<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Peter Paul Canuto</style></author><author><style face="normal" font="default" size="100%">Marites Choycawen</style></author><author><style face="normal" font="default" size="100%">Randy Pagdawan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">primary science education</style></keyword><keyword><style  face="normal" font="default" size="100%">primary science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ science academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher performance</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching competency</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1708676519.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-47</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kari Sormunen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FIFTH-GRADERS’ PROBLEM SOLVING ABILITIES IN OPEN-ENDED INQUIRY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">primary science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific inquiry</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392221974.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The goal of this article is to discuss the actual relation between scientific inquiries used in science classrooms and problem solving processes. A model of problem solving ability levels is also introduced. The empirical aim of this study was to explore four fifth-graders’ problem solving abilities in related to so called open-ended scientific inquiry tasks. The data was collected in the context of three weekly 60–70 minute sessions in a voluntary science club of 14 pupils. The goal of the sessions was to construct the concept of density with the aid of scientific experimentation. The informants were four pupils paired into two groups. The problem solving process was based on the open-ended inquiry that included five phases: orientation, planning, execution, evaluation, and communication. Both of the pairs were separately observed and video-taped during each of the sessions, and each of the pupils was individually interviewed after each session. All the interviews were based on video stimulation where the crucial parts of the problem solving sessions were reviewed step-by-step with the pupil. The analysis was based on the pupils’ problem solving performance: orientation and motivation towards solving the task; aims and actions during the execution; the roles of the pair and the teacher. The problem solving abilities were quite modest, but the results give detailed information on the pupils’ own descriptions and explanations related to the different phases of the problem solving process.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">48-55</style></section></record></records></xml>