Science Curriculum Research Articles

Nutrition employability and graduate readiness: The Australian Working in Nutrition study.

Nutrition science graduates contribute to the nutrition workforce by bringing specialist knowledge and skills needed to address future food challenges. This study aims to provide a snapshot of the current employment landscape for nutrition science graduates in Australia and how well their degrees prepare them for employment. A cross-sectional survey of Australian tertiary nutrition graduates was conducted to explore tertiary training, employment pathways and their perceived preparedness for practice. This study included a final sample of 119 graduates from 17 Australian tertiary institutions. Almost two-thirds of respondents had completed further training. Most graduates (77%, n = 91) had worked in a food, nutrition science or health-related role after their degree; the most frequently cited employment settings were government or public health organisations; research, not-for-profit or nongovernment organisations; and the food industry. Work-integrated learning was identified as a key predictor of graduates working in a role that differed from their expectations as a student. The skill categories developed during nutrition training that were most valued in the workplace included nutrition and scientific knowledge, and professional and communication skills. This study offers first insights into the current employment landscape for nutrition graduates across Australia. Findings show that current nutrition science professionals are highly qualified and prepared to navigate the evolving demands of nutrition practice. Regular review of graduate employment will inform nutrition science curriculum to enable graduates to be well equipped in the face of dynamic practice settings.

Development and implementation of a high-fidelity simulation training course for medical and nursing collaboration based on the Fink integrated course design model.

The purpose of this study is to examine the design and implementation of a high-fidelity simulation training course for medical and nursing collaboration, based on the Fink integrated course design model. Additionally, the study aims to validate the teaching effectiveness of the course. Previous empirical studies have highlighted the effectiveness of collaborative healthcare education in institutional teaching and hospital training. However, the development of healthcare collaborative education in China has been slow to develop in China. In recent years, Chinese nursing educators and researchers have shown interest in utilizing high-fidelity simulators for healthcare collaborative education. These simulators help address the limitations of traditional nursing teaching and healthcare separation simulation. Nevertheless, a standardized simulation interprofessional education curriculum is still lacking. Therefore, nursing educators need to develop a standardized high-fidelity simulation training curriculum for healthcare collaboration, guided by established science curriculum development theories. A high-fidelity simulation training course on healthcare collaboration was designed based on the Fink integrated curriculum design model. The course was taught to 14 nursing students and 8 clinical medicine students from March to July 2022. To comprehensively evaluate the effectiveness of the healthcare collaboration high-fidelity simulation training course, several assessment tools were used. These included course grades, satisfaction and self-confidence scales, simulation teaching practice scales, healthcare collaboration attitude scales, critical thinking skills scales, and semi-structured interviews. After the course was implemented, students demonstrated high overall scores (79.19 ± 5.12) and reported high satisfaction ratings (4.44 ± 0.37). They also exhibited increased self-confidence (4.16 ± 0.33). Additionally, students evaluated all four dimensions of the course teaching practice scale positively. Furthermore, the study demonstrated significant improvements in various aspects, such as attitudes toward medical and nursing collaboration (t = -7.135, P < 0.01), shared education and teamwork (t = -3.247, P = 0.002), job autonomy for nurses (t = -1.782, P = 0.000), and reduced physician dominance (t = -6.768, P = 0.000). The critical thinking skills of the students showed significant improvement, with higher scores in truth-seeking (t = -3.052, P = 0.004), analytical ability (t = -2.561, P = 0.014), systematic ability (t = -3.491, P = 0.001), self-confidence in critical thinking (t = -4.024, P = 0.000), and curiosity (t = -5.318, P = 0.000) compared to their scores before the course (all P < 0.05). The interviews showed that the course's student-centered approach enabled active learning. Students suggested enhancing teaching cases and allocating more time for reflection and summarization. The study successfully designed a high-fidelity simulation training course for healthcare collaboration by utilizing the Fink integrated curriculum design model. The findings provide valuable insights for the development of standardized curricula and healthcare collaboration education in China. Moreover, the course adheres to best practice principles, fostering improved attitudes toward healthcare collaboration and enhancing students' healthcare collaboration and clinical thinking skills.

