MODULE WEEK NO.

2
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science. Ironically, these types of events are actually
the real advances in our understanding. They illustrate
the true nature of science (as tentative and
self-correcting), as well as the real power of science as
a way facts. The passive of knowing.
Specific Learning Outcomes

SLO 1. Brainstorm ways on how teachers can make the

teaching and learning of Science engaging for students
Activating Content
Asynchronous
Topic: Module 1/Unit 1. The Elementary Science
Curriculum
Content/Discussion

K to 12 CONCEPTUAL FRAMEWORK

Science education aims to develop scientific literacy

among learners that will prepare them to be informed
EL and participative citizens who are able to make
judgments and decisions regarding applications of
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scientific knowledge that may have social, health, or
environmental impacts.
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The science curriculum recognizes the place of science

and technology in everyday human affairs. It integrates
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science and technology in the social, economic,
personal and ethical aspects of life. The science
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curriculum promotes a strong link between science and
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technology, including indigenous technology, thus
preserving our country’s cultural heritage.
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The K to 12 science curriculum will provide learners
with a repertoire of competencies important in the
world of work and in a knowledge-based society. It
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envisions the development of scientifically,
TEACHER EDUCATION DEPARTMENT technologically, and environmentally literate and
Course Code: Teaching Science in the Elementary productive members of society who are critical problem
Grades (SCI2) solvers, responsible stewards of nature, innovative and
Contact Information creative citizens, informed decision makers, and
Second Semester of A.Y. 2022-2023 effective communicators.

Rationale This curriculum is designed around the three domains

What is science? Unfortunately, most people think of of learning science: (1)understanding and applying
science as a collection of facts, a body of knowledge. scientific knowledge in local setting as well as
This is, however, only the “end” product of science, it is global context whenever possible, (2) performing
the knowledge that the process of science has scientific processes and skills, and (3)developing
acquired. Furthermore, non-scientists often perceive and demonstrating scientific attitudes and values.
science to be a collection of immutable, unchanging The acquisition of these domains is facilitated using the
mass media (television programs, advertisements, and following approaches: multi/interdisciplinary
movies) tend to reinforce this perception, promoting approach, science technology-society approach,
science illiteracy. When a new study reports that contextual learning, problem/issue-based learning,
scientists have “changed their minds,” have overturned and inquiry-based approach. The approaches are
a previously held fact or idea, people tend to distrust
based on sound educational pedagogy namely, process skills since these processes are best learned
constructivism, social cognition learning model, in context. Organizing the curriculum around situations
learning style theory, and brain-based learning. and problems that challenge and arouse learners’
curiosity motivates them to learn and appreciate
Science content and science processes are science as relevant and useful.
intertwined in the K to 12 Curriculum. Without the
content, learners will have difficulty utilizing science

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AJON Updated:
January 2023
MODULE WEEK NO.2
Earth Sciences are presented with increasing levels of
complexity from one grade level to another in spiral
progression, thus paving the way to a deeper
understanding of core concepts. The integration across
science topics and other disciplines will lead to a
meaningful understanding of concepts and its
application to real-life situations.

The learners demonstrate understanding of basic

science concepts and application of science-inquiry
skills. They exhibit scientific attitudes and values to
solve problems critically, innovate beneficial products,
protect the environment and conserve resources,
enhance the integrity and wellness of people, make
informed decisions, and engage in discussions of
relevant issues that involve science, technology, and
environment.

Read the passage above or refer to the Conceptual

Framework of Science Education image below and fill
out the table below by selecting the set of items that
should be under each column.

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Rather than relying solely on textbooks, varied

hands-on, minds-on, and hearts-on activities will be
used to develop learners’ interest and let them become
active learners.

As a whole, the K to 12 science curriculum is

learner-centered and inquiry-based, emphasizing the
use of evidence in constructing explanations. Concepts
and skills in Life Sciences, Physics, Chemistry, and
 Domains of Learning Theoretical
Science Foundations

Why study science?

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AJON Updated:
January 2023
MODULE WEEK NO.2
 •Use scientific knowledge and skills to make informed
decisions about the communication, application, and
implications of science as these relate to their own lives
and cultures and to the sustainability of the
environment.

