MODULE 2: Domain of Learning Science -Scientific inquiry skills can be seen as a set of skills to

be learned by the students to include the science

Philippines Science Framework in the K to 12 processes of American Association for the
➢ The K to 12 science curriculum is designed to Advancement of Science (AAAS), the performance of
provide learners with a repertoire of competencies the scientific investigations and the cognitive outcomes
important in the world of work and in a knowledge- the students will achieve.
based society. - A science-oriented mind is a questioning mind. To
inquire is to ask a series of questions and find answers
➢ Scientific and Technological Literacy (STL) is the
to the questions asked. This series of questioning and
ultimate goal of science learning.
finding answers to the questions refer to science
➢ Its development starts early and formally begins in K inquiry.
to a completion of a degree and throughout life.

The Science Framework in the K to 12

Science education aims to develop scientific literacy
among Filipino learners that will prepare them to be
active and engaged citizens in the society. As a whole,
the K-12 Science Curriculum is learner-centered and
inquiry-based, emphasizing the use of constructivist
pedagogy in teaching. Concepts and skills in life
sciences, physics, chemistry, and earth sciences are
presented with increasing level of complexity from one
grade level to another in spiral progression, thus paving
Domain 3
the way to a deeper understanding of core concepts
c. Developing and demonstrating scientific attitudes
and values
Domain of Learning -The development and demonstration of scientific
Science as a whole, as provided by the national attitudes and values is a very important component of
framework of the DepEd responds to the 21st Century scientific literacy.
Literacy which is Science and Technological Literacy. - Scientific attitude is defined as a way of viewing
This curriculum is designed around three domains of things, a curiosity to know how and why things happen
learning science: with an open mind on govern facts. It is a way of
a. Understanding and applying scientific knowledge in thinking, feeling, acting and a disposition towards
local setting as well as global context, science.
b. Performing scientific processes and skills, and
c. Developing and demonstrating scientific attitudes Examples of Scientific Attitudes
and values. ✓ Curiosity
✓ Humility
✓ Open-mindedness
Domain 1 ✓ Intellectual Honesty
a. Understanding and applying scientific knowledge in
✓ Perseverance
local setting as well as global context
✓ Skepticism
- To understand better scientific knowledge, it is best to ✓ Creative
understand first what science is. ✓ Rational
- Science consists of two things: a body of knowledge ✓ Objectivity
and the process by which knowledge is produced. ✓ Innovative
- Science literacy starts with acquisition of knowledge
(ideas, concepts, generalizations, theories). However, Characteristics of a Scientific and Technological Literate
such knowledge should be understood and applied. Person
✓1. Critical/creative problem solver
Domain 2
✓2. Responsible Steward of Nature
b. Performing Scientific Processes and Skills
✓3. Innovative or inventive thinker
✓4. Informed Decision Maker
✓5. Effective communicator • Encourage the students to investigate and challenge
their assumptions
• Use assessment to diagnose and guide the student
learning

Instructional Planning
- Refers to the ability of the teacher to visualize and
forecast into the future of what, why and how of the
teaching-learning process.

Importance of Instructional Planning

▪ Develops a sequence of well-organized learning
experiences
▪ Economizes cost, time and energy
STL MODELS/APPROACHES ▪ Provides for a variety of instructional objectives
✓ Multidisciplinary-Interdisciplinary Approach ▪ Creates the opportunity for higher level questions
✓ Science, Technology, Society (STS) Approach ▪ Guides the teachers
✓ Problem/Issue-Based Learning (PBL) ▪ Prepares students for the day’s activities
✓ Inquiry-based Approach
Components of Instructional Planning
✓ Constructivism
▪ The teachers’ attitudes, beliefs, orientation and
✓ Social Cognition Learning Model
background
✓ Learning Style Theory ▪ The students’ age, background, knowledge,
✓ Gestalt Psychology motivational level of interest
▪ The type of content that influences the planning
Basic Concepts and Principles for the Elementary process, textbook and instructional materials (tools for
Science Education Program (Physics, Space and Earth teaching)
science) ▪ Time frame

Constructivist theory in teaching Instructional Planning Steps

 Constructivist teaching is anchored on the All teachers engage in the process of planning,
fundamental belief that learning occurs as managing, delivering, and evaluating instruction.
individuals are actively involved in meaning- Planning instruction involves three steps:
making and knowledge-construction (1) deciding what to teach,
processes. (2) deciding how to teach, and
 Dewey’s idea of transformative education (3) communicating goals and expectations to the
suggests that education must foster the learners.
development of critical thinking among the
learners via reflection, exploration of the
environment, and hands-on experiences.
 Piaget’s role in the constructivist teaching
highlights that we learn by expanding our
knowledge through experiences. These
experiences are generated through playing
from infancy to adulthood, which is necessary
for learning.

