SCIENCE REPORTS

GROUP 1 - CURRENT DEVELOPMENTS IN PRIMARY SCIENCE

• Underwhelming Performance
Based on 2014 statistics, the passing rate for the national achievement test (NAT) for grade six pupils is only
69.21%. The passing rate for high school seems far worse, with a passing rate of only 46.38% from 2010 statistics.
Moreover, the Philippines consistently performs poorly in international surveys.
• Shortage of Teachers
In 2016, DepEd stressed the need to hire more teachers with the implementation of the K to 12 programs, which
created 36,641 free teaching posts. The government tried to make ends meet for this shortage by having DepEd
offer teaching posts with above entry-level salary grades to Science and Technology graduates under the Junior
Level Science Scholarships of the Department of Science and Technology-Science Education Institute.
• Shortage of Classrooms
With the implementation of the K-12 program, national chair of the Alliance of Concerned Teachers-Philippines
(ACT-Philippines) estimated the classroom shortage in the country to be 113,995 as of 2017. By June 2017,
Education Undersecretary announced that 50,000 of the needed 113,000 classrooms had already been completed
and are pending for use. The undersecretary stressed the objective of the government to create more classrooms
“to meet lower class size, which leads to conducive learning.”
• Shortage of Laboratories
In 2014, DepEd reported a shortage of science laboratories in regions III, IV-A, X, XI, and XII, with an average of
only one in ten schools having its own laboratory. In the National Capital Region, the ratio improved with three
laboratories for every 10 schools; however, the findings showed that the rest of the regions did not have any
science laboratories.
• Quality of Learning Materials
DepEd also faces a challenge in terms of the quality of its textbooks. Many teachers have reported that the books
are obsolete and flooded with errors. Teachers from that municipality are well-acquainted with the circulation of
such textbooks. These errors were already reported in order to improve the final version of the material.
HOW CAN WE DO BETTER?
With this in mind, the current situation of primary science education in the Philippines proves that we have a long road
ahead of us. We can still improve our textbooks and learning materials. We can still encourage more people to become
science educators. And we can still improve our NAT scores, and confidently participate in international surveys once
more.
GROUP 2 - Constructivist View of Learning
WHAT IS CONSTRUCTIVISM?
Constructivism is a learning theory that “equates learning with creating meaning from experience”.
PRINCIPLES OF CONSTRUCTIVISM
1. Knowledge is constructed, rather than innate, or passively absorbed.
2. Learning is an active process. 4. All knowledge is personal.
3. All knowledge is socially constructed. 5. Learning exists in the mind.
MAIN TYPES OF CONSTRUCTIVISM
a) Cognitive Constructivism of Jean Piaget. c) Radical Constructivism of Ernst von Glasersfeld
b) Social Constructivism of Lev Vygotsky. d) Bruner’s Constructivism

• Cognitive Constructivism of Jean Piaget - Piaget states that knowledge is something that is actively constructed by
learners based on their existing cognitive structures. Piaget proposed four major stages of cognitive development, and
called them (1) sensorimotor intelligence, (2) preoperational thinking, (3) concrete operational thinking, and (4) formal
operational thinking.
• Social Constructivism of Lev Vygotsky - According to social constructivism learning is a collaborative process, and
knowledge develops from individuals' interactions with their culture and society.
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• Radical Constructivism of Ernst von Glasersfeld - He suggests that knowledge is actively constructed by individuals
based on their experiences and interpretations.
• Jerome Bruner’s Constructivism
- It is based on the theme that learners construct new ideas or concept based upon existing knowledge.
- Bruner introduced the Spiral Curriculum.
- His research on children's cognitive development proposed three 'modes of representation': Enactive representation
(based on action) E.g. Play with a book, Iconic representation (based on images) E.g. Look at pictures, and Symbolic
representation (based on language) E.g. Read for research.
Constructivist Approaches to Teaching - Constructivist approaches to teaching are educational methods that emphasize
active engagement, critical thinking, and the construction of knowledge by students themselves.
What is the role of the teacher in a constructivist classroom?
a. To create a collaborative problem-solving environment where students become active participants in their own
learning.
b. Ensures that he or she understands the students' prior ideas and guides the activity to address them and then
build on them.
c. Scaffolding is a key feature of effective teaching.
What are the features of a constructivist classroom?
THE 4 BASIC CHARACTERISTICS OF CONSTRUCTIVIST LEARNING ENVIRONMENTS:
1. Knowledge will be shared between teachers and students.
2. Teachers and students will share authority.
3. The teacher's role is one of a facilitator or guides.
4. Learning groups will consist of small numbers of heterogeneous students.

