Lesson 1: The Elementary Science Framework

(K-12)

Learning Outcomes:
1. Describe the DepEd Science Framework in the
K-12
2. Explain the different levels of scientific literacy.
3. Discuss the characteristics of a scientifically
and technologically-literate person
4. Discuss the different approaches, models and
practices in teaching and learning science

Introduction
Science is more than just a subject taught in schools; it is a fundamental way
of understanding the world around us. It offers a lens through which we can explore,
explain, and appreciate the wonders of nature. Teaching science is not only
essential for developing a deep understanding of the natural world, but it also
nurtures critical thinking skills, encourages curiosity, and prepares students for a
rapidly evolving future.
As future science teachers, you must be prepared for your vital role as
facilitator of learning. You must be ready in shaping the minds of students, fostering
a love for science and nurturing the next generation of scientists and critical thinkers.
This module will help you understand the need to teach science, what to
teach and how to teach science to elementary pupils.

The Philippine K-12 Science Framework

“The K-12 science curriculum envisions the development of scientifically,

technologically, and environmentally literate and productive members of society who
manifest skills as critical problem solvers, responsible stewards of nature, innovative
and creative citizens, informed decision makers and effective communicators.”

K-12 Curriculum Guide in Science

August 2016

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What is the ultimate goal of teaching and learning Science?
As presented in the framework, the ultimate goal of teaching and learning
science is Scientific, Technological, and Environmental Literacy.

Components of Scientific, Technological and Environmental Literacy

1. Understanding and Applying Scientific Knowledge

Scientific literacy starts with the acquisition of knowledge (ideas,

concepts, theories, laws)
2. Developing and Demonstrating Scientific Attitudes and Values
Scientific attitude can be defined as the way of viewing things, a way of
thinking, feeling, acting towards science. It is a set of characteristics and
dispositions that are essential for engaging in scientific inquiry and
thinking critically about scientific concepts.

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 The second component encompasses the following key aspects:
▪ Curiosity (asking questions, seeking explanations, pursuing
scientific investigations)
▪ Open-mindedness (receptive to new ideas, consideration of
alternative hypotheses, exploration of diverse viewpoints
▪ Skepticism (questioning assumptions, scrutinizing evidences)
▪ Objectivity (making impartial observations, drawing evidence-
based conclusions)
▪ Honesty (commitment to truthfulness, adhering to ethical
principles)
▪ Perseverance (hardworking and persistent)
▪ Humility (accepting one’s limitations / failures, recognizing better
ideas, openness to feedback and criticisms)
▪ Rational (logical thinking)
▪ Innovative (introduces new ideas, methods, approaches, or
products)

3. Demonstrating Scientific Inquiry Skills

Scientific inquiry skills refer to the abilities and basic process skills
involved in conducting scientific investigations and in exploring
phenomena.
▪ Asking questions
▪ Planning and conducting simple investigations
▪ Use of appropriate tools /equipment in making measurements
▪ Analyzing and interpreting data
▪ Making predictions
▪ Communicating results

Levels of Scientific Literacy

Level Skill

Nominal Can recognize scientific terms but does not have a

clear understanding of the meaning
Functional Can use scientific and technological vocabulary but
usually this is only out of context
Structural: Demonstrates understanding and relationship
Conceptual and between concepts and can use processes with
Procedural meaning
Multidimensional Not only has understanding, but has develop
perspectives of science and technology that include
the nature of science, the role of science and
technology in personal life and society

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 Characteristics of a Scientifically-Literate Person

Characteristic Skill

Critical and Can analyze and find solutions to perplexing questions

creative problem or problems
solver
Responsible Can use scientific and technological vocabulary but
steward of nature usually this is only out of context
Innovative and Can create and innovate something useful for
inventive thinker humanity
Informed decision- Seeks out relevant information from reliable and
maker diverse sources and evaluates the credibility,
relevance, and accuracy of the information before
using it as a basis for his/her decision.
Effective Can convey correct message to others, whether
communicator written or oral. Clear communication enhances
teamwork, minimizes misunderstandings, and
maximizes the collective potential of a scientific team.

As reflected in the framework, the following approaches, models, practices

lay down the foundation for the development of scientific, technological and
environmental literacy.

Approaches, Models and Practices in Teaching and Learning Science

1. Multidisciplinary / Interdisciplinary Approach

This involves integrating science knowledge, methods and perspectives
to other disciplines or fields of study to explore topics or address problems.
2. Science-Technology-Society Approach (STS)
This approach examines how science and technology shape societies. It
aims to connect science education with real-world contexts and the
societal implications of scientific knowledge and technological
advancements.
3. Problem -Based Learning (PBL)
Students are actively engaged in solving real-world problems which are
science-related. It develops problem-solving skills and promotes critical
thinking and collaboration.

