This study determined the science high school students' perceptions on the aspects of climate change. It involved randomly selected 122 science high school students who took the researcher-made multiple choice climate change test. In each item, the students circled their choice, provided brief explanation about their answer, and determined the source of information about the concept. The answers were coded to determine the students' climate change perceptions. The results showed that the students hold more correct perceptions on the basic concepts and causes of climate change but they have more lack of perceptions on the effects, mitigations and adaptations. Furthermore, the students had alternative perceptions and they had poor knowledge and comprehension on the aspects of climate change. Significant differences were found on the correct perceptions of male and female students on climate change mitigations. Similarly, significant differences were observed in the correct and alternative perceptions of first and second year students on the basic concepts of climate change. Information from the media and from home/community was related to the lack of perception and alternative perceptions on climate change basic concepts, effects, and mitigations.

A lab guiding tool that provides teachers' tacit knowledge was developed to outline the procedure of a life science experiment, and its effectiveness was examined. At first, some lab instructions and teaching plans that had been already published were collected for an analysis of the actual state of teaching practices. It was founded that (1) these lab instructions focused on experimental procedures and did not contain the knack that teachers accumulate from their experiences (tacit knowledge) and (2) an environment supporting students in reconfirming teacher's instructions had not been established. The author thus analyzed teachers' tacit knowledge required for students' practice on “Making preparations for microscopic observation.” The author made said knowledge into a transmittable form by using numeric representation and images, assembled it into a new instructional tool (a lab guiding tool), and developed a learning environment in which students can reconfirm the instructions. The new lab guiding tool improved the success rate and reduced the number of discarded specimens. The high success rate could be attributed to good ideas generated by the information that students had obtained from the new lab guiding tool. The reduction in the number of discarded specimens was due to less wasted motion and students' failure in performance.

This practical note introduces a teaching strategy that can be employed in undergraduate microbiology classes. Results and evaluation of this activity implemented in three universities in the Philippines are presented in this paper.