MODULE INTRODUCTION

TEACHING SCIENCE IN THE ELEMENTARY GRADES:

AN OVERVIEW

In this Module, you are expected to:

 Described the Science Framework in the K to 12.

 Identified the contents of science in spiral arrangement.
 Identified the appropriate pedagogy(processes) to use for science content in
the elementary level.

Our life is anchored in Science. By the time we are born in this world, we
interact with science. In schools, science in the early years (K to 12) is incorporated
in other subject areas to develop Healthy Habits, Curiosity about Self and
Environment, Use of Basic Process Skills and Develop Basic Scientific Knowledge or
Concepts. In the upper grade levels from Grade 3 to grade 6, Science as a learning are
include essentials skills in Scientific Inquiry to include Designing Simple
Investigations, Using Appropriate Procedure and Tools to gather evidence, observe
patterns, determine relationship and draw conclusion and communicate ideas. Further,
to develop essential skills for scientific inquiry, the learners will apply content and
skills to maintain good health, ensure protection of the environment and practice
safety measures.
Your role as future science teachers will revolve around these key
standards for Science in the Elementary Grades. You should be prepared to motivate,
inspire and guide learners in the wonderful world of science.
This is a preliminary module that informs all the elementary grade
teachers, What to Teach, How to Teach and Why Teach Science in the Elementary
level.
Module 1 and all other succeeding Modules are basically anchored on the
K to 12 Curricula of the Department of Education.

Lesson 1: The Science Framework in the K to 12

 The Philippine Educational System has undergone several developmental stages
before it reached the current educational system today. For a very long time, the
Philippine government worked hard in the revisions of the educational curriculum to
make it suitable in giving quality education for every Filipino. Its objective of improving
the educational system has a fitting instrument for the achievement of national goals
which can be realized through proper reforms in the educational program. As a matter of
practice, the curriculum in the Philippines is revised every ten years, but the rapid change
in education and the fast obsolescence of knowledge necessitate continual revisiting and
updating to make it responsive to the emerging needs of the learners and the society.
The Philippine educational system shifted to the K to 12 program in 2012 and is
in its full implementation already. The K to 12 Basic Education Program seeks to realize
the following: Philippine education standards to be at par with international standards;
more emotionally mature graduates equipped with technical and/or vocational skills who
are better prepared for work, middle level skills development and higher education;
significantly addressed shortages or gaps in educational inputs (teacher items, school
head items, classrooms, instructional materials); broadened and strengthened
stakeholders’ support in the improvement of basic education outcomes; improved internal
efficiency; improved system of governance in the Department of Education; and
improved quality of teachers.

Learning Competencies:

At the end of this lesson, you are expected to:

 Described the science framework in K to 12;

 Discussed the framework relative to each grade level

What do you expect to teach in Science? What

first come to your mind when you are to teach Science? In K to 12 enhanced curricula,
what is the national framework for Science in all levels?
Have you come across an acronym in Science which is STL? It means, Science
and Technology Literacy. It includes the ability to apply scientific and technological
concepts, use the process skills and embrace science attitudes and values in life.
 This lesson will engage you to all these as the Science Framework from
kindergarten to Grade 6 and beyond.

The Science Framework in K to 12

Science as a whole, as provided by the national framework of the DepEd responds
to the 21st Century Literacy which is the Science and Technological Literacy. It involves
three important components.
1. Understanding and Applying Scientific Knowledge
2. Developing and Demonstrating Scientific Attitude and Values
3. Performing Scientific Inquiry Skills
Based on these phases, all science learners who aim to be scientifically and
technologically literate should be:
● Critical and Creative Problem Solver
● Responsible steward of nature
● Innovative and Inventive thinker
● Informed decision maker, and
● Effective Communicator
As a future teacher, you should bear in mind, that you will be assisting or guiding
your learners to acquire these scientific and technological skills.
How are these skills developed? Based on the framework, the foundations of
scientific and technological literacy are characterized by the following models,
approaches and practices which are anchored on several learning theories:
1. Multidisciplinary – Interdisciplinary Approach – Interrelationships and interaction
of different disciplines like science and mathematics, science and social studies,
science and history and many more.
2. Science-Technology Society (STS) Approach – One way to appreciate science is
to link it with technology and how it influences people, and their ways of life.
3. Problem/ Issue Based Learning – Making use of the identified problem or issues
surrounding the environment will give more meaning in learning science.
4. Inquiry based Approach – The basic principle of inquiry-based approach is the
learners take ownership of a problem or a need and the desire to solve it.
5. Constructivism- Constructivist teaching is based on the belief that learning occurs
as learners are actively involved in the process of meaning and knowledge.
6. Social Cognition Learning Model – Learning can be directed to observing others
while interacting and experiencing.
7. Learning Style Theory- The VARK model identifies Visual, Auditory,
Reading,/Riting and Kinesthetic learners who respond to different kinds of
learning. There are so many other types of learning styles.

