Science is fun. I became a teacher because of my desire to share the excitement of science and some of the joys and frustrations in learning about it. The test tubes, Glass tubing, Erlenmeyer flasks, Florence flask and other simple laboratory materials give me a certain feeling of excitement. Doing simple experiments give me a touch of a scientist’s life. I experience a sense of power in manipulating variables to achieve my desired result. The anxiety of waiting and frustrations of failing and constantly repeating experiments is incomparable to the sense of fulfillment and happiness experienced when the long awaited result is achieved. Science for me is something that invigorates the spirit and stimulates the thinking ability.

This burning desire to share my love for science was at a peek when I entered the teaching profession in 1995. I am full of ideals, ideal classroom, ideal laboratory materials and equipment, sufficient chemicals etc. I believe that science contrary to common notion of being difficult could be made easier to understand and fun with a good teacher.

My first day in school was a baptism of fire. I was introduced to the reality of science teaching in the province. Laboratory rooms were use as classrooms. Simple laboratory materials and chemicals are scarce. I remember there were only 10 test tubes, 5 beakers to be used by almost 2000 students of the school. These test tubes were for display, film canisters were used as substitute in experiments. Chemicals were either expired or not available. There were no laboratory tables to perform experiments. I tried requesting for the needed laboratory materials and chemicals only to find that it is of the least priority of the school. I discovered that most education managers would prefer to spend on the physical improvement like fencing, painting and the likes rather than the laboratory materials and chemicals which were not visible to the visitors. The lack of concern of school heads on the procurement of necessary science teaching aids may not be visible but result of achievement examinations cannot deny this fact.

The excitement was turned into a concern. The task of teaching science becomes daunting. Making science subject easier and fun become a trying experience for most science teachers. Most of the time science teachers have to buy their own teaching needs out of the meager salaries received, however in most cases the beauty of the lesson was sacrificed because of the in availability of the materials and chemicals required in the lesson. Trainings for science teachers were focused on improvisation, making use of available materials in the community in place of the simple laboratory materials. Most chemicals however are not available. This practice became boring and tiresome in the long run.

Founded by Dr. Lucio C. Tan on December 1, 1994, FUSE seeks to improve the skills in English, Science and Mathematics teachers. Its programs include regular teacher training workshops; a post-graduate scholarship program for Science and Engineering teachers; production and distribution of telecourses in English, Elementary Science, Chemistry, Physics and Math; and a host of other educational programs in partnership with government and private learning institutions.