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Out-of-classroom contexts can add to and improve the learning of science in several ways. They can promote the understanding and integration of science concepts.

Falk and Dierking have reviewed studies that show that science museum visits can lead to improved understanding of such classic school science concepts as force and motion, an improvement measured by tests of knowledge before and after visits.

They are also an opportunity to engage in science activities that would not be possible in the school laboratory either because of safety considerations or because they are too complex. Examples include launching rockets, performing ecological surveys, observing the night sky, and large scale experiments with combustion.

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Teaching science through a transmission approach wherein the teacher just manages and passes the knowledge and skills onto learners, treating them as “empty vessels” that the teacher fills.

Many science teachers lack the necessary pedagogical skills and content to teach science, so instead of providing engaging and challenging activities for students to explore, they lecture instead.

The low percentage of students venturing into science-related careers in tertiary education can be attributed to the poor quality of science teaching in many Philippine secondary schools

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Out-of-field teaching assignments place science teachers in classes in which they do not have adequate knowledge to teach.

Lack of oversight and understanding of this practice, out-of-field teaching is often underdiscussed and underreported.

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Problem: The informational education orienting students towards only exam achievement

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Problem: The informational education orienting students towards only exam achievement

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Current assessment methods narrow students’ learning experiences, in sharp contrast to the broad view of learning goals endorsed in many government documents.

The internal tests that teachers devise for practice for the external tests, or to give end of year grades, are frequently of low quality and dubious reliability. And the impact of frequent testing extends beyond the consequences of inaccurate results.

The resulting pressure drives teachers to an over-use of transmission teaching and highly structured activities, in contrast with what is needed for students to enjoy and be motivated to learn science.

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The informational education orienting students towards only exam achievement 

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The informational education orienting students towards only exam achievement 

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Problem: Low allocation of budget to the implementation of the science program by the government

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Problem: Low allocation of budget to the implementation of the science program by the government

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Factors:

1. Lack of support for scientific culture reflected in the deficiencies regarding to the school curriculum

2. Inadequate teaching learning process

3. Insufficient instructional materials

4. Lack of training among science teachers

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Teaching outside their specific Science Specialism. 

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Teaching outside their specific Science Specialism. 

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1. Teachers need to understand the structure and nature of the discipline and learn unfamiliar content knowledge, which is known as subject matter knowledge.

2.  Inadequate background in the subject knowledge is one that contributes to such challenges and will have an impact on the development of the teachers’ pedagogical content knowledge as well as on the teachers’ self-confidence and attitudes when teaching topics outside their area of expertise.

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The predominance of teacher-centered classrooms and teaching practices

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The predominance of teacher-centered classrooms and teaching practices

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Low allocation of budget to the implementation of science program by the government.

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Low allocation of budget to the implementation of science program by the government.

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The out-of-field teachers struggle to teach, and administrators unknowingly (and knowingly) create learning environments that do not support learners learning.

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The out-of-field teachers struggle to teach, and administrators unknowingly (and knowingly) create learning environments that do not support learners learning.

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Insufficient physical conditions of schools (less laboratory opportunities)

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Insufficient physical conditions of schools (less laboratory opportunities)