for a teacher to always stay organized with the educational materials you will be using for instruction. One way I think that would avoid a messy work station is by cleaning your room first. After that, you should prepare drawers and organizers from where you will consistently keep your records as to where they belong. I said it because, often, heavily tired teachers have the tendency to put things out of its designated drawer, envelope, or organizer. You may also want to add labels into your drawers.

2. Sleep and wake up early

New Year’s Resolutions for Teachers

This one is quite hard to achieve especially if you know the nature of the teaching profession which is that school works will often be a part of your house chores. Stuff like checking assignments, preparing lesson plans, and other things related to teaching. With this, teachers sometimes lack time to sleep which in turn leads to unhealthier body. This is critical for teachers since a sluggish or sick teacher is more likely to deliver his lessons ineffectively. One way to avoid it is to set a time when you will go to bed and have a good night sleep. Take note that this requires discipline and by sleeping earlier, it’s expected that you’ll also wake up early to fulfill your responsibilities as a teacher.

3. Spend more time in knowing your students

New Year’s Resolutions for Teachers
The picture above was taken on our last day of Practice Teaching at Kaparangan Elementary School. That was me with my Grade 4 pupils.

Having a good relationship with your students helps a teacher to feel the positive sides of the teaching profession. However, creating a better connection between you and your pupils will transform you from being a teacher to their second parent. By studying their family backgrounds, likes and dislikes, and interests in study, you’ll learn that teaching is not just a profession. You’ll realize that teaching is a vocation or a calling from which you belong. It is a mission God has given you to mold every single student in your class into future leaders and productive individuals. By knowing your students more, you’ll definitely find out that the different statuses and situations your students have. And with this, you will gain the love from them by letting them feel that you’re not just their teacher but you are also a friend, a mother, and a father a companion who always listens.

4. Have some time for yourself

Tips in taking the LET

Teachers aren’t robots; they are humans capable of being tired, stressed, or worse, depressed. These cannot be avoided throughout our careers and finding a way to lessen or recover from these worrying situations will help us get back on our tracks and perform our duties as educators. And honestly, the best way to deal with these stressful circumstances is to give ourselves more time to reflect and to ponder on things that will develop better versions of us this year. By giving yourself a time to relax, you will be able to plan for your school works efficiently. And as result, you will be a more productive teacher.

When you feel down, have some sleep, go on the church, watch a movie or eat some healthy food. You can do this on your own but having a buddy or your family with you during these activities will also do.

Take note that plans and resolutions are useless if you won’t work hard to achieve them. After all, your success in everything you want to happen for this year still depends on your focus, your will, and your determination to make them all happen.

I hope you find these resolutions helpful but if you have something better in mind, please do not hesitate to leave a comment. And that should do it for my 2014 New Year’s Resolutions for Teachers. What about you? What are your New Year’s Resolutions for 2014? Please share them on the comment section. Thank you.

Wanted: Teacher a.k.a. Superhuman Reward — Philippines’ Better Future

Seeking for the country’s better future is like searching for someone who possesses characteristics of a superhuman who will transform every individual in school to a better person, ‘science aficionados’, and that she shall be later named as — TEACHER!

Teacher was educated in a way that one could readily envision. She was tasked to listen to her mentors all the time, speak once and listen more. Teacher was also trained to read and memorize information written in the most dynamic tool of her time known as books. She was exposed to colossal canonical knowledge of the renowned transformational medium of the society recognized as science, of which she needs to religiously test experiments based upon the mentor’s stringent procedures. Poor Teacher never tried to do things her way…

Now, Teacher needs to metamorphosize! She has to be someone far from her mentors, away from the system that one is sitting in the classroom while the master is giving specific, tried and tested, time established facts about the world she’s living. At this moment, she is required to be optimistic and have much faith in education to bring about the vision of quality basic science education for all (Savater 2004 In Current Challenges in Basic Education).

Teacher needs to have in-depth pedagogical content knowledge about her learners so she can bring about the change expected from her labour (Brophy 1991 p.350 in Current Challenges in Basic Education). She has to learn and continuously learn for her life to worth her name as — Teacher.