Science has many facets and definitions that can

be summarized into the following:
Science a s a broad body of knowledge Scienc
(what
learnin
hypoth

Science a set of skills Scienc

places
manipu
conclu

These
as th
critical

Science an intellectual activity "Scien

encom
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and
throug
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diction

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Science as a social activity Scienc
activitie
engage
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engage
suppor
E

Science as a problem-solving Scienc

S

utilize
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ability
U elemen
valuab
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Science as a career Individ
In many facets of life, science may help with and d
decision-making and problem-solving. It is important to scienc
tackle many of the world's biggest problems and environ
opportunities from a scientific perspective while also
taking social and ethical issues into account. Science as a global human endeavor Scienc
and
By studying science, students: nations
to adva
•Develop an understanding of the world, built on current
scientific theories Science as a process Scienc
•Learn that science involves particular processes and derivin
ways of developing and organizing knowledge and that ourselv
these continue to evolve
•Use their current scientific knowledge and skills for
problem solving and developing further knowledge
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AJON Updated:
January 2023
MODULE WEEK NO.2
 using critical and objective thinking, as well as
careful investigation
Scientific Method/Scientific Process
You have probably learned that the
scientific method is the way scientists
approach their work. The scientific method is a
series of steps that help to investigate a
question. Scientists use data and evidence
gathered from observations, experience, or
experiments to answer their questions.
But scientific inquiry rarely proceeds in the same
sequence of steps outlined by the scientific method.
For example, the order of the steps might change
because more questions arise from the data that is
collected. Still, to come to verifiable conclusions,
logical, repeatable steps of the scientific method must
be followed, as seen in the Figure below.
Below is an activity you can do to practice

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Scientists seek to understand why the

natural world is the way that it is, as well
as how
the natural world works. Scientists must
look for
a natural cause for natural phenomenon.
In
other words, scientists cannot invoke
supernatural explanations. This method
of
science assumes:
1) The natural world has an order to
it—nature
follows the same general rules
throughout the
universe
2) Natural phenomena have natural
explanations
3) Humans can uncover these
explanations,
 Lesson 4: Constructivist Theory in Teaching Science
Constructivist teaching fosters critical thinking and
creates active and motivated learners. The
constructivist theory is incarnated into the curriculum
advocate that teachers create environments in

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AJON Updated:
January 2023
MODULE WEEK NO.2
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which children can construct their own understandings.

Twomey Fosnot (1989) recommends that a
constructivist approach be used to create learners who
are autonomous, inquisitive thinkers who question,
investigate, and reason. A constructivist approach
frees teachers to make decisions that will enhance and
enrich students' development" in these areas.
Definition of Constructivism
“Constructivism" is a philosophical viewpoint on how
the mind forms and modifies its understanding of
reality. It is the foundation of our outlook on pedagogy
and research.
Constructivism is a view of learning based on the belief
that knowledge isn't a thing that can be simply
given by the teacher at the front of the room to
students in their desks. Rather, knowledge is
constructed by learners through an active, mental
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process of development; learners are the builders and
creators of meaning and knowledge.
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In constructivist approach criticizing, collaboration, and
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mutual assistance are often used as a way students
‘development to be provoked, in order a new higher
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level of understanding to be achieved. Every
constructivist lesson is based on students ‘activity.
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Constructivist approach in teaching and learning is

