Green Chemistry (GC) integration in environmental education has improved understanding of managing pollutants and their impacts. However, the extent of integration in the science curriculum is not widely known in the Philippines. In this convergent mixed-method design, the researchers determined the SHS Chemistry teachers’ (n=30) knowledge, perceptions, GC integration in Chemistry topics, and challenges in teaching Green Chemistry Education (GCE). Complementary quantitative and qualitative results showed valid and reliable findings, claiming that teachers have limited preconceived knowledge on GCE but perceived it as an essential part of the teaching-learning process. Awareness of chemical hazards and their impacts on the environment is often demonstrated but rarely elaborated during discussions in Chemistry classes. Problems encountered in teaching GCE were also identified. A moderate positive correlation between the teachers’ knowledge and their GC perception was observed. However, no significant relationship was found when the teachers’ knowledge and perception were correlated to GC integration.
Content and accuracy evaluation of textbooks is important as it provides quality assurance to both teachers and learners, especially in the new normal where modular instruction is used. This research aimed at evaluating the biology textbooks used by Senior High School STEM Science teachers (n=15) in content, presentation, and learning strategies. Content analysis and Collaizzi’s descriptive phenomenology approach were employed in this study. The results showed that all evaluated textbooks have unique, distinct content, presentation, and learning strategies. Most topics were also aligned with the minimum curriculum requirement for SHS STEM, but topics such as cyclin-dependent kinases (CDKs) and control checkpoints were not discussed in some books. Learning outcomes were not indicated in some books, and few textbooks did not reach synthesis and evaluation level. However, a comparative approach of cell division across the 5-kingdom system is observed but not explained well, and some misleading statements in the cell division mechanism were present. Considering that cell division precedes the discussion of cancer cell division and metastasis, content enrichment through learner-friendly visuals and diagrams is recommended to facilitate learning, improve retention, and avoid misconceptions.
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