What more can Teacher do? She has to present new and varied strategies in teaching science. She has to overhaul the curriculum in a way that it will fit to students’ interest. Teacher also has to work on the specific ideas on the way science encircles the lives of her students including risks, value and ethics involving this study. She has to introduce science investigations which are more varied, with explicit attention paid to investigative principles. She will then relate science to students’ capabilities such as analytical thinking, communicating and working in teams, creativity and imagination. Furthermore, Teacher will link science with local community setting that represent contemporary science practices and concerns. Another task not to be left behind is to assess how she is meeting the standards, the assessment of investigative capabilities, the capacity to explore science in social and ethical context, reasoning and imagination and understandings of the nature of science. Finally, Teacher needs to align her thoughts and principles toward a re-imagined school science. Wheeeew! Is that all she has to do? But wait, there’s more!(Strands in a re-imagined science curriculum p. 64 in Reimagining Science Education).

Prior to this, particular advice are coming from left and right: Teacher has to learn on how to interact more effectively with students, on a day-to-day basis, promoting their learning (Black and Harrison, 2004). Even challenges such as: if Teacherwants students to solve problems, answer open-ended questions, and actually performas is called for by many educational reformers (Silver, Strong, & Perini, 2000,) then teststhat measure performance must be developed, also comes her way. She was even warned about a number of advantages of self-assessment: self-monitoring and checkingprogress, diagnosis and recognition of learning needs, promoting good learning practices andlinking learning practices (Harrison and Harlen2006 In Hodgson and Pyle 2007, Assessment for Learning in Science). Much more, a community and even a country rely on an adequate supply of trained scientists at many levels from laboratory technicians to pure and applied scientists to bring the changehas to be addressed too. (Albornoz 2001 In Current Challenges in Basic Science Education)

In addition to this is the issue of globalization that focuses on the development of information and communication technology, which itself has concerns on differential access (Nasseh 2000 In Current Challenges in Basic Science Education) and even usage in a creative way. Other issues such as the use of mother-tongue, gender equality and research also require equal attention.

But can Teacher do all of these? She wants to, and really would want to, but let us hear from her sentiments and try to discern what she feels about the so many expectations the society loads over her shoulders.

(Teacher’s open letter to you.)

Dear Society,

It is overwhelming and flattering to know that you are searching for me. Although it has been a while since I last took a chance in answering your call, I thought that it would really be a nice if I am going to accept your challenge today. I, myself have various challenges to face in this life lately. I need to feed a child and send him to a good school. I also need to have a good dwelling place so I can live a descent life at par with my former colleagues who are now earning hundreds of thousand by working as politicians, engineers, architects, doctors, accountants, computer analysts and technicians. Lately I had been suffering with back ache; the long hours of working somehow weakened my old physical stature. As you have in mind, teaching in a developing country requires several hours of dealings. I also had run out of supplies, chalk, Manila papers and cartolina were gone since last year. I tried to prolong their lives but it was just too hard. Oh! Before I forgot, my classroom has been ruined by typhoon Kurap, the walls of my classroom was carried by the strong winds and I am barely imagining how it was before this nightmare. They say that it will be fixed the soonest possible time but it was already a year and we still conduct our classes under the old mango tree, which fortunately survived the catastrophe. I went up to the mayor’s office yesterday to report the case but unluckily he was not there to attend me. Please believe me that prior to this challenge, I had been teaching in the best way I can. I prepare lesson plans and try to update myself with the current techniques and strategies in teaching science. I am really trying to deviate with the kind of learning I had when I was young, I even tried improvising experiments during laboratory periods. I thought it would be easy because it was just so nice to dream about, but I was wrong. Educating me towards information and communications technology sounds so good but I don’t have a computer and an internet connection to support this new learning. I tried varied assessment techniques but it was too time-consuming, as you know I teach for eight hours and still needs to make lesson plans for tomorrow since it really need to be updated plus the household chores I regularly have to attend. In as much as would like to persuade more of my students to become scientists and work on allied fields, I always run out of answers when they asked me about having financial rewards on this jobs without leaving the country. I also had some confusion on what language to use, the department during my time issued a memorandum that English has to be promoted along with Science terminologies but now they say it should be bilingual or even vernacular. It was like being caught in a cycle that never stops and when it does maybe, that is the time to bid the world goodbye. But please don’t think that I am giving up on this flight, I am never hopeful as I am right now because of the inspiration that you have brought today! I still have this faith that very soon science education for all will be achieved and that I will still be around to see the fruits of this pits. But please once more, allow me to say these things to you my dear, this is not my fight alone. It is our duty to educate our young; as what the old adage goes: it takes a village to educate a child. You need to support me so I can work in the way you expect me to. You need to provide for my needs so I will not resort to other ways to suffice my necessities. You have to provide me not a day seminar for pleasure and fun but a sustainable program that can build my capacity in teaching the learners of your generation. We have to make a covenant now. You in the politics, policy-making, civic-organizations, or wherever you are, you’ve got to help me for I cannot do this alone! Please don’t let be me alone, remember that I let you step inside my classroom and learn I hope you will do the same for me now.