https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
 Figure 1. The Science Framework in K to 12

Science and Technology Literacy is the ultimate goal of science learning. Its
development starts early and formally begins in K to a completion of a degree and
throughout life. A country whose citizens are science and technologically literate will be
educationally and scientifically advanced.
To achieve this goal, there are three intervening skills that need to be addressed.
1. Understanding and Applying Scientific Knowledge. Science literacy starts
with acquisition of knowledge (ideas, concepts, generalizations, theories).
However, such knowledge should be understood and applied. Thus, in
teaching science, teachers should remember that although memorization of
facts is important, however, these facts, knowledge, generalization and
theories should be understood and used in the daily lives.
2. Performing Scientific Inquiry Skills. Other than understanding and applying
science knowledge, it is also the foundation of scientific and technological
literacy to perform inquiry skills can be seen as a set of skills to be learned by
the students to include the science processes of the AAAs, the performance of
the scientific investigations and the cognitive outcomes the students will
achieve. What students will be able to do is the performance of inquiry and
based on what the students know about inquiry. In short, scientific inquiry is a
systematic approach used by scientists in order to answer mind boggling
questions.
3. Developing and Demonstrating Scientific Attitudes and Values. The
development and demonstration of scientific literacy. What are scientific
values and attitudes?

A. The Components of Scientific and Technological Literacy

1. Understanding and applying scientific knowledge.
To understand better scientific knowledge, it is best to understand first what science
is. Science consists of two things: a body of knowledge and the process by which that
 knowledge is produced. More often, science is defined only as a body of knowledge.
However, science processes is the other component that describes the way of thinking
and knowing about the world. Scientific knowledge is not absolute or certain.
Knowledge, including facts, theories, laws is all tentative and subject to change due to
new knowledge is also socially and culturally embedded.
2. Developing and demonstrating scientific attitudes and values.
The development and demonstration of scientific attitudes and values is a very
important component of scientific literacy. What are scientific attitudes and
values?

Further Elaborations of the Framework

A. The Components of Scientific and Technological Literacy
1. Understanding and Applying Scientific knowledge
To understand better scientific knowledge, it is best to understand first what science
is. Science consists of two things, a body of knowledge and the process by which that
knowledge is produced. More often, science is defined only as a body of knowledge.
However, science processes is the world. Scientific knowledge is not absolute or
certain. Knowledge including facts, theories, and laws is all tentative and subject to
change due to new evidence brought about by advances in theory and technology.
Science knowledge is also socially and culturally embedded.
2. Developing and Demonstrating Scientific Attitude and Values
What is scientific attitude? It can be defined as a way of viewing things, a curiosity to
know and why things happen with an open mind on govern facts. It is a way of
thinking, feeling, acting and a disposition towards science. Attitudes can be positive
or negative. Science attitude is oftentimes attributed to characteristics of scientists,
but learners can also develop scientific attitudes. Here are some of the scientific
attitudes.
 a. A scientist must be curious about the world. ( Curiosity)
b. A scientist admits failures and recognizes that there are better ideas. ( Humility)
c. A scientist listens and respects ideas of others. ( Open mindedness)
d. A scientist is intellectually honest, ( Intellectual Honesty)
e. A scientist works hard and is persistent. ( Perseverance)
f. A scientist does not jump to conclusions. ( Skepticism)
g. A scientist is creative and critical thinker. ( Creative and innovative)
h. A scientist uses reason or logical thinking before giving answers. ( Rational)
i. A scientist tries new approaches to arrive at solutions. ( Innovative)

Developing Scientific Inquiry Skills

A science-oriented mind is a questioning mind. To inquire is to ask a series of
questions and find answers to the questions asked. The series of questioning and
finding answers to the questions refer to science inquiry.
Students’ abilities that bare needed to enable them to be science inquirer are
presented for K to 4, G 5 to 8 learners. These are found in the matrix below.

Kindergarten to Grade 4 Learners Grade 5 to 8 Learners

Ask questions about objects, organism Identify questions that can be
and events in the environment answered through scientific
investigations
Plan and conduct a simple Design and conduct simple scientific
investigation investigations
Employ simple equipment and tools to Use appropriate tools and techniques
 gather data and extend the senses to gather, analyze and interpret data
Use data to construct reasonable Develop descriptions, explanations,
explanation predictions and models using evidence
Communicate investigations and Think critically and logically to make
explanations the relationship between evidence and
explanations.

B. Approaches, Models and Practices Used in the Framework

Based on the framework, there are dominant approaches, models and

practices that can be utilized in teaching and learning science in the elementary
grades. Being a future science teacher, you must be able to understand the
processes or the pedagogy of each.