Spiral Progression Approach

• Is a technique often used in teaching where first the basic facts of a subject are learned, without worrying about
the details. Then as learning progresses, more and more details are introduced, while at the same time they are
related to the basics which are reemphasized many times to help enter them into long-term memory.
• In the spiral progression approach, the first basic facts of a subject are learned without worrying about details. In
spiral teaching, teacher moves upward but keeps returning to the fundamentals.
• After a mastery of the initial topic, the student “spirals upwards” as the new knowledge is introduced in next
lessons, enabling him/her to reinforce what is already learned. In the end, a rich breadth and depth of knowledge
is achieved.
SCIENCE REPORTS

PROS OF A SPIRAL PROGRESSION APPROACH

1) Cyclic - By regular re-visit or repetition of the main principles of the subject during the entire schooling years of
the child, it is certain that the child learns the principles well and does not forget them.
2) Age-based Learning - During the formative years of a child in school, the spiral curriculum helps in teaching
students’ new concepts at their age-appropriate understanding and also further improve what they have learnt.
3) Logic-Based Scope and Sequence - Spiral curriculum progress through a subject is in a logical method and scope
and sequence is inherent to it.
4) Impermeability - With repetition, the student is less likely to forget the basic important concepts. Equipped with
prior knowledge the student can learn new deeper information on the topic and through a bit of difficult work
they will remember what has been learnt.
CONS OF A SPIRAL PROGRESSION APPROACH
1) Time Consuming - The creation of a spiral curriculum is time-consuming, be it for regular school or homeschooling.
Besides, frequent revisiting old topics leaves less time to go through an additional material.
2) Prior knowledge dependence - Students without a proper foundation will not be able to learn new or go deeper
into the subject.
3) Students find it difficult - Deep learning ensures the knowledge is retained by the process can be difficult for
students. They may not like the effort one has to put in to make sure the learning remains. However, it is worth
the effort.
4) Crowded Curriculum - With a spiral curriculum, teachers will have a lot to teach and then re-teach. This can crowd
the curriculum. With the lack of time, teachers might lightly touch on the topic believing they will return to it later.
5) Unfit for short courses - In short courses, it is possible to return to the topic in a single lesson but this will not help
in the long-term retention of the knowledge.
IMPORTANCE OF SPA IN TEACHING SCIENCE
1) Reinforces Understanding 6) Addresses Misconceptions
2) Promotes Long-term Retention
7) Enhances Engagement
3) Fosters Critical Thinking
8) Prepares for Standardized
4) Encourages Mastery Learning
9) Aligns with Real-world Learning
5) Adapts to Diverse Learners
GROUP 3 – INQUIRY: Learning hoe to do science rather than learning about science.
LEARNING HOW TO DO
• Develop practical skills, abilities, and competencies.
• It focuses on applying knowledge, practicing techniques, and honing specific skills to accomplish a task or achieve
a goal.
• Students engage in hands-on activities, experiments, simulations, or projects that require them to actively apply
their knowledge in real or simulated contexts.
• Develop proficiency, problem-solving abilities, and the application of acquired knowledge.
LEARNING ABOUT

• It involves gaining knowledge, understanding concepts, and acquiring information.

• It focuses on exploring a topic, gathering information, and developing a comprehensive understanding of the
subject matter.