Very truly yours,

Juana dela Cruz
Grade Six Teacher
Malaking-bato Elementary School

Teacher a.k.a. Superhuman…. Found… Reward — Philippines’ better future… Buffering… Analyzing… Saving Data… Options: New, Save, Save as, Control Alt Delete… Buffering… …. …. … To be continued…

Heart and Soul of Science Education

Heart and Soul of Science Education

Reading materials about the current condition of science education in world today often leads me to a realization that science is affecting the lives of the people, both science professionals and not, and how its effects continuously cast shadows as the disliking to this discipline rise (OECD Evolution of Student Interest in Science and Technology Studies Policy Report, 2006).

In this modern world, where everything is dependent on intelligent decision-making of science and technology (Sagan 1997), all of us are being science dependents. When we wake up each morning, we brush our teeth, take a bath using soap and shampoo, drink an instant or brewed coffee, add a little creamer to it, eat bread or instant noodles and ride in our vehicles. Despite of this, majority of the population in the world still lack ideas on how these things are really affected by science as reported in Knowledge, Networks and Nations: Global scientific collaboration in the 21st century of the Royal Society in 2011.

Heart and Soul of Science Education

In groceries, we buy food and decide what to buy on the basis of its popularity or modes of endorsement in this highly commercialized world. Those who can afford buy Canola and Olive oils because they heard that they are “healthier”, while those who cannot afford just buy coconut oil since it is cheaper. Even in buying toothpaste, soaps, shampoo etc. the same is still the basis for consuming according to the Nielsen Philippines Study on June 2012.

When will be the time that a person will buy a shampoo brand on the basis of her need? Like if she knew that the type of shampoo she needs is something that can have positive reaction with the type of hair she has relative to the components of the shampoo; or that person will choose a soap brand on the basis of skin type and not who the soap endorser was.

I believe that this scenario should be the heart of science education — its true goal. To boost the awareness of the people, whether they are into science or not, the interests of how things can better work for them if only they knew what are the concepts and principles behind this consumption. Science should not be isolated from other learning as it is not just a subject matter in school but an education (HGL, 2004, p.9 In Re-imaging Science Education).

The goal of science education is to touch the curiosity of the student; to think about how the world works and inquire about what they perceive within their environment as said by Michael Purugganan in the news which appeared on February 3, 2012. Why the rocks are hard, why water flows, why the sky is blue; students should be given a situation where they can ask questions and learn.

In doing this, science education can hone one’s character. If the person better understand what is happening with the world, he can better understand other people thereby be “more human”. Comas Camps (1925) In Current Challenges in Basic Science Education identified that there is a portion of the human mind that good science education, better than any other school subject, can cultivate in school like: the spirit of observation, calmness, self-control, the practice of looking for the cause of things, order, caution in making claims, admiration of nature, modesty and tolerance.

Aided by science,people shall be able to communicate their ideas, conveying ideasthat will uplift most, expressing one’s self with clarity and precision without fear as it is found on a sound basis, and this also encourage better relationship with each other (Bowden et. al 2000 In Osborn et. al 2003). This will addressed another goal of science education, which is to develop students to have akeen eye on issues in his society, particularly a concern for the environment. Having this, most environmental issues of the modern world can be elaborated since the students have a deeper perspective on these issues and will know how to care for the environment and understand why there is need for action as they understand how the cycle works. For instance, they will understand the renewable source of energy and recycling because they know how these works (Tan, 2004).

Another important goal of science education is to diminish if not totally eradicate discrimination, not only between the poor and the rich, but discrimination in general by providing the highest grade of science education to all the citizens (Gilbert 2006 In Current Challenges in Basic Science Education). For it is in ignorance lies the person in poverty (Savater 2004 In Current Challenges in Basic Science Education). Science could be the great equalizer, giving every citizen equal opportunities where they could better themselves. For instance, policies and programs of the government must offer concrete solution, solution based on research or scientific findings and not merely on a populist view. For example, when government approves quarrying licenses, it should rely on a thorough investigation on the sustainability of the economic activity and not merely on its profitability, considering all factors like possibilities of flood, landslide, soil erosion, river siltation, and the balance ecosystem.

