Integrating Values Education in Science Teaching: Teachers’ Perceptions and Practices
DOI:
https://doi.org/10.56294/saludcyt20251725Keywords:
Values Integration, Science Education, Teacher Attitudes, Teaching Methods, Student BehaviorAbstract
Introduction:This study examines how secondary science teachers perceive and implement values education in science instruction, recognizing its importance in fostering students’ ethical awareness and holistic development.
Methods:A mixed-methods design was used, involving 15 purposively selected teachers from three locations in Mindanao, Philippines. Quantitative data were gathered through Likert-scale questionnaires, while qualitative insights were obtained via in-depth interviews. Descriptive statistics and thematic analysis were employed.
Results:Teachers expressed highly positive perceptions of integrating values in science, emphasizing its role in promoting critical thinking, social responsibility, and ethical behavior. Common practices included contextualizing lessons through real-life experiences, fostering safe classroom environments, and encouraging authentic dialogue. Reported student outcomes included improved self-discipline and environmental awareness. Challenges such as limited instructional time, difficulty aligning values with technical content, and varying student engagement were noted. Teachers addressed these through time management, contextualized teaching, and peer collaboration.
Conclusion:Integrating values education in science fosters holistic learning and responsible citizenship. The study recommends targeted professional development and institutional support to strengthen values integration in science curricula.
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Copyright (c) 2025 Liezel P. Naquines, Eliza E. Redondo, Gloria E. Bandala, Settie-Zhymah S. Padate, Vanjoreeh A. Madale, Lea E. Salon Douglas A. Salazar, Douglas A. Salazar, Monera A. Salic-Hairulla, John Jr G. Adil (Author)
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