E related to the concepts of knowledge and its
S acquisition. It is an understanding about nature of
knowledge and about its development. That beings, our teacher, our peers, our family, as well as
determines the epistemology‘s character of the casual acquaintances. Dewey pointed out that most of
constructivist approach. traditional learning is directed toward isolating the
learner from social interaction, and towards seeing
The premises of constructivism as an epistemology
education as a one-on-one relationship between the
(science for knowledge) are :
learner and the objective material being learned;
∙ Knowledge is constructed, not transmitted. ∙ Learning is contextual: we learn in relationship to what
∙ Prior knowledge impacts the learning process. else we know, what we believe, our prejudices and our
∙ Initial understanding is local, not global. fears;
∙ Building useful knowledge structures requires effortful ∙ One needs knowledge to learn: it is not possible to
and purposeful activity. Principles of Constructivist absorb new knowledge without having some structure
developed from previous knowledge to build on. The
Learning
more we know, the more we learn;
There are nine general principles of learning that are ∙ Learning is not instantaneous: it takes time to learn.
derived from constructivism. These nine principles For significant learning we need to revisit ideas,
according Vermette, Foote, Bird, Mesibow, ponder them, try them out, play with them, and use
Harris-Ewing and Battaglia (2001) are: them;
∙ Learning is an active process in which the learner And so, to learn according to the constructivist
uses sensory input and constructs meaning out of it; approach means:
∙ People learn to learn as they learn. Learning consists ∙ to learn actively;
both of constructing meaning and constructing systems ∙ to solve problems;
of meaning; ∙ the process of training to be in an encouraging
∙ Physical actions and hands on experience may be learning environment;
necessary for learning, especially for children, but is ∙ to be developed skills for transference of what is
not sufficient; we need to provide activities which learned;
engage the mind as well as the hand. Dewey called ∙ to be solved different types of real life (authentic)
this reflective activity. problems;
∙ Learning involves language: the language that we use ∙ old knowledge to be reviewed and used;
influences our learning. Lev Vygotsky, a psychologist ∙ prominence to be given to gaining personal
that helped in the theory of constructivism, argued that experience and creation of a personal thought; ∙
language and learning are inextricably intertwined; attention to be paid to strategies for gaining knowledge,
∙ Learning is a social activity: our learning is intimately not only to knowledge itself;
associated with our connection with other human

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AJON Updated:
January 2023
MODULE WEEK NO.2
 Teacher

Curriculum

Students

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Act. 2 The Scientific Irony

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Group activity (5 members per group).

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Science is a very exciting subject and process, but why

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do teachers have difficulty engaging all students in
learning and doing science? In a group of five, Reflect
E on this question. Write five reasons why the students
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love learning and doing science in the first column and
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reasons for their disinterest in the 3rd column. In the
second column titled BUT, write the manifestations of
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the students’ disinterest in the subject.

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Students L
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1.
∙ Critical thinking to be stimulated.
2.
3.
Setting Application 4.
Act. 1 Designing My Future Science Class 5.
Group activity (5 members per group).
Your goal as a future science teacher should be to
engage your students to love learning and doing
science. What are the features of an ideal science Activity 3.
class? Characterize each of the elements below.
Group activity (5 members per group).
Elements Chara
Tryout your knowledge and understanding of
constructivist teaching strategies by selecting
appropriate strategies that will complete the table
alignment below. Make sure that the teaching
strategies match the target topic and competencies.

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AJON Updated:
January 2023
 MODULE WEEK NO.2
Topics Competencies Constructivist Teaching Strategies

Characteristics Describe different objects based on

of solids, their characteristics (e.g. shape,
liquids, and weight, volume, ease of flow)
gases

Human sense Enumerate healthful habits to

organs protect the sense organs

Animals Describe animals in their

immediate sorroundings

Heat and Describe sources of light, sound,

electricity heat, and electricity

Proper disposal Identify effects of decaying materials

of waste on one’s health and safety.

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Establishing Feedback
Characterizing an Inspiring Science Teacher

Do you embody these traits? What steps do you

need to undertake to develop them?
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AJON Updated:
January 2023
MODULE WEEK NO.2

Resources and Additional Resources

Duit, R. The constructivist view in science education – what it has to offer and what should not be
expected from it, http://www.if.ufrgs.br/public/ensino/N1/3artigo.htm

Earth Science for High School. Provided by: CK-12. Extracted from: http://www.ck12.org/book/CK
12-Earth-Science-For-High-School/. License: CC BY-NC: Attribution-Noncommercial
https://media.lanecc.edu/users/bosworths/Science_PBS.pdf

E.J. P. Alata (2020), E.J.P. Alata (2020) Teaching Strategies for Elementary Science, Rex Book
Store, Manila Philippines

Epstein Maureen Ryan Tricia, Constructivism, Instructor Using Information Effectively in Education
Fall 2002, http://tiger.towson.edu/users/mepste1/medialiteracy.htm

Vickie, H. Constructivist Learning and Teaching,

http://www.maisk-6scienceinquiry.org/teaching.htm Mahoney, M. Constructivism growing,
http://constructingworlds.googlepages.com/what Thanasoulas, D. Constructivist Learning,
http://www3.telus.net/linguisticsissues/constructivist.html

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AJON Updated:
January 2023