While academic institutions is gearing and propelling for 21st century teaching and learning science education to uplift the qualities of our science teachers in the aspects of curriculum, pedagogy, and assessment, it can be also argued that oftentimes gender equality has been an issue in our science classroom. This is mainly because working with gender equality in science classrooms embraces a wide range of policies and practices. There were so many theoretical and empirical studies about pedagogical content knowledge of science teachers and gender differences but few or none in terms of describing how science teachers perceive their students behave in their classes. This study describes how secondary science teachers perceive differences between male and female students considering also their pedagogical content knowledge. The data analysis was built on descriptive statistics. The demographic profile of the secondary science teachers was noted. The analysis showed that science teachers perceived their pedagogical content knowledge as 'very high' in all five major areas. Results also revealed that science teachers perceived differences between male and female students relative to the given indicators. Among the given indicators, Among the given indicators, secondary science teachers perceived the female students who positively in their classes with respect to the outputs, discipline, and performance. The findings of this study would also help science teachers to reflect with their teaching practices since it has been indicated that gender equality is a criterion of quality teaching. As an implication, academic institution should look into the way of enhancing the awareness among science teachers on promoting gender equality inside the classroom. Education authorities such as curriculum planners, and teaching and learning delivery planners to intensify science teachers' abilities to handle gender differences while strengthening instructional strategies for gender equality education primarily in gender inclusion in science curriculum as the primary direction of the results of this study. 

52 pages : illustrations (some color), portrait ; 21 cm x 29.7 cm.
Basic Research - Ernesto Rondon High School, 2018