1. Multidisciplinary – Interdisciplinary Approach is the use of two or more

subject areas in one lesson or activity. For example Science and History
can go together when the topic is about discoveries and inventions.

2. Science - Technology Society (STS) Approach is an interdisciplinary field

that examines how science and technology shape societies, culture and
environments and how social, cultural and environmental factors that
shape the development of science and technology.

3. Problem/Issue Based Learning. Problem Based Learning (PBL) is a

method of and teaching which allows students to focus on how and what
they will learn. An unfamiliar problem, situation or task is are presented to
the students and students are encourage to determine for themselves how
they will go about solving the problem. This usually occurs through small
group work and allows students to utilize their prior knowledge in the
topic area and identify the gaps in their knowledge as they attempt to solve
the problem. PBL is a student – centered approach to learning that
encourages students to be self – directed, interdependent and independent
as they attempt to solve the set problem.
4. Inquiry – based approach is anchored on the idea of seeking for truth,
information or knowledge. Memorizing facts and information is not as
useful as asking questions that will lead to the understanding of such data
and information. It is not looking for the right answer but seeking the
appropriate solution. No one can learn everything, but everyone can learn
the skills of an inquiring attitudes. Skills and ability and habits of the mind
to continue learning through inquiry – based approach teaching – learning.
5. Constructivism is a theory that explains about how people learn by
constructing their own understanding and knowledge of the world
throughout prior experiences and reflecting on those experiences. When
something new is learned, this has to be compared with the previous
experiences, perhaps discarding the old if the new information is relevant.
Thus, in constructivism, there is a continuous asking of questions,
exploration and assessment. In the teaching-learning it means encouraging
to use active learning as experimenting and real-world problem solving to
create more knowledge. Discussing about what the student are doing
themselves, will allow them to realize that their understanding may also be
changing, thus constructing their own knowledge.

6. Social Cognition Learning Model has been introduced by Lev Vygotsky

where he asserts that culture is the primary factor of individual
development. First through culture, children acquire much of the content
of their thinking which is their knowledge and second, the surrounding
culture provides the learners the means or process of thinking. In short in
social cognition learning model, culture teaches the learners both what to
think and how to think. Thus, since children learn much through
interactions, lessons should be designed to emphasize interaction between
learners and learning ask. Further appropriate adult help or scaffolding is
needed for independent problem solvers.

7. Learning Style Theory. “All learners are created equally but learn
differently.’’ This is the premise of the learning style theory. That each
individual has a preference on how they learn. Individual learning style
depends on cognitive, emotional, environmental factors and one’s
previous knowledge. Individualized teaching and learning or differentiated
instructions are likewise anchored on learning styles of the learners. The
most accepted understanding of the learning style fall into three
categories: Visual, Auditory (Oral- Aural) and Tactile or Kinesthetic.
  Visual learners prefer to use images, maps and graphic organizers to
access and understand new information.
 Auditory (Oral- Aural) learners best understand new concept through
speaking and listening. Mnemonic devices, use o repletion, music,
discussion, lectures are some of the strategies learners prefer.
 Kinesthetic (Tactile) learners prefer to touch, move or manipulate. They
learn best through hands on activities.

C. Characters of a Scientific and Technologically Literate Person

If the learners are able to model, theories, and practices that are imbibed based the
framework, how then should every learner be characterized? It is expected that science
teacher should be able to develop learners who have characteristics exemplified below.
Read for further explanations.

 Critical and Creative Problem Solver. Learners have developed skill that
enable them to analyse and find solutions to any perplexing questions of
problems. They have other ways of solving problems.
 Responsible steward of nature. Learners, demonstrate concern in keeping
the environment sae for themselves and for everybody. They become
citizens who take responsibility of their action in protecting and preserving
the environment.
 Innovative and Inventive thinker. Science as discipline will enable learners
to create and innovate something simple for humanity. They will become
scientists and inventors of the future.
 Informed decision maker. As the science learners are growing up, they
should be able to develop the ability to make informed decision. Most
especially if they become independent learners.
 Effective communicator. Science literacy also develops the ability of the
learners to convey correct massage to others, whether written or oral, from
their fund of knowledge, results of inquiry, investigation and many more.
There is a need for science learners to share their findings.

Monitoring and Assessment

All throughout the process of science teaching and learning, and based on the
framework, there is a continuous monitoring and assessment of learning. These are very
important elements that need to be addressed in all educational endeavor including
science and learning.
Your tasks!
1. Based on you own opinion, explain the different processes, models and practices
used in the different teaching approaches. You may write your answers on the
table below.
Teaching Approach Processes/ Pedagogy

Awesome! The first lesson is about to end. Now write in the boxes
below your reflection and learning and how you could apply them in your job
as a future elementary grades’ teacher.
 I think there is still a
need to learn more
I am certain that I about . . . . I could apply what I

learned about…. learned by….