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 4. Inquiry-Based Approach
This is a student-centered instructional method that promotes active
student engagement in the process of scientific inquiry. It’s focus is on
seeking the appropriate solution to a problem rather than looking for the
right answers.
5. Constructivism
This is a learning theory that emphasizes the active construction of
knowledge by the learners themselves. It recognizes the importance of
learners’ prior knowledge, beliefs, and experiences in shaping their
understanding of new information.
6. Social Cognition Learning Model or Social Cognitive Learning Theory
This emphasizes the role of social interactions, observation, and
cognitive processes in learning. In science education, teachers can
create a supportive learning environment that promotes observation,
social interaction and development of scientific skills and attitudes.
7. Learning Style Theory
This is based on the premise that “all learners are created equally but
learn differently”
The Learning Style Theory categorizes individuals into different learning
styles based on their preferred ways of learning. These styles may
encompass various aspects, such as the sensory modalities learners
prefer (e.g., visual, auditory, reading kinesthetic or VARK Model), their
cognitive preferences (e.g., sequential, global, analytical), their social
orientation (e.g., individual, collaborative), or their information
processing preferences (e.g., reflective, active).
8. Brain-Based Learning (BBL)
This considers the principles of brain function. It promotes differentiation
and personalized approaches to meet the needs of diverse learners.

Monitoring and Assessment

Continuous monitoring and assessment all throughout the process of
teaching and learning process in elementary science is essential due to the
following reasons:
▪ To uncover students’ misconceptions or incorrect understanding of
scientific principles and ensure accurate comprehension of science
concepts

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 ▪ To provide valuable feedback to both students and teachers. Teachers
can identify the areas where students are excelling and areas where
students are struggling.

▪ To guide the teachers in instructional planning (selection of teaching

strategies, resources and activities that are aligned with students’
readiness, interests and learning styles)

▪ Assessments, when designed effectively, can motivate, and engage

students in their science learning. Well-constructed assessments
provide opportunities for students to demonstrate their understanding,
apply their knowledge, and showcase their skills.

Choose one scientific attitude and give a

sample situation by which the attitude will be
developed among your elementary students.

Your Answer:
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ACTIVITY 1 – MY IDEAL SCIENCE CLASS

Instruction: Create a collage to depict your ideal elementary science class.

Pointers:

1. Vision and Theme: Think about what elements make up your ideal
elementary science class. Is it about hand-on experiments, nature exploration,
teamwork, curiosity, or a combination of all these?

2. Plan your collage. Collect images that reflect your vision of an ideal science
class for elementary graders. Look for pictures of students, teacher, science
laboratory equipment and anything that resonates your theme.

3. Add details. For more personal touches, label the different elements in your
collage and add captions or catchy expressions.

4. Collage Base. Use an A4 size bond paper for your collage.

5. Reflect and Explain: On another A4 size bond paper, include a paragraph

that explains your collage. Describe the different elements you included and
how they represent your ideal elementary science class.

6. Have fun! Remember that the purpose of your collage is to convey your vision
and ideas creatively. Have fun with the process and let your imagination guide
you as you assemble the different elements to create a beautiful visual
representation of your future science class.

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 Test yourself!

Choose the best answer from the given options. Give a rationalization for your
answer.
1. What is the primary goal of teaching science in the elementary grades?
A. To produce researchers and scientists
B. To foster critical thinking and scientific literacy
C. To memorize scientific concepts, principles, theories and laws.
D. All the above
Rationalization:
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2. Which approach is often used to teach science in the elementary grades?
A. Direct instruction C. Rote Memorization Approach
B. Lecture-based approach D. Inquiry-based Approach
Rationalization:
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3. There is no single method that would fit every learner. What theory / approach does
this belief support?
A. Social Cognition C. Learning Styles
B. Constructivism D. Multidisciplinary Approach
Rationalization:
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4. How can science education contribute to environmental awareness in elementary
grades?
A. By fostering a sense of environment stewardship and understanding of ecological
systems
B. By making environmental education an optional topic in the science curriculum
C. By teaching students to disregard environmental issues
D. Both A & B
Rationalization:
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5. What does it mean to be objective in scientific attitude?
A. To allow biases influence judgment
B. To base conclusions solely on personal belief
C. To approach investigations without personal preference or prejudices
D. To rely solely on intuition when making decisions
Rationalization:
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 Know what the expert say …

"Elementary science is the gateway to a

world of discovery, where young minds
unlock the secrets of the universe and
find the courage to ask questions that
shape the future. It is the spark that
ignites curiosity and sets the stage for a
lifetime of scientific exploration. “

Dr. Jane Goodall

1934

Dame Jane Morris Goodall, born Valerie Jane Morris-

Goodall, formerly Baroness Jane van Lawick-Goodall, is an
English primatologist and anthropologist She is considered the
world's foremost expert on chimpanzees, after 60 years studying
the social and family interactions of wild chimpanzees.

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