Introduction

The necessity to maintain and enhance our science knowledge at all educational levels

shows to be essential in our quickly evolving generation, where science influences

technological advancement more than ever.

To address the current and anticipated needs of the next generation in terms of science

literacy and skills necessary to continuously drive development, education practitioners,

global education initiatives, educational policymakers, and other education stakeholders must

examine the state of our science education today. In order to address the needs of society and

the workplace, there are increasing demands placed on the government, corporate and civil

entities, and educational institutions (European Commission, 2015). Any discussion of this

sort offers up the potential of a future vision of science education that matches the demands

and aims of current society. It would argue that knowing where you want to go is based not

just on a vision of where you are now, but also on how you got there in the first place - that

is, what values and standards are incorporated in present practice. After all, a quote from

Santayana says that "those who forget the lessons of history are bound to repeat the mistakes

of the past" is well worth recalling. Science education, as it is currently performed, is based

on a set of complex cultural norms. These are the values that emerge from practice and

become established over time.

In addition, the Philippines is making every effort to enhance the country's science

education. One of the approaches is to develop science schools that will inspire students to

choose careers in science and technology while also nurturing their gifted potential. Science

education teaches students fundamental concepts and facts about daily life, as well as

important abilities such as process skills, critical thinking skills, and life skills required to

cope with day-to-day life activities. (Chaille & Britain, 2002). The vast amount of scientific

knowledge created in this field justifies science education, which prepares citizens for a
scientifically and technologically driven future. Major problems do students facing in physics

classes are the difficulty of analyzing problem-solving, interpreting and communicating

visual and graphical data and even engaging in class. The Philippine government's challenge

is to find strategies to significantly increase the quality of physics education in the country.

Substantial improvements are possible if the essential measures mentioned here are carried

out. In connection with our study, in improving the performance of students interpreting and

communicating visual information we used science text cards as an effective method to help

students look at the word and understand its meaning of it. This is a science vocabulary

method that assists students in identifying and defining an idea. Students are assessed on their

decision-making abilities as well as their understanding of a concept.

A conducted study by Calales, M. (2019) shows that this intervention considering the

traditional teaching strategies is less effective than using Science text cards and multimedia to

increase students' learning motivation, active involvement, and concentration. Since the Class

Proficiency Level in the text card and multimedia practice is higher than in the traditional

teaching technique, based on Formative test results. Text cards also help students improve

their social skills as well as their understanding of scientific subjects. The traditional teaching

method and the proposed teaching method have only been tested on the Science topics of

these students.

This action study will be conducted by a future science educator to assess Improving

the Performance of High School Students in Interpreting and Communicating Visual

Information to better understand science concepts. It will make the teaching and learning

process more inspiring and engaging. This will be important to Science teachers because the

implementation of these strategies may aid in the prevention or resolving of difficulties in the

classroom.
References:

Calales, M. (2019). Science Text Cards and Multimedia Approach as Best Practices in

Science for Grade IV at Malakimpook Elementary School. Ascendens Asia Journal of

Multidisciplinary Research Abstracts, 3(2H).

https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/10787#:~:text=Also

%2C%20the%20incorporation%20of%20Science

Orleans. (2007, April). The condition of secondary school physics education in the

Philippines: Recent developments and remaining challenges for substantive

improvements.

https://www.researchgate.net/publication/251413325_The_condition_of_secondary_s

chool_physics_education_in_the_Philippines_Recent_developments_and_remaining_

challenges_for_substantive_improvements

Osborne, J. (2007). Science Education for the Twenty-First Century. EURASIA Journal of

Mathematics, Science and Technology Education, 3(3).

https://doi.org/10.12973/ejmste/75396

Science Education in the Philippines - STS 313. (n.d.). StuDocu.

https://www.studocu.com/ph/document/don-honorio-ventura-technological-state-

university/science-technology-and-society/science-education-in-the-philippines/

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Unknown. (2017, April 5). Ms. Sneed’s Science Classroom: Science Strategies (Reading

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