Bridging Science and Society: Socio-Scientific Competencies and Training Needs of Future Educators in Bulacan, Philippines
DOI:
https://doi.org/10.63931/ijchr.v7iSI3.338Keywords:
Bulacan State University, Future Science Educators, Socio-scientific Teaching Competencies, Training NeedsAbstract
This study assessed the socio-scientific teaching competencies and training needs of future science educators at Bulacan State University. Using a quantitative approach, 3rd- and 4th-year BSEd Science major students participated through a validated survey adapted from Khatoon, Alam, and Bukhari (2014). The instrument measured self-perceived competencies in five areas: lesson planning and preparation, delivery and presentation, use of comparison and abstraction, formulation of generalizations, and application of lessons. Demographic factors such as age, residence, and family income were also considered.
Findings revealed that respondents were very competent in lesson planning and preparation, and competent in delivery and presentation, comparison and abstraction, generalization, and application. A significant difference emerged by age, with older respondents showing higher competencies, while younger ones reported relatively lower levels. No significant differences were found across residence and family monthly income.
The top five training needs identified were design thinking in science, authentic assessment, formative and summative assessment, integration of technology in science instruction, and contextual approaches in science instruction. These results underscore the importance of continuous professional development programs that integrate socio-scientific issues into teacher preparation curricula. Age-tailored trainings, hands-on workshops, and equitable access to professional development are recommended to enhance competencies and address generational gaps in delivering science lessons.
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