Abstract
One of the methods of teaching science crucial for developing scientific skills is the development of Science process skills. This study aimed to evaluate the nexus of teachers' pedagogical content knowledge and significance on the Science process skills of the Junior High School students. A descriptive and correlational method was used. The respondents involved were three hundred thirty-one (331) students and thirteen (13) Science teachers. The data were analyzed using mean, standard deviation, Pearson r, t-test, and regression analysis. The findings reveal that Science teachers possess basic proficiency in content knowledge (M = 0.65, SD = 0.44) but excel in pedagogical knowledge (M = 4.88, SD = 0.08), classroom management (M = 4.96, SD = 0.04), and teaching strategies (M = 4.78, SD = 0.12). Their curricular expertise is extensive (M = 4.16, SD = 0.16). In contrast, students demonstrate a beginning proficiency level in basic Science process skills (M = 0.36, SD = 0.37), indicating a low foundation in applying scientific knowledge to learn concepts. However, students exhibit minimal proficiency in integrated Science process skills (M = 0.51, SD = 0.50), enabling them to understand lessons, engage in direct reasoning, and accurately interpret scientific inquiry. A significant correlation is found between Science teachers' high-quality traits in teaching strategies and students' basic Science process skills (r = 0.620, p < 0.05). The study concludes that Science teachers' basic proficiency level implies an understanding of scientific concepts and exceptional capacity to improve teaching practice through effective use of the 5Es (Engage, Explore, Explain, Elaborate, and Evaluate). The findings highlight the importance of Science teachers' pedagogical knowledge and classroom strategies in developing students' basic and integrated Science process skills, emphasizing the need for targeted professional development to enhance teachers' content knowledge and pedagogical expertise.