In brief, the goals of science education for me are:

1. Students will practice concepts of science in real life to solve day to day challenges;

2. Inquire about the things they have observed in the environment thereby discovering new knowledge;

3. Character shall be developed for participation in society’s progress;

4. Be aware of the negative activities towards the environment and the positive effects of taking care of Mother Nature;

5. Have holistic development and be instruments in poverty alleviation by improving quality of life.

With the objectives of science education, let me relate it with my own experiences as a science teacher.

Teaching for almost eight years in a state university gave so much learning experience to a young teacher like me, who at an early age of 21, started sharing bits and pieces of information to my students as what I am supposed to do as a graduate of secondary education and a licensed teacher.

Seeing teaching-learning process then seemed like a simple transfer of liquid from a full glass to an empty one; that when a teacher have so much to say and so much to give, a better science enthusiast will be produced. This is the very way; I was educated in 2000-2004, very transmissive.

Taking another step of learning of education in a university in Manila exposed much challenges in terms of content I had in my previous program. Learning Chemistry in a deeper perspective showed me that being a general science graduate is not sufficient to share an in-depth learning to students today. One problem which appears in front of me is the relevance of what I am teaching inside the classroom to what my students will do in their own professions. Most of my students are taking Hotel and Restaurant Management, Industrial Technology, Teacher Education, Welding Technology, Electrical Technology and Food Technology.

With this dilemma, I kept asking myself, what really are the objectives of science education to the lives of these young people? What will be the effect of the classroom discussions and experiments that we are doing in every day of schooling? What are the objectives of science education to the lives of these future nation-builders?

Although the aims of Philippine education which appears on World Data on Education 2011 is to develop the high-level professions that will provide leadership for the nation, advance knowledge through research and apply new knowledge for improving the quality of human life; these text remains at the depths of what I had experience. And even though the Constitution of 1987 stipulates that the school shall broaden scientific and technological knowledge, the implementation of such in schools is still missing. With high hopes for my students, the following objectives are included as the soul of science education:

1. Students will be capable of selecting science ideas in their field of specialization;

2. be able to distinguish between the true knowledge and false claims in their discipline;

3. demonstrate confidence in expressing himself using scientific terms;

4. be able to explain the application of knowledge in the activities of his discipline;

5. appreciate science concepts with the activities being performed in each specialization.

In this regard, it is my faith that science education should not act like a god that overwhelms everyone but shall be in the grasp of everyone like farmers on what fertilizer to apply in a kind of soil, fishermen not just relying on the sea but raise fishes and mothers in deciding what food to cook for their young children. Science must be more human in nature, not something that hovers above the skies.

Book Smart versus Street Fighters

Frustrating.Saddening.Alarming.Frightening. These are the words that best describe my emotions about Science Education and Basic Science Education in the country. Frustrating because I saw myself as one of the culprits why the present situation of science education is such. Saddening because other countries such as France, Madagascar, United Kingdom and Argentina have started massive campaigns on uplifting the quality of science education in their country while the Philippines is still trying to resolve issues when and what to offer [the] science education in the K-12 program (in a review by Dr. FlorLacanilao, UP Professor with Filipino academic scientists On April 21, 2012). Alarming and frightening at the same time, as to what future this country is heading.

Image source: Pixabay
Book Smart versus Street Fighters
Image source: Pixabay

Most of the discussions cited commonalities to the kind of science education that must be offered to the learner of this generation, the following have been pointed out as the key factors:

(1) The teaching-learning process must be active, engaging, creative and enjoyable (Hubber& Tyler, 2004, Klein, 2006, Schaverien and Cosgrove, 1999-2000 In Current Challenges in Basic Education)
(2) Science, in terms of content, must not be the focus of learning and assessment but the applications of these concepts since this will be the true measure of learning (Black and William 1998, Perrenoud 1998 In Current Challenges in Basic Education).
(3) Science can develop affective and cognitive skills: cooperation, collaboration, expression, concern for the environment and even concern for humanity (Bloom 1992, Tytler and Peterson 2001, 2004, Wickman 2006, Hackling 2006 In Re-imagining Science Education).