Constructivist Teaching Principle

• Engage the students in the discovery and examination
of relevant and meaningful problems
• Organize the students in the discovery and Instructional Planning Cycle
examination of relevant and meaningful problems 1. Stating the Intended Instructional Outcomes
• Organize curriculum into activities and broad primary 2. Planning
concepts 3. Assessment
• Explore and value the students’ perspectives
Addie Model Methodology
- The ADDIE model is an instructional design process
used to organize and streamline discussion of course
content/lesson.
- Developed in 1970’s and still the most commonly used
model for instruction.

Stage 1: ANALYSIS
- Process of defining what it is to be learned
- Goal-setting stage

Stage 2: DESIGN
-Process of specifying how it is to be learned ▪ Explore - science activities of learners as guided by
- This stage focuses on how materials will be created teachers
and designed and deciding on the selection and use of - Once interest has been generated, the student is
technology, such as an LMS, video or social media ready to begin exploring the concept. At this stage, the
teacher provides a hands-on activity.
Stage 3: DEVELOPMENT
-Process of writing and producing the materials
- the creation of content, including whether to develop
in-house or outsource, copyright clearance for third
party materials, recording videos or audio, loading of
content into a web site or LMS, etc

Stage 4: IMPLEMENTATION
▪ Explain - Learners provide explanation of what they
- Actual delivery of instruction
have done
- Includes prior teacher training and briefing of learners
- This is the stage when connections are made. Prior
knowledge is connected to current findings. Students
Stage 5: EVALUATION
develop explanations for their observations
- The process of determining the adequacy,
effectiveness, and efficiency of instruction

Five E Model in Planning Science Lessons

In 1962, educators J. Myron Atkin and Robert Karplus
propositioned that effective learning cycles involve
three key elements: exploration, concept introduction,
and concept application.

The 5E model was developed in 1987 by the Biological

Sciences Curriculum Study. The model promotes
collaborative and active learning. It is based on the
constructivist approach to instruction. ▪ Elaborate - Further explanation is made
- This phase provides opportunities for students to
5 E’s Model in Science Teaching apply what they have learned to new situations and
▪ Engage - the hook, Motivation, trigger questions develop a deeper understanding of the concept or
- In the Engagement stage, the teacher connects the greater use of their science inquiry skills.
current concept with prior experience and
understanding
 • The Development of Concepts from Observational
Facts
• Use of Indirect Observations (Inferences from artificial
settings)

C. Teaching and Learning Through Observation

Consciously using observation is just as important to
teachers as it is to scientists and other professionals.
Observing helps construct reality and make sense of the
classroom environment
▪ Evaluate- Feedback or assessment plus reflection
- The final phase provides an opportunity for students STRATEGY 2: EXPERIMENTATION
to review and reflect on their own learning, and on A.What is experimentation?
their new understanding and skills. Students represent Experiments are the teachers’ another way of
changes to their understanding, beliefs and skills. introducing a new idea to the students to stimulate
their engagement in class.

B. What are the benefits of experimentation?

• The students are active in generating data or
behavioral observations.
• The students are able to analyze data, examples, or
models.
• The students are able to answer leading questions
posed by the instructor and compare their answers
with those of other students

C. How to use experimentation as a Teaching Strategy?

Micro Teaching Topics Steps in Experimentation (Scientific Method)
Grade 3-4 (Physics-Earth and space) a. Identify a problem
b. Formulate a hypothesis
INSTRUCTIONAL STRATEGIES FOR SCIENCE c. Test the hypothesis
• The Power of Observation d. Control Variables
• Experimentation e. Record and interpret data
• Inductive Guided Inquiry f. Draw a conclusion
• Cooperative Learning g. Communicate results
• Using Research
• Using Role-play STRATEGY 3: INDUCTIVE GUIDED INQUIRY
• Gamification A. What is inductive guided inquiry?
• Design Thinking • Inductive inquiry is a teaching method in which the
teachers ask the students to infer a conclusion,
STRATEGY 1: THE POWER OF OBSERVATION generalization, or pattern of relationships from a set of
o “People’s minds are changed through observation and data or facts.
not through argument.” - Will Rogers
• Observation involves the use of all senses Two approaches of Inductive Inquiry
• Guided Inductive Inquiry
• Unguided Inductive Inquiry

B. How to Use Guided Inquiry?

In guided inductive inquiry, the use of pictures is usually
the easiest way to apply this teaching strategy.