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

In support of the various studies for the ongoing Philippine Senior High School(SHS) curriculum, Analysis phase of the analysis, design, development, implementation, evaluation (ADDIE) model of instructional design is presented in this study. The main objective is to evaluate biology teachers’ experiences and self-assessment in teaching Biology II in the science, technology, engineering, and mathematics (STEM) Track of the K12 Basic Education Program during its first two years of implementation 2016-2017 and 2017-2018(face to face )in Iloilo Province, Philippines. A descriptive survey using a questionnaire from the K12 Science Curriculum composed of two parts: biology II complex topics, and biology teachers’ self-assessments. Five Biology experts from Western Visayas, Philippines, were asked to evaluate the researcher made survey instruments. Mean and standard deviation were employed to interpret the collected data using SPSS version 21. The results showed that the four primary areas of complex knowledge were Systematic Based on Evolutionary Relationships, Evolution and Origin of Biodiversity, Organismal Biology, and Genetics. According to rank, the most challenging topic was “Systematic Based on Evolutionary Relationship,” and the easiest was “Genetics.” On the self-assessment of Biology teachers, all topics were in “Moderate Mastery,” and Genetics was “High Mastery.” Also, a significant relationship between the content topic difficulty and Biology teachers’ mastery level. The findings show no relationship between self-assessed knowledge and self-assessed skills of Biology Teachers. Proper training and encouraging teachers for professional development is a must. Teachers must be trained to teach Biology II, become effective and efficient through professional development. Also, the national government should assess the implementation of the new curriculum based on the experts' recommendations. Thus, this study recommends encouraging SHS teachers to take graduate studies aligned with their undergraduate program to master the area of specialization. The national government must support scholarship programs in STEM for biology educators.. &#x0D; &#x0D; Received: 29 September 2023 / Accepted: 25 January 2024 / Published: 5 March 2024

Physics Education from a decolonial perspective: a case study with Brazilian curriculum

The educational process is characterized as a set of pedagogical actions developed for a particular social group and provided with intentionality. In this sense, every pedagogical action involves an intention, which transfers and reproduces cultural patterns that materialize in social values and traditions. In this context, the postmodern decolonial thinking discussed by Quijano (2019), Mignolo and Walsh (2018), and Abdi (2011) are inserted, as well as the epistemological aspects given by Santos (2020). Thus, with this paper, we seek to present a case study developed in Brazil about the colonial influences that manifest themselves in the science curriculum of the State of São Paulo, Brazil, taking Physics Education as the context for analysis. For that, we used as a method of analysis the Discourse Analysis given by the France perspective about the ideological construction of the discourse. As preliminary results, we identified that the absence of an original Brazilian structure for the construction of the analyzed curriculum corroborates the perspectives of a form of colonization characterized by us as at the primary level, that is, epistemic. With the investigation, we hope to contribute to understanding which the cultural lens that act as a colonizing operator on the set of scientific standards and Brazilian scientific representativeness.

Examining Laboratory Assessment: Science Teachers’ Strategies and Tools in Focus

Laboratory assessments in science education involves authentic and complex tasks that align with the goals of contemporary educational objectives. However, there is a notable dearth of studies specifically addressing teachers' practices in laboratory-oriented assessment, particularly in comparison to the extensive research conducted on other facets of the science curriculum. Consequently, this paper presents a study that examines the laboratory-focused assessment methods of science teachers, focusing on the adoption of formal assessment tasks, informal assessment strategies, and scoring tools for evaluating laboratory-related knowledge and skills. Utilizing a quantitative design, 114 secondary school teachers from three urban educational districts in Selangor, a state in Malaysia, participated in a survey. The findings revealed that science teachers predominantly embraced teacher-centric assessment approaches, rather than methods that promoted student engagement and peer learning. Furthermore, the findings highlighted a significant reliance on traditional, cognitively-oriented assessment tasks and the integration of real-time informal assessment strategies that provided immediate feedback for corrective actions. In contrast, time-intensive and cumulative assessment formats were less frequently adopted. The frequent use of checklists and rubrics indicated a structured approach to scoring. These findings emphasized the need for a more diverse and holistic assessment approach, one that extends beyond traditional methods to incorporate strategies that enhance critical thinking, practical skills, and student engagement. The implications of these findings are profound, affecting professional development and training as well as the provision of adequate resources and support, which are crucial for advancing the quality of science education.

