Republic of the Philippines
Department of Education
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OFFICE OF BAGUIO CITY
IRISAN NATIONAL HIGH SCHOOL
Purok 3, Irisan, Baguio City
Date: October 8, 2024
Venue: Science Laboratory Room
Participants: Science Teachers
Objective:
To share knowledge and expertise on science process skills, science investigatory projects, and Project RISE with the science
department faculty. The goal is to enhance teaching practices and improve student learning outcomes.
Key Points Discussed:
1. Science Process Skills:
o Definition and importance: Explained the concept of science process skills as essential tools for scientific inquiry
and problem-solving.
o Integration into curriculum: Emphasized the need to incorporate science process skills throughout the science
curriculum to foster critical thinking and scientific literacy.
o Assessment strategies: Suggested ways to assess science process skills in a variety of contexts, including
quizzes, laboratory activities, and projects.
2. Science Investigatory Project:
o Guidelines and steps: Provided a step-by-step guide for conducting science investigatory projects, covering
topics such as formulating research questions, designing experiments, collecting and analyzing data, and
drawing conclusions.
o Project RISE integration: Discussed how Project RISE can be leveraged to support students in conducting
meaningful science investigatory projects, including access to resources, mentorship, and funding opportunities.
3. Quiz Bee and Table of Specification:
o Role of science process skills: Explained how science process skills can be effectively assessed through quiz
bees by incorporating them into the table of specification.
o Question development: Provided tips for creating quiz bee questions that measure a variety of science process
skills, such as observing, inferring, predicting, classifying, and communicating.
o Assessment rubric: Suggested a rubric for evaluating student performance in the quiz bee based on their
application of science process skills.
Outcomes:
Increased awareness: Participants gained a deeper understanding of science process skills, science investigatory
projects, and Project RISE.
Enhanced teaching practices: Faculty members expressed interest in incorporating these concepts into their teaching to
improve student learning outcomes.
Improved quiz bee design: The sharing provided valuable insights for developing quiz bees that effectively assess science
process skills.
Recommendations:
Continued professional development: Encourage ongoing professional development opportunities for science department
faculty to stay updated on the latest trends and best practices in science education.
Collaboration and mentorship: Foster collaboration among faculty members to share resources, ideas, and support one
another in implementing science process skills and Project RISE.
Student engagement: Explore strategies to increase student participation in science investigatory projects and other
hands-on learning experiences.
Conclusion:
The sharing of Michael Edrian S. Ferrer on science process skills, science investigatory projects, and Project RISE was a valuable
contribution to the science department. The insights and recommendations provided will help to enhance teaching practices and
improve student learning outcomes.
Prepared by: Noted by:
GERALDINE A. LAPIGUERA BRENDA P. CONTADA JEFFREY F. ALIGA
Science Coordinator Head Teacher-Science OIC-Office of the Principal
Photo Documentation
