Scientific Beliefs, Science Skills, and Conceptual Understanding in Science Among Grade 9 Students in the Division of Aklan: Basis for a Learning Exemplar on Science 9

Aim:The study primarily assessed scientific beliefs, science skills, and conceptual understanding of Science among Grade 9 students in the Division of Aklan, forming the basis for a Lesson Exemplar.Methods: This survey-correlational research design using researcher-made tests and adopted instruments were utilized as a tool on gathering data needed for the study.The study involved 370 out of 9,509 Grade 9 students.Descriptive statistics used in the study were mean and standard deviation and for inferential analyses were ANOVA, Pearson r, and linear regression. Results:The overall scientific beliefs of Grade 9 students were "Highly Evident," with the top five beliefs rated as "Very Highly Evident."These included beliefs in the evolving nature of scientific knowledge, universal access to scientific education, the significant contributions of science to human progress, adherence to the scientific method, and enabling students to explore ideas through investigation.The science skills of students were also "Highly Evident" across all domains: Observation and Measurement, Critical Thinking and Analysis, Communication and Problem Solving, Scientific Knowledge and Application, and Scientific Inquiry and Ethics.Their conceptual understanding in Science was rated as "Approaching Proficiency."The findings revealed a significant difference in conceptual understanding across levels of scientific beliefs but not across science skills.Scientific beliefs significantly correlated with both science skills and conceptual understanding, while science skills and conceptual understanding showed no significant relationship.Scientific beliefs and science skills emerged as predictors of conceptual understanding, informing the development of the Science 9 Lesson Exemplar to enhance these areas. Conclusion:The results revealed that scientific beliefs of grade 9 means the level of Scientific knowledge is constantly evolving and improving, science has made significant contributions to human progress and investigations should enable students to explore their own ideas.The science skills of the students possessed a solid foundation in key scientific skills that may lead to potential STEM (STEM-related topics) high increase on students' interest and aptitude pursuing strand in Senior High School.On the other hand, the conceptual understanding may yield that science teachers would improve teaching strategies they are using inside or outside the classroom and may also develop more effective instructional methods and curricula designed to address gaps in students' understanding of scientific concepts.In addition, regardless of their conceptual understanding of science, students exhibit consistent proficiency in executing science skills.Therefore, it can lead to emphasis on the welfare and capacity of learners with equal treatment and teaching strategies.Ensuring that students develop both the skills and the conceptual understanding necessary for success.Lastly, the results may lead that students' beliefs about science play a crucial role in shaping their development of science skills and their ability to understand scientific concepts sort of curricular adjustments.More so, students who hold more accurate and positive scientific beliefs may yield to perform better in science skills and demonstrate a deeper comprehension of scientific principles to create more comprehensive evaluations of student progress in science education.Teachers then may yield to focus on developing these two key areas, as strengthening students' beliefs and skills in science and could lead to a deeper and more meaningful understanding of scientific principles.Moreover, this could also involve creating a learning environment that encourages curiosity, critical thinking, and an open-minded approach to scientific inquiry that is suitable for learners to learn science.