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The importance of facilities in science education
John Ainley
European journal of science education 3 (2), 127-138, 1981
English
It is generally assumed that better facilities will affect the quality of education in schools, but evidence concerning this assumption is often not considered or even known. In this article, the author reviews some important studies examining the influence of facilities on science teaching. He concludes that, while the provision of good facilities may not change educational practices dramatically, they help to foster science teaching activities which involve students in a variety of stimulating activities. In general terms, the evidence reviewed in relation to science teaching is consistent with the notion that the students’ physical environment affects their study behaviour. It may be argued, therefore, that attention must be paid to the provision of good teaching facilities if active forms of learning are to be encouraged.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+importance+of+facilities+in+science+education&btnG=#d=gs_qabs&t=1674885732192&u=%23p%3DjHckoNuRsZMJ

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Challenges for Science Education

Kubilay Kaptan, Ozden Timurlenk
Procedia-Social and Behavioral Sciences 51, 763-771, 2012

Scientific knowledge is the common heritage of humankind. It is the only treasure of humankind that can provide a possible remedy to conquer inequality and to bring about an acceptable quality of life and a purpose, for a majority of the people of the world. Some of the main problems that should be overcome for a sustainable and proper science education are;

•Insufficient number of science and technology teachers’ taking active role in the preparation of the programs,

•The insufficient in-service training of the science teacher in the transition state of a new program,

•Students generally lack motivation and have low self confidence in learning,

•The huge numbers of the students in the class,

•Insufficient physical conditions of schools (less laboratory opportunities),

•The instruction of lesson in an information level and students in passive position (only listening and writing), teachers in active position (writing on the board and teaching in a classical way),

https://scholar.google.com/scholar?q=related:aoxsvbJsU8QJ:scholar.google.com/&hl=tl&as_sdt=0,5&scioq=rrl+for+problems+in+teaching+science+#d=gs_qabs&t=1674340479989&u=%23p%3DaoxsvbJsU8QJ

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Challenges in the Science Field: Lack of Availability and Utilization of Instructional Materials in Teaching and Learning Science.

Instructional materials have the biggest role when it comes to teaching/learning science. Gadgets and technology are included in instructional materials, especially since we are now in the 21st century. They allow learners to engage in
hands-on learning that aids in the development of concepts and skills as well as a variety of
learning styles. The availability and utilization of instructional materials help the students and teachers to understand clearly and comprehensively the current concepts. According to Lockheed (1991), instructional materials are the essential components in learning.

Science teachers should be creative for them to motivate and help the students to engage in the discussion and utilize the available instructional materials properly for them to effectively teach science to the classes. However, the supply of instructional materials will inevitably come to an end and it will not last long. When it comes to books and technology, the government are the one who is responsible. They need to invest more in education for them to provide enough to different schools. If the schools lack these, it will be hard for students to grasp knowledge about the concepts of their lessons.

In conclusion, teachers need to keep up and make better strategies for them to utilize the available instructional materials to teach effectively. The availability of instructional materials is important and necessary and it should be a priority. The government should be the first one to act and make efforts for a better and smooth settlement. The professional development of science teachers should be encouraged and sponsored by the government and other stakeholders (Isma’il, A., & Lukman, O. M. 2022). Teachers and students deserve better treatment and better education.

References:

Isma’il, A., & Lukman, O. M. (2022). Availability and Utilization of Instructional Materials in Teaching and Learning of Biology in Senior Secondary Schools. Aquademia, 6(2), ep22013.
https://doi.org/10.30935/aquademia/12614

Hilda N.T, & Bernard C. (2015).
Availability and Use of Instructional Materials in the Teaching of Conflict Resolution in Primary Schools in Nandy North District, Kenya. International Journal of Education and Practice, 3(6): 224- 234.
https://files.eric.ed.gov/fulltext/ED560670.pdf

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Science Education in the Philippines: Challenges for the learners and the teachers.