After this analysis, I asked myself: What type of students do I want to see when I retire as teacher maybe 30 years from now?


Let me share a story of an experience I had few years back. Two of my students in Chemistry class have caught my attention, neither for being too smart nor being too lazy, but for being so close together despite being so opposite. The first student lives by the book, she often ask me questions which often makes burrows on my forehead such as, is the comma a part of the sentence or was it just because of the unclear photocopy? Is the third letter really in capital? Is this topic included in the quiz? This student memorize everything, she graduated cum laude and passed the board exam. The second student is a lighter one; she listens to the class attentively but always articulates she hates to memorize notes from her hand-outs. She often ask me questions like why do I need to know where the electrons are? Why do I need to be familiar with NaCl when everyone simply calls it salt? And why do I keep on talking in their class even when the lecture time is over. She didn’t get any academic award but also hurdled board exam.

Going back to the scenario of science education in the world, while relating the results of the investigation of different countries to what I personally experience in the class, I can say that Filipino teachers must now choose: do we want kids who are book smart or street fighters? Are we going to settle for students who memorize notes without asking questions why they have to retain such information in their minds? Or, are we going to reinvent ourselves as science teachers? Let me cite this discussion in class (adapted by Pujol, 2003, p. 82 In Current Challenges in Basic Education) as to what kind of student I want to see in my own class very soon:

Teacher: What do you think has happened?
Student 1: They didn’t have any food to eat.
Teacher: And if we’d put in food wouldn’t they have died?
Student 2: For me, they needed water.
Student 3: I think that where we captured them there was moist earth and here in the terrarium it isn’t…
Student 4: We’ll have to go out into the schoolyard and look more carefully.
(They go out into the schoolyard to observe the woodlice in their habitat.)

Teaching for couple of years made me realize that I seldom let my students go out and see for themselves what I am talking about. Rarely that I say, what do you think has happened?

I believe that other reinvention in the class must also be employed like having wider range of teaching-learning assessment (Duschl&Gitomer, 1997; Gitomer&Duschl, 1995, 1998) and performance-based assessment (Erickson & Meyer, 1998). Insightful and engaging discourses Gunzenhauser (2003) must also be a focus of this reinvention to keep pace with the upbeat learning style of the street fighter learners. To what I have observed, students today love to share themselves [both philosophies and experiences], not only to their peers but also to their teachers. I am certain that now is the right time to take part in developing students who are more outspoken of their thoughts and ideas.

Moreover, students today have ways and means to express themselves using the Information and Communication Technology. A viral video in www.youtube.com came up just last December 2, 2012 entitled “Why I hate school but love education” which described how a student named ‘Suli’ became cynical about the system of school and now promotes alternatives of educating people. He even said “All I’m saying is that if there was a family tree, hard work and education would be related, but school would probably be a distant cousin. If education is the key, then school is the lock. Because it really ever develops your mind to the point where it can perceive red as green and continue to go when someone else said stop, because as long as you follow the rules and pass the exams, you’re cool. But are you aware that examiners have a checklist? And if your answer is something outside of the box, the automatic response is a cross, and then they claim that school expands your horizons and your visions.” This video has been viewed 1 937 540 times. The end part of the video says, “I will not let an exam result decide my fate.”

If this scenario would continue, hatred towards school will rise; drop-outs will increase and the next generation could be lost until urgent, concerted action is not taken to address the major challenges facing science education (http://www.the –funneled-web.com: September 27, 2006 In Re-imagining Science Education).
Let me end this article through an excerpt from Carl Wieman Reinventing Science Education (2008), he said: “Science education research clearly shows that a true understanding of science, as demonstrated by how it is practiced, is not merely about learning information. Rather, it is about developing a way of thinking about a discipline that reflects a particular perception of how ‘knowledge’ is established, its extent and limitations, how it describes nature, and how it can be usefully applied in a variety of contexts. Developing such a way of thinking is a profoundly different experience from learning a set of facts, and requires very different teaching skills.”

Filipino teachers, academicians and scientists alike must make herculean movement to transform the current status of science education in the country. Academic scientists and policy makers must meet now! The K-12 is in full implementation and decisions regarding science education must be delivered in the quickest possible time without of course sacrificing the goal of this endeavour. Issues on curriculum, time spent in school, remedial teaching and outcomes must be addressed. This might be difficult but not impossible.