Teachers need to distinguish clearly between

B. What is the importance of Observation? statements based on observations and those based on
• The Development of Facts from Observations inferences. And as the lesson progresses, the teachers
prepares a simple chart or list on the blackboard of the A. What is Role-Playing?
students’ observations and inferences. • Role-playing is an unrehearsed dramatization in which
individuals improvise behaviors that illustrate acts
STRATEGY 4: COOPERATIVE LEARNING expected from people involved in defined situations.
A. What is cooperative learning?
• Cooperative learning is an instructional strategy in In a successful role-playing, the learners assimilate
which the learners work together in small groups to information that is provided about their role and then
help one another achieve a common goal. act out the assigned role in accordance with their
interpretation of how their character would behave in
B. Five basic elements of cooperative learning to be the fictional situation.
effective (Johnson and Johnson, 1994)
• There must interdependence. B. Some benefits of role-playing strategy.
• There must be an ongoing, direct interaction in which • Helps create a learning environment in which the
the students help one another to learn. students are highly motivated and involved.
• There must be individual accountability. • Provides a clear focus for learning by emphasizing the
• The learners must use appropriate interpersonal application of knowledge in real situations rather than
skills. • The students must be reflective learners. just accumulation of knowledge for assessment
purposes.
C. Advantages of Cooperative Learning • Provides the students with opportunities to develop a
• Having the students work together results in more range of communication and interaction skills.
learning than when students work alone, competitively, • Engages the students in active learning
or individually (Johnson and Johnson, 1986)
• It teaches the students to be less reliant on the STRATEGY 7: GAMIFICATION
teacher and more reliant on their own ability. A. What is Gamification?
• Cooperative learning helps the students learn to Gamification is described as the process of applying
respect one another’s strength and limitations and to game-related principles – particularly those relating to
accept differences. user experience and engagement- to nongame contexts
such as education (David, 2016).
STRATEGY 5: USING RESEARCH AS A TEACHING
STRATEGY B. Elements of a Game in designing instruction
A. What is research? • Narrative
• Research is defined as, “Seeking through methodical • Immediate feedback
processes to add to one’s own body of knowledge and, • Fun
hopefully, to that of others, by the discovery of non- • Scaffolded learning with challenges that increase
trivial facts and insights” (Howard and Sharp, 1983) • Mastery
• Progress indicators (points/badges/leaderboards)
B. Important steps in the conduct of research • Social connection
a. First, there must be clear purpose. • Player control
b. Second, there must be a detailed plan. • Rules and levels
c. Third, the data must be gathered and analyzed
appropriately. C. Benefits of Gamification
d. Finally, conclusions must be reached. • The students feel ownership over their learning
• More fun in the classroom
C. Benefits of Using Research as a Teaching Strategy • Learning becomes visible through process indicators
• Research encourages the learners to ask questions • The students can explore different through different
and create answers for themselves, rather than waiting avatars/characters
for someone else to the provide the answers for them. • The students often are more comfortable in gaming
• Research can enable learners to develop a deeper environments
level of understanding of the specific subject.
• Research helps the learners to progress from what D. How to use gamification?
they already understand to what they need to 1. Cognitive - games should provide complex systems of
understand. rules for the players to explore through active
experimentation and discovery.
STRATEGY 6: USING ROLE-PLAY AS A TEACHING 2. Emotional – Games should invoke a range of
STRATEGY powerful emotions, from curiosity to frustration to joy.
3. Social – games should allow players to try on new • Selecting and adapting materials and resources
identities and roles, asking them to make in game • Creating differentiated teaching strategies and
decisions from their new vantage point. learning opportunities for helping individual students
move forward in their learning
STRATEGY 8: DESIGN THINKING
A. What is Design Thinking? ❖ Assessment as learning
Design thinking is a mind-set and an approach to - A form of formative assessment that occurs when the
learning, collaboration, and problem-solving. It is a students reflect on and monitor their progress in
structured framework for identifying challenges, connection to their future learning goals.
gathering information, generating potential solutions,
refining ideas, and testing solutions. Teachers’ Roles in Assessment as Learning
• model and teach the skills of self-assessment
B. Characteristics of Design Thinking • guide students in setting their own goals, and
a. Human-centered monitoring their progress toward them
b. Collaborative • provide exemplars and models of good practice and
c. Optimistic quality work that reflect curriculum outcomes
d. Experimental • work with students to develop clear criteria of good
practice
C. 5 Phases of the Design Process • guide students in developing internal feedback or self-
1. Discovery – open to new ideas monitoring mechanisms to validate and question their
2. Interpretation – ideas to meaningful insights own thinking,
3. Ideation – generating ideas
4. Experimentation – making ideas come to life ❖ Assessment of learning
5. Evolution – ideas evolve over time (envisioning the - A form of summative assessment that occurs when
future and planning for the next steps) the teachers use evidence of student learning to make
judgments on the students’ achievement against goals
Assessment Strategies for Science and standards.