The science education in the Philippines is said to be facing with many contstrains such as the shortage  of qualified science teachers, inadequate instructional materials and equipment, lack of quality textbooks, larger classes, and lack of support from administrators. These challenges became hindrance to the competencies and learnings of the learners as well as to the teachers, and that's why science education in the Philippines is being poor.
In terms of science teacher; that is also being one of the challenges, teachers having difficulties to execute and teach the learners due to they don't have enough experience or the expertice in the subject matter and that's because of science education in the country is lack of materials that teachers could get the lessons they will teach.
More over, the research
Shows that the quality of science education in schools is greatly influenced by the quality of science teachers. In a simple word, having a good science education is depend on the teachers. But the issue here is because of science education that are lack with different things, it affects the quality of the science teachers. Where in Flawed way of their teaching, Ineffective usage of teaching aids, Don’t have the ability to differentiate between the individual child’s needs and planning the lesson plan are the teachers issue in teaching science to the learners.
In a recent survey, teaching PSLE science has many challenges and rewards. One of the significant and biggest challenges teachers face as science teachers are creating lessons that will get students to learn and keep them interested in learning Science, but due to the challenges,students- teacher's learnings having a conflict.
Further more, many students find it easier to stay on task when they can relate to the topic they are studying. In addition, it stimulates them to involve themselves directly in the activity personally. But, because of lack in materials and equipment that the learners need to learn science, their learnings is being deprived, and it was found that the lack of instructional materials and equipment in school has been  used to account for the poor performance of students ( SEI - DOST & am; UP NISMED, 2011) for the reason of how they will obtain knowledge in the subject matter if their teacher isn't qualified in teaching science due to lack of expertise and also how they will learn if they don't have the resources that they can get the knowledge.

https://globaledu.com.sg/what-are-the-challenges-of-teaching-science/

https://www.pressreader.com/philippines/sunstar-pampanga/20181129/281732680545144

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Teaching Problems in the Science Field: Teaching Science Outside Their Specific Science Specialism

By: Doreen Mizzi, Head of Department for Chemistry at the Secretariat for Catholic Education, Floriana - November 4, 2013

Science teachers can teach different science subjects aecondary level. These teachers would usually have specialized in one particular area at the University level. Teaching outside area of expertise offers considerable challenges and teachers express concern and apprehension when dealing with this situation. Teachers’ lack of confidence when teaching topics outside their area of expertise is manifested in different ways such as when preparing lesson plans, choosing or devising activities and analogies to aid students’ learning, answering students’ questions, setting up laboratory experiments, linking and applying various concepts and principles to everyday life situations, generating students’ interest and passion for the science area.

To sum it up, the research study have shown that there are considerable differences when teaching within and outside area of expertise. Teachers seem to be more self-confident when teaching within their subject specialism. This phenomenon is present in many countries.

Source: https://files.eric.ed.gov/fulltext/EJ1053677.pdf

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Challenges for Science Educators

By Debra Viadero & Sarah D. Sparks — November 23, 2021

In fact, science is having a bit of a public relations crisis now. Hefty segments of the public mistrust the scientific consensus, whether it’s on the causes of climate change, the safety and efficacy of the vaccines created to combat COVID-19, or the seriousness of the threat posed by the virus. And misperceptions and falsehoods about science flood the internet.

But the crisis of confidence that confronts the field now is just the latest 21st-century challenge for science education. Here are more:

Flat or declining science achievement. Results of the latest National Assessment of Educational Progress in science, given in 2019, showed that 4th graders’ performance in that subject declined, while average scores flatlined in grades 8 and 12 since the last assessment in 2015.

A shrinking share of the curriculum. Elementary students spend on average only 20 minutes per day on science instruction, compared with 60 minutes daily for math and 90 minutes each day for reading and language arts, says a report released this year by another call-to-action national panel of scientists and educators. (This report from the National Academies of Sciences, Engineering, and Medicine attracted less attention, however, than the organization’s 2005 report warning about the gathering storm.)

Instructional inequities. Too many students lack access to a full complement of advanced science courses, and many of those students are in schools with high concentrations of Black and brown students.

Teacher preparation. Only 31 percent of educators say they feel prepared to teach general science. At the high school level, the national science panel says, 58 percent of biology teachers felt prepared to teach about ecology and ecosystems.

Lack of diversity among teachers. The general lack of diversity that characterizes the nation’s teaching force is amplified among teachers of science. Eight of 10 public elementary, middle school, and high school science teachers are white, according to the National Academies report.

Debra Viader & Sarah D. Sparks (Nov. 23, 2021) Education Week
https://www.edweek.org/teaching-learning/6-challenges-for-science-educators/2021/11