Improving Computer Science Curriculum and Teaching in the New Information Age

Improving Computer Science Curriculum and Teaching in the New Information Age

Pedagogical beliefs of South African physics teachers for inquiry approaches

This study explored the pedagogical beliefs held by South African physics teachers towards inquiry approaches. A significant curriculum goal of school science in most countries is for learning to happen through inquiry. A similar goal is expressed in the South African school science curriculum. The findings of a quantitative survey that was administered to 166 teachers showed that teachers reported having a predominantly constructivist pedagogical belief suggesting a tendency to facilitate students’ construct of knowledge through their experiential learning. To a lesser extent, teachers exhibited a traditionalist belief that is teacher-directed and lends itself to transmission of knowledge. In investigating the relationship between pedagogical beliefs and orientation towards inquiry-based teaching, it was found that teachers who have a constructivist belief favour guided inquiry and open inquiry. Teacher who possess a traditionalist beliefs have a tendency for direct epistemic approaches such as didactic direct or active direct.

Письмо Д.И. Чижевского Л.Я. Ганчикову (1953)

We publish the letter from the philosopher D.I. Chizhevsky (1894–1977), who lived in Germany, to his colleague and compatriot professor L.Ya. Ganchikov (1893–1968), who lived in Italy and worked on the history of Russian religious thought. Chizhevsky, apparently answering the addressee’s questions, essentially sets out his scientific curriculum vitae, with a brief biography and a list of main publications. The letter is an auto-interpretation of the creative heritage of D.I. Chizhevsky, in which the thinker defines his main interest as an attempt to substantiate some issues of logic and ethics by distinguishing those areas in which different types of logical categories are applicable, and also points to the philosophers closest to him – E. Husserl, H.W.F. Hegel, S.L. Frank, N.O. Lossky. The publication of the letter is accompanied by a thorough academic commentary, which fits the information given in it into the context of the life and creative path of D.I. Chizhevsky.

Status of Science Laboratories in Secondary Basic Education Public Schools in the Division of Davao Del Sur, Philippines

The science laboratory became a substantial learning environment for science education, especially in realizing the K–12 science curriculum’s goals, which focus on applying and demonstrating scientific knowledge. Thus, this study aimed to determine the compliance rate of science laboratories in the division of Davao del Sur, Philippines based on DepEd Order No. 48 series of 2006 which entails the prescribed science laboratories in basic education and DepEd Order No. 118 series of 2009 which stipulates the science laboratory equipment and materials. The research examined six schools in three economic categories to assess their science laboratory compliance rate. This study involved creating four matrices containing the prescribed laboratory facilities, equipment, materials, and required quantities for each equipment and material. Results revealed that the compliance rate of the sampled schools in terms of their facilities is 69.04% (good), the equipment is 65.59% (good), the materials are 43.33% (fair), and the compliance with the required quantity is 50.39% (fair). Based on the result of the study, it can be concluded that some schools in the division of Davao del Sur are lacking with the prescribed science laboratory. Thus, it is recommended that the Department of Education, Davao del Sur division to conduct a general assessment of all secondary schools to determine the status of science laboratories’ physical infrastructure, equipment, and materials.

Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study

AbstractScience educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to computing may not necessarily translate to the hypothesized gains in participation by female students and students of color. Therefore, paying close attention to students' engagement in computationally intense science activities is important to finding more impactful ways to promote equitable science education. In this paper, we present an in‐depth analysis of the interactions among a small, racially diverse group of high school students during a chemistry unit with tightly integrated CT activities. We find a salient interaction between the students' engagement with the CT activities and their social identification with publicly recognizable categories such as “enjoys coding” or “finds computing boring.” We show that CT activities in science education can lead to numerous rich interactions that could, if leveraged correctly, allow educators to facilitate more inclusive science classrooms. However, we also show that such opportunities would be missed unless teachers are attentive to them. We discuss the implications of our findings on future work to integrate CT across science curricula and teacher education.

Infusion PCTS Syntax in the Implementation of the Middle School Science Curriculum