Teachers’ Roles in Assessment of Learning

• Clear descriptions of the intended learning
• Processes that make it possible for students to
demonstrate their competence and skill
• A range of alternative mechanisms for assessing the
same outcomes
• What is assessment? • Public and defensible reference points for making
➢ Assessment is the ongoing process of gathering, judgements
analyzing, and interpreting evidence of student • Transparent approaches to interpretation
learning. • Descriptions of the assessment process
➢ Assessment can be formative or summative. • Strategies for recourse in the event of disagreement
about the decisions
• Types of assessment
➢ Assessment for learning
➢ Assessment as learning
➢ Assessment of learning
❖ Assessment for learning
- A form of formative assessment that occurs when
assessments are integrated with instruction and help
the teachers monitor the students’ progress, identify
their learning needs, and adjust their instruction
accordingly

Teachers’ Roles in Assessment for learning

• Aligning instruction
• Identifying particular learning needs of students Assessment Tool Kit
There are a variety of methods that can be used for 2. Observational Checklist
assessment of, for and as learning. The important thing A checklist consists of a list of behaviors,
to clarify is what is the purpose of the assessment and characteristics, or activities and a place for
then select the method that best serves the purpose in marking whether each is present or absent.
the particular context.
3. Rating Scale
Performance-Based Assessment
- A rating scale assesses the degree to which a
• What is Performance-based Assessment?
student has attained the learning outcomes
➢ Performance-based assessment is the assessment of linked to a performance task.
student’s ability to apply knowledge, skills, and - The three most common types are numeric,
understanding, usually in authentic, real-life settings graphic, and descriptive scales
that are similar to those encountered in the world
outside of the classroom (Murchan & Shiel, 2007)
4. Scoring Rubric
- A scoring rubric is a type of rating scale on
Performance tasks are tasks that ask students to create
which each level has a complete description
products or perform tasks to show their mastery of
of performance and quality. It lays out criteria
particular skills.
for different levels of performance, which are
usually descriptive rather than numerical
Characteristics of Performance-Based Tasks
(Russell & Airasia, 2010).
• Call for the application of knowledge and skills, not
just recall or recognition;
2 TYPES OF RUBRIC
• Are open-ended and typically do not yield a single,
1. Analytic Rubric -articulates level of
correct answer;
performance for each criterion so the
• Provide evidence of understanding of the lesson;
teacher can assess student performance
• Are multi-faceted;
on each criterion.
• Can integrate two or more subjects as well as 21st
-a scoring procedure in which products
century skills.
or performance are evaluated for
selected dimensions, with each
Types of Performance Assessment
dimension receiving a separate score.
Authentic Assessment is performance assessment.
(McTighe & Ferrara)
The performance can either be:
2. Holistic Rubric -does not list separate
A. Process-Oriented Performance Assessment
levels of performance for each criterion.
B. Product-Oriented Performance Assessment
It assigns a level of performance by
assessing performance across multiple
The learner is made either to demonstrate the skill or
criteria as a whole.
the process learned (process-oriented) or show the
- a scoring procedure yielding a single
product of the application of learned knowledge and
score based upon an overall impression
skills (product-oriented)
of a product or performance. (McTighe
& Ferrara)
Examples: A. Process-Oriented
- Demonstrating the skill of note reading
- Demonstrating the skill of conducting the singing of
Philippine National Anthem in Music class.

Examples: A. Product-Oriented
- PowerPoint presentation
- Position paper
- Poem composed

Tools in Assessing Performance-Based Assessment

1. Anecdotal/Narrative Records
These are notes based on the teacher’s
observations about the students as they
perform an assessment task.