Developing Life Sciences Competencies: Lived Experiences of Junior High School Students in Science Education at Guina-ang National High School

Authors

  • Sharon Komowang Northeastern College, Santiago City, Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i3.147

Keywords:

Keywords: life sciences, science education, scientific literacy, life sciences competencies, phenomenology, junior high school students, inquiry-based learning, competency-based education

Abstract

Science education plays a pivotal role in developing learners' competencies in the life sciences by cultivating scientific literacy, critical thinking, problem-solving skills, and environmental responsibility. As educational reforms increasingly emphasize competency-based learning, junior high school students are expected not only to acquire scientific knowledge but also to apply scientific concepts to real-life situations that promote health, environmental sustainability, and community well-being. Despite continuous improvements in science curricula and teaching approaches, limited qualitative studies have explored how students personally experience the development of life sciences competencies within the context of public secondary schools in rural and mountainous communities. This study explored the lived experiences of Junior High School students at Guina-ang National High School in developing life sciences competencies through science education. Employing a descriptive phenomenological research design, the study purposively selected fifteen (15) students from Grades 7 to 10 who demonstrated active participation in science learning activities. Data were collected through semi-structured, in-depth interviews and analyzed using Colaizzi's Seven-Step Phenomenological Method. The analysis generated five essential themes: (1) Cultivating Scientific Curiosity Through Experiential Learning; (2) Developing Scientific Literacy and Critical Thinking; (3) Applying Life Sciences Knowledge to Everyday Living; (4) Overcoming Learning Challenges in Science Education; and (5) Envisioning Future Careers Through Life Sciences Competencies. The findings revealed that authentic learning experiences, inquiry-based instruction, collaborative activities, and contextualized science lessons significantly strengthened students' understanding of biological concepts and enhanced their appreciation of science as an essential component of daily life. The study proposes a Life Sciences Competency Development Framework that may guide curriculum enhancement, instructional innovation, and learner-centered science education in secondary schools. The findings contribute to the growing body of literature on life sciences education, competency-based science instruction, and phenomenological research within the Philippine educational context.

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Published

2026-08-08

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Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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