The main objective of this study was to develop a Physics laboratory activity kit for the Do-It-Yourself (DIY) Physics equipment and laboratory activity to be used in Physics classes of high school students. The resulting kit was assessed by the selected pre-service and in-service Physics teachers. This study employed a mixed methods. Assessment of the laboratory activity kit which includes the Student Worksheets, Teacher’s Guide, and Equipment Construction was done by the in-service and pre-service Physics teachers in order to ensure a workable DIY Physics equipment and quality laboratory activity kit which shall be of great use in Physics class. The pre-service and in-service rated the Student Worksheet as very good. The DIY Physics equipment was workable. The laboratory activity for the DIY Physics equipment was appropriate for the fourth-year students. The Teacher’s Guide in the laboratory activity kit was very good and can guide the teacher on what to do before, during, and after the activity. The Equipment Construction was very good and appropriate for the teacher’s guide and laboratory activity.

This article is a qualitative study using literature review to create a lesson plan in STEM education. The lesson plan employs the pedagogy of purposeful design and inquiry. This proposes combining elements of design, art, geography and marketing into the disciplines in scientific inquiry of the STEM education in order to further strengthen it. The embedded lesson plan focused on identifying and solving social issues while hitting as many as possible learning competencies along the way. This lesson plan will serve as a contextualize application of learning competencies in Grade 8 Integrated science: biology, chemistry and physics as well as mathematics’ topic on statistics and social sciences’ topic on local geography. This study also include innovation and humanities so students learn skills such as communication, marketing and entrepreneurship. This will also be implemented with the goal of steering students’ interests towards a career in STEM and developing more 21st century as well as life skills that they can use in the future. The student activity in this lesson plan will be assisted and evaluated by the teacher through questions that are framed to encourage deep thinking about the concepts integrated in the activity and how it would be used to produce quality product that would solve the social issue presented at the beginning of the lesson.

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This study was conducted to develop a supplementary material on the modes of heat transfer for promoting STEM learning among grade 7 students. The supplementary material went through the following stages of development: identification of the topic, draft, evaluation by the thesis adviser and panel members, revision, final evaluation by the in-service teachers and preservice teachers, test for readability, and final revision. The developed supplementary material was found suited for the Grade 7 students by the use of the McLaughlin SMOG formula for the readability. Hence, the supplementary material is highly commendable as an instructional material and it can be a tool for promoting an effective STEM learning.

This study, which aimed to investigate qualitatively the factors that contribute to the difficulties encountered by non-Physics majors teaching Physics, serve as the basis for competency enhancement for teaching STEM. The study was limited to thirty (30) non-Physics major teachers teaching Physics from nine (9) public and private schools in the coastal areas of Iligan City. Grounded Theory Methodology and Thematic Analysis were used in analyzing the data. The study found out that there are five (5) factors that contribute to the difficulties encountered by non-Physics majors in teaching Physics. These are: Facilities and Equipment; Sufficiency of Learning Materials and References; Teachers Readiness and Attitude towards teaching Physics; Learners’ Readiness and Attitude towards Physics; and Curriculum. Based on the findings, Reasons of Difficulty Theory was formulated. Non-Physics majors had difficulties in teaching Physics due to some factors which are embodied in the three (3) elements of this theory. These are Readiness, Resources, and Curriculum.