Glenn Reuben Roa¹, Maria Teresa M. Fajardo^1,

The COVID pandemic had made science educators realized the dearth of effective learning resources for distance education. There is a need to produce materials that promote the acquisition of science process skills in remote learning situations. This study is a phase 1 of the design and development of a science module research to address the effective acquisition of science process skills in distance education mode. The objective of this study is to determine the knowledge of science teachers on science process skills, their frequency and ease of science process skills integration as an input to the design of the learning material intended for distance education mode. An instrument adopted from the study of Miles (2010) was used to measure the science teachers’ basic science process skills. Another survey instrument was validated and used to gather the data from 64 respondents to know their integration practice in terms of frequency, challenges and ease of integration. Findings indicated that the Grade 9 science teachers did well in most science process skills except in observe and communicate. Among the science process skills, science teachers declared that making prediction is the most challenging skill to develop. There is a need to provide professional development to improve the science teachers’ efficacy and skills in promoting science process skills acquisition.

science process skills, scientific literacy, students’ achievement, science pedagogies