Curriculum implementation is an important stage in supporting the success of a curriculum designed by educational institutions. This research aims to apply the PCTS syntax in one of the science learning materials in junior high schools. PCTS is a learning model that focuses on improving students' critical thinking abilities through solving contextual problems. The method used in this research is a qualitative method using a descriptive approach. Data was collected through document study. Data analysis techniques through reduction, presentation, and conclusion. The findings obtained are that the PCTS model is quite easy to apply to science learning as a form of curriculum implementation, and is very supportive of improving students' critical thinking through the PCTS syntax, especially in the last two steps of the syntax. The conclusion is that the PCTS model is believed to support the implementation of the Merdeka Science Curriculum for Middle Schools in improving the critical thinking of individual students through the infusion of PCTS model syntax in science learning at the middle school level. AbstrakImplementasi kurikulum merupakan tahapan penting dalam menunjang keberhasilan suatu kurikulum yang dirancang oleh institusi pendidikan. Tujuan penelitian ini adalah untuk mengaplikasikan syntax PCTS dalam salah satu materi pembelajaran IPA di SMP. PCTS merupakan model pembelajaran yang berfokus pada peningkatan kemampuan berfikir kritis siswa melalui penyelesaian masalah kontekstual. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif menggunakan pendekatan deskriptif. Data dikumpulkan melalui study dokumen. Teknik analisis data melalui reduksi, penyajian dan penarikan kesimpulan. Temuan yang didapat yaitu model PCTS ini cukup mudah diaplikasikan kedalam pembelajaran IPA sebagai bentuk implementasi kurikulum, dan sangat mendukung terhadap peningkatan critical thinking siswa melalui syntax PCTS, khusunya pada dua langkah terakhir syntax tersebut. Kesimpulannya bahwa Model PCTS ini diyakini akan mendukung implementasi Kurikulum Merdeka IPA SMP dalam meningkatkan critical thinking siswa secara individu melalui infusi syntax model PCTS dalam pembelajaran IPA tingkat SMP.Kata kunci: Critical thinking; implementasi kurikulum; model PCTS; pembelajaran IPA

GAME-BASED LEARNING ENHANCING LEAST LEARNED COMPETENCIES IN APPLIED SOCIAL SCIENCES

In the rapidly evolving landscape of education, incorporating innovative and engaging teaching methods is crucial for fostering effective learning outcomes. Teacher needs to ensure that learners can cope up with classroom challenges especially in a class composed of learners with heterogeneous level of understanding for a particular subject is strenuous to handle since they have different expectations and abilities. By leveraging the power of gamification, the study aims to investigate the effectiveness of game-based learning in facilitating the acquisition and retention of critical competencies that have historically proven to be more challenging for learners. The game-based learning intervention will consist of interactive and immersive educational games specifically designed to address the identified least learned competencies. The games will be implemented as supplementary learning tools, integrated into the existing applied social sciences curriculum. Through an extensive review of existing literature and empirical evidence, the study aims to provide insights into the impact of game-based learning on enhancing skill development, critical thinking, problem-solving, teamwork, and other competencies specific to the applied social sciences domain. Hence, the findings of this study will contribute to the existing body of knowledge on game-based learning and its effectiveness in enhancing least learned competencies in applied social sciences. In addition, it will inform educators, policymakers, and curriculum developers on the potential benefits and implications of integrating game-based learning approaches within the applied social sciences domain. Ultimately, this study aims to promote more engaging and effective pedagogical strategies that foster comprehensive skill development in students, preparing them to excel in the dynamic and complex world of applied social sciences.

Teaching computational thinking in grade school requires “just right” individual teacher support

AbstractIn‐service teachers implementing a science, technology, engineering, and math (STEM) curriculum centered on computational thinking (CT) work with unique content and pedagogical experiences. Understanding how curriculum design and teacher professional development affect curriculum implementation can help researchers understand the critical aspects of supporting the teacher in “just right” ways to learn and teach an embedded CT curriculum. We qualitatively analyzed 22 teachers' discourse through a case study approach. We identified how CT is afforded and constrained through curriculum design and teacher professional development support. Teachers expressed that the supports that were critical to their confidence and perceived ability to teach CT were (a) a program that provides “just right” support, (b) a program that provides options and individualization, (c) an internal personal identity that embraces continual innovation and learning, and (d) an educational system that is encouraging and supportive of the effort and creativity it requires to implement innovative and intensive embedded CT programs. These findings can inform how to support teachers to integrate CT within existing STEM curricula as a core scientific and mathematical practice and to foster student interest in computer science.

Facilitating students’ design thinking skills in science class: an exploratory study

ABSTRACT This study aimed to evaluate the effectiveness of a design thinking teaching and learning model on students’ design thinking skills in science class. The study utilised two projects, ‘Making a Simple Solar Water Heater’ and ‘Drawing a 3D Topographic Map of Zhejiang Province,’ based on the 5th-grade science curriculum in China, and involved 45 Grade-5 students from a primary school. The quasi-experimental repeated measure method was used to evaluate the students’ improvement in design thinking skills, with task-based pre-, mid-, and post-tests. Employing quantitative data analysis, the results showed significant improvement in students’ overall performance, with more pronounced improvement between the pre-test and post-test than between the pre-test and mid-test. The analysis of the seven design indexes of students’ design work demonstrated significant improvement in five indicators, except for ‘material’ and ‘shape.’ The study highlights the importance of incorporating design thinking into elementary school curricula to equip students with the necessary competencies for success in the twenty-first-century workforce.

‘How do plants grow?’: teaching photosynthesis using digital inquiry-based science learning

The use of digital technologies as teaching and learning materials supports and enhances science learning, encouraging students to develop valuable inquiry skills and knowledge. In response, this paper seeks to explore digital inquiry-based learning as a useful aid for teaching the elementary school science curriculum on plants in Malaysia. There is a strong rationale for this work, as (i) this curriculum has received less attention compared to the equivalent on animals, and (ii) students have developed misconceptions about plants, typically in the areas of plant nutrition and photosynthesis. Thus, the paper describes a 5E Instructional Model lesson plan, which uses various digital technologies to tackle different inquiry elements at each instructional model stage. The goals of the activities are to help students: (i) assess their preexisting knowledge and engage with a new concept, (ii) create predictions and document their observations, (iii) display their conceptual understanding, (iv) gain a more profound and broader understanding through new experiences, and (v) examine their understanding and abilities with the aid of digital technology resources. The suggested activities are further discussed in relation to different types of digital technologies and evidence-based practice, thus encouraging other educators to integrate digital inquiry-based learning into their work.

Teaching Anatomy in Rehabilitation Sciences: Perceptions of Undergraduate Physical Therapy, Occupational Therapy and Sports Sciences Students of Ziauddin University, Pakistan

Background: Anatomy education serves as a cornerstone in the curriculum of rehabilitation sciences, encompassing physical therapy, occupational therapy, and sports sciences. The complexity of teaching and understanding human anatomy necessitates diverse pedagogical approaches to effectively prepare students for clinical practice. Recent trends emphasize the integration of clinical relevance and practical experience into anatomy education, reflecting the evolving needs of healthcare education. Objective: This study aimed to explore the perceptions of undergraduate students from various rehabilitation science programs at Ziauddin University, Pakistan, regarding their anatomy education. It sought to identify the challenges faced by students, evaluate the effectiveness of current teaching methodologies, and assess the integration of theoretical knowledge with clinical practice. Methods: A descriptive cross-sectional study was conducted over six months, from January to June 2023, involving 120 students from the Doctor of Physical Therapy (DPT), Doctor of Occupational Therapy (DOT), and Bachelor of Physical Education Health and Sports Sciences (BPEHSS) programs. Participants were selected using purposive sampling. Data were collected through a structured questionnaire distributed via Google Forms, assessing demographics, satisfaction with anatomy lectures, exposure to practical sessions, and perceptions of the relevance of anatomy to clinical practice. The analysis utilized SPSS version 25, presenting results in frequencies and percentages. Results: Among the participants, 52.8% were aged 17-20, and 79.2% were female. The majority (83.2%) were in their preclinical years. A total of 66.4% expressed satisfaction with the duration of anatomy lectures, while practical sessions were attended by 52.8%. Challenges identified included the vast curriculum covered in a short time (79%), and a strong preference (83.2%) for physiotherapists trained as anatomists to teach anatomy. The relevance of anatomy to clinical performance was highly rated, with 63.9% recognizing its high relevance. Conclusion: The study highlights the need for anatomy education in rehabilitation sciences to adapt to the demands of clinical relevance and practical application. Incorporating trained physiotherapists as instructors and increasing the focus on practical sessions could enhance students' learning experiences and preparation for clinical practice.

The impact of artificial intelligence on scientific practices: an emergent area of research for science education

ABSTRACT Artificial intelligence (AI) is now a major driver of societal acceleration making a significant impact on science and science education. AI is used by scientists to generate hypotheses, design experiments, collect and interpret data in ways that were not previously possible with traditional methods alone. Science education research is increasingly paying attention to the role of AI in teaching and learning. However, a significant gap in the emerging science education literature on AI concerns the impact of AI on scientific practices themselves, and implications such impact for science education. The article uses the NRC (2012. A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press.) framework of ‘scientific practices’ to trace example uses of AI in scientific practices and raises questions for science education. The questions relate to the relevance of AI-informed scientific practices for science curriculum, teaching and teacher education at the secondary level. The ultimate purpose of the article is to highlight that the sooner the role of AI on scientific practices are researched and applied in science education policy and practice, the less likely that education will become outdated in helping students thrive in the fast changing landscape of scientific research.

Climate Change Education, Globalisation and the Nation State: A Commentary on Ghana’s Science Curriculum

AbstractIn this paper, we offer a commentary on the climate change content in Ghana’s primary and junior high school science curriculum. Since 2019, the government of Ghana has mandated climate change education at multiple levels of the school system. However, there is very little analysis of these curricula. This paper fills an important gap by critically reviewing the climate change content in the science curriculum in a country with a complex and tenuous past regarding capitalist and colonialist expansion and exploitation. We note that while the curriculum attends to technical details of greenhouse gas emissions and climate impacts, it elides the larger global context that has led to the rise in carbon emissions and anthropogenic climate change. We make the case for a climate change curriculum that integrates culture, language and histories, and tackles the complexities of globalisation.

Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students' scientific creativity skills and perceptions in science education

In today's world, the growth of technology and the continuous creation of new products have made innovation and creativity more important in many fields. It has become increasingly essential to nurture individuals' creativity within the educational framework they undergo. Student-centered approaches have proven to be effective in fostering creativity. Consequently, in this study, we utilized problem-based learning, a representative student-centered method, alongside five techniques sourced from the creativity section, which constitutes the fourth section of the CoRT program—a recognized toolset for enhancing creative abilities—to facilitate the development of students' creativity. Twelve modules, with three designed for each grade level, have been created for the middle school science curriculum. These modules are founded on a framework that integrates the problem-based learning (PBL) approach with five creativity strategies derived from the fourth section of Edward de Bono's Cognitive Research Foundation (CoRT) Thinking Program. Given that creativity varies depending on the specific field, the present study sought to cultivate students' creative skills within the domain of science education. The effects of the modules developed for this purpose on students' scientific creativity and their opinions on the activities in the module and their creative thinking skills are revealed. The research design is a case study that aims to examine the concept of scientific creativity in depth. In the study, students' creativity skills were assessed by administering the Scientific Creativity Test (SCT), a scale specific to creativity, as a pre-test before and after the intervention, and by applying educational activities based on divergent and convergent thinking during the implementation process. Qualitative data was collected from the responses of 12 participants to the SCT, which consists of five open-ended questions and a product development task. In addition, in-depth interviews were conducted with eight participants and systematic analysis was applied to SCT and interview data. The results revealed that most students exhibited improved creativity skills as reflected in their responses on the post-test administered by SCT. When we examine student opinions concerning scientific creativity and the developed modules, the majority expressed positive views, which demonstrates that the educational modules developed within the scope of this study can enhance the creative potential of students, especially in the product development section.

Comparative Competence of Science Educators on the New Licensure Examination as Basis for a Review Program

The demand to prepare future science educators for national board examinations necessitates teacher training institutions to assess the licensure competence of pre-service teachers. In the case of the Philippines, the Licensure Examination for Teachers or LEPT has new competencies, which have not been fully assessed on the perspective of pre-service teachers. In this, the researcher assessed and compared the self-reported competence of alumni (a, n=38) and ongoing pre-service teachers (o, n=43) of a large state university in the Philippines. To do this, the researcher developed a survey-questionnaire with contents based on the Enhanced Table of Specifications or TOS for LEPT which was first implemented in March 2023 in the Philippines, the survey was conducted during the 1st semester of S.Y. 2023-2023. Results revealed that the pre-service teachers (n=81) have high level of competence for the LEPT. Further, the level of competence of alumni is comparable to those of on-going students. However, a significant difference was found in competencies related to Challenging Activities in Science, Assessment Tools, Basic Biotechniques, and Waves and Optics, where alumni demonstrated a significantly higher competence. To provide continuity for the findings, the researcher proposes a review program for Filipino pre-service teachers based on the findings. Furthermore, the researcher recommends that a content-competency alignment will be conducted between the Enhanced TOS of LEPT and the latest relevant issuances on Policies, Standards and Guidelines (PSGs) for Education degree programs issued by the Commission on Higher Education. Moreover, a curriculum mapping is recommended between the Enhanced TOS and the MATATAG Curriculum for Science. To provide an international perspective, the researcher recommends an analysis of licensure competencies for teachers among ASEAN countries.