Charmaine Ruth G. Abella^{1, 2,}, Krisel M. Anoling^{1, 3}, Peter Paul S. Cagatao¹, Romiro G. Bautista^{1, 4}

Exploring the multifaceted realm of science education, this study investigates the nuanced dimensions of teaching science through the perspectives of educators. By scrutinizing critical perspectives, theoretical foundations, practical teaching methods, technology integration, assessment and feedback, and hands-on practices, the research aims to uncover the intricate dynamics shaping effective science instruction. The findings reveal significant direct effects among selected constructs, particularly with Conceptual Perspectives (CP) influencing Theoretical Perspectives (TP) and TP impacting Assessment and Feedback (AF). These notable effects underscore the necessity for targeted policies and interventions to enhance science teaching, especially in response to global assessments like PISA, highlighting a critical imperative for improved science education performance in the Philippines. As the study advocates for strategic efforts to elevate science education, its implications extend beyond the local context. The insights contribute not only to the local discourse but also resonate globally, aligning with international benchmarks such as PISA. This imperative for improved science education underscores the study's significance, guiding educational stakeholders toward effective strategies to enhance the quality of science instruction in the Philippines and beyond. Furthermore, the study emphasizes the pivotal role of targeted interventions and policies in addressing the identified constructs, advancing science education on both local and global scales.

Assessment, Educational Technology, Hands-on Science, science education