Science Integration in Alternative Learning System: Basis for an Enriched Basic Science Process Skills and Scientific Attitude of Lifelong Learners

This study focused on the effect of science integration approaches in enhancing the basic science process skills and scientific attitudes of junior high school lifelong learners in the Alternative Learning System. A pretest-posttest experimental design was employed to collect the data from 60 junior high school learners using researcher-made science process skills tests and a scientific attitudinal survey. Findings revealed that there is a significant difference in the pre-test and post-test scores of respondents exposed to science intradisciplinary integration and that of those exposed to the science interdisciplinary integration approach. Furthermore, both groups of respondents have the same level of scientific skills before being exposed to science integration approaches. The post-test results of the two groups were significantly different, indicating that the interdisciplinary integration approach better enhanced the basic science process skills of the students. In addition, it was found that learners have the same level of scientific attitude even after being exposed to science integration approaches. In the profile of respondents, the findings also revealed that there is a significant difference in the students’ science process skills in terms of observing and communicating when grouped according to age. Moreover, it was confirmed in the study that there is no significant difference in the level of science process skills except for communicating and the level of scientific attitude except for open-mindedness when grouped according to marital status. It was also confirmed that sex and employment status are not significant factors in the enhancement of scientific skills and attitudes of ALS learners. Science integration approaches are crucial in enhancing the basic science process skills and scientific attitudes of learners. Thus, the implementation of intradisciplinary and interdisciplinary approaches in teaching science could be recommended. Keywords: basic science process skills, intradisciplinary, interdisciplinary, scientific attitude, science integration