QUESTIONNAIRE ON THE LEVEL OF IMPLEMENTATION OF SCIENCE

PROCESSES IN TEACHING HEALTH AND SCIENCE IN BOSTON

DISTRICT, DIVISION OF DAVAO ORIENTAL, S.Y. 2013-2014:
BASIS FOR AN INTERVENTION PROGRAM

Part I: Professional Preparation Profile

Direction: Please check your professional preparation profile as indicated

A. Educational Qualification
_____ BSEd/BEEd _____ BEEd w/ 36 units MA
_____ BEEd w/ 18 units MA _____ BEEd, MA

B. Teaching Experience
_____ 5 years _____ 10-14 years
_____ 5-9 years _____ 15 years & up

C. In-Service Trainings
_____ School level/District _____ Regional Level
_____ Division level _____ National level

Part II: Science and Health Instruction

Direction: Please check the level of implementation of the following aspects in
teaching Science and Health.

4 – Very Well Implemented (used at all times)/ Well Manifested

3 – Implemented (used once or twice a week)/Manifested
2 – Less Implemented (used as the need arises)/Less Manifested
1 – Not Implemented (not at all)/Not Manifested

4 3 2 1
I. KNOWLEDGE DOMAIN/CONTENT SKILLS
1. People and the Environment
2. Animals and Environment
3. Plants and the Environment
4. Matter and Changes
5. Energy and Motion
6. Earth and Space
7. The Solar System
8. Instruction between and among the components of the
environment which have positive and negative effects in
the ecosystem.
9. Scientific facts and concepts about the topics should be
linked as an interrelated whole.
10. Develop an understanding of how Science relates to
everyday life, the environment, family and society.

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II. SCIENCE PROCESSES

1. Observation
1.1 Requires pupils to use the five senses; eyes, ears,
nose, touch, taste.
1.2 Includes observation of things that are moving or
objects that are likely to produces changes such as
wax that melts or liquid that flows.
1.3 Uses materials and objects with different
characteristics for pupils to use all the senses.
1.4 Allows pupils to observe things and events outside of
the classroom.
1.5 Sticks to statements about what they observe, what
they see, hear, smell, touch and taste not guess.

2. Comparing
2.1 Discovers similarities and differences of things being
observed accurately and honestly.
2.2 Cares in comparing guarantees precision and
authenticity which are much needed in observing and
experiment set-up.
2.3 Enables pupils to evaluate evidence whether to
accept or reject them before formulating a
conclusion.
2.4 Encourages pupils to decide based on their
discriminating ability for them to become wise
decision-maker.
2.5 Compares objective and endeavors to interpret data.
2.6 Compare objects (things quantitatively and
qualitatively.
2.7 Records comparisons in the form of tabulation,
graphs or colored illustrations.

3. Classifying
3.1 Leads pupils to have orderly arrangement of things
in the room.
3.2 Encourages pupils to have neat and properly
arranged room, and speaks of a systematic and
disciplined group of students and an efficient and
careful planner.
3.3 Maintains an orderly learning environment that is
pleasant, safe and a joy to stay in their proper places.

3.4 Challenges pupils to have a systematic habits of

work and study. 4 3 2 1

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 3.5 Facilitates/Provides an orderly recording and
classification of things/objects.
3.6 Maintains a neat and organized display of their
projects in the classroom.

4. Measuring
4.1 Insures accurate results in experiment
4.2 Quantifies observations, facilitates analysis and
interpretation of data.
4.3 Develops the values of preciseness, care and
authenticity in performing learning activities and in
many tasks they do at home.
4.4 Avoids waste of time, efforts and expensive
materials and sticks to accurate measurement.
4.5 Develops worthwhile habits of work and study to be
skillful in measuring.
4.6 Quantifies their performance in learning activities
and is satisfied with the grades they receive. If
dissatisfied it motivates them to study and work
harder.
4.7 Provides sufficient practice in using common
measuring instruments such as weighting scale,
watch, spring balance and graduate cylinder.
4.8 Provides appropriate measuring unit such as a meter
for needed clothing material for a dress.

5. Inferring
5.1 Provides more practice on inferring to sharpen their
reasoning ability.
5.2 Allows pupils to answer common questions for them
to make an inference.
5.3 Cautions pupils to form ideas only after gathering
enough observations that were thoroughly analyzed.
5.4 Gives problem solving that calls for tentative
conclusions to develop the skill in the long run.
5.5 Give leading statements on how to infer like
“President Aquino is …”

6. Predicting
6.1 Records observations in the form of graphs or
tabulations where pupils can see a trend or pattern.

6.2 Provides experiences in making forecasts about

events in the environment that are controlled by time, 4 3 2 1
measuring equipment and price.

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 6.3 Emphasizes that there may be several variables that
can affect the predicated event, hence the prediction
will not be accurate…
6.4 Makes predictions beyond observed events.
6.5 Forecasts on the whether the next day and checks the
forecast given.

7. Controlling Variables
7.1 Identifies clearly the variables to be changed before
proceeding/start of take off.
7.2 Keeps the rest of the conditions the same.
7.3 Provides practice in this kind of activity.
7.4 Trains pupils in searching for cause-and-effects in
some-conditions in the environment.
7.5 Gives conclusions objectively.
7.6 Give concrete examples on how to control variables
like plants put indoor and outdoor for a week.

8. Interpreting Data
8.1 Trains pupils in presenting data through various
illustrations such as colored graphs, circular
diagrams to show percentages and tabulations.
8.2 Interprets different kinds of relationships for them to
differentiate between relevant and irrelevant data.
8.3 Realizes that an objective and unbiased interpretation
form part of their study and work habits.
8.4 Gives varied exercises that will sharpen pupils ability
in observing and recording data in an orderly
manner. Observations will definitely enable them to
follow the steps of the scientific method.

9. Experimenting
9.1 Makes every learning activity problem-based and
solution-oriented in lessons taken up.
9.2 Allows pupils to use scientific methodology for
pupils to experience success and are recognized.

9.3 Follows-up the procedure give for effective

implementation.
9.4 Involves the pupils in planning and implementing the
designed set-up.
9.5 Revises some steps in the procedure to enhance the
pupils creativity in finding appropriate answers to 4 3 2 1
everyday inquiries.

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 9.6 Encourages pupils that the skill in experimenting has
a lasting effect on how they approach any learning
activity, individually or in groups.

9.7 Tries to seek solutions or answers to everyday

problems and questions and manages their own lives
problem-wise.

III. METHODS/STRATEGIES/TECHNIQUES USED

1. Discovery Approach
2. Practical Work Approach
3. Lecture Method
4. Textbook Mastery
5. Inquiry Approach
6. Field Trip
7. Resource Person

IV. USE OF INSTRUCTIONAL AIDS

A. Use of Visual Aids
- Pictures/photograph/drawing/cut-outs
- Charts
- Dioramas/museums
- Models
- Inference/Mystery Aids
- Regalia, Chemicals
B. Use of Audio Aids
- Cassette tapes
- Radio

Use of Audio and Visual Aids

- Overhead Transparencies
- Audio resending
- Slides 2x2
- Television
- Projected skill pictures, video tapes, films

Use of Self-Instructional Materials/Technology

- Modules/Kits/Work Cards
- Instructional games
- Computer Assisted Instructions
- Printed Materials, books, charts, workbooks
- Equipment, tools and instructional materials

Expressional-Creative Domain 4 3 2 1
- Role Playing

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 - Written/Oral Report
- Manipulative/Investigatory Project
- Simulated games on Environment
- Newspaper Clippings

Interest Learning Centers

- Performing activities in designated site.
- Viewing historic events in a place
- Area with video set with diskettes for searching
information
- Math/Science center where problems that call
for statistical representations are performed
- A flower garden
- An orchard

C. Attitude/Orientation Domain
1. Sustained Interest in continually building vocabulary
facility
2. Patience in doing the process skills
3. Patience in drawing out from the pupils concepts facts
insights that they have gathered
4. Patience in developing pupil higher thinking skills
5. Willingness to accept corrections / constructive
criticism
6. Love to teach children to the point in performing
activities.
7. Patience to follow a step-by-step process in
performing activities
8. Giving true and honest reports of findings
9. Love to learn, love to inquire, love to acquire
knowledge and how to attack new problems
10. Recognizes the limitations as well as usefulness of
Science and Technology in advancing human welfare
11. Develop scientific attitudes and values by integrating
them in other learning area
12. Develop manner of thinking such as open-mindedness
and critical-mindedness
13. Develop attitude of reacting, such as curiosity and
objectivity
14. Develop ways of doing things such as creativity and
persistence
15. Develop work values like responsibility,
perseverance, and persistence
16. Develop scientific attitude of sincerity, honestly,
loyalty, sharing with others, industry, humility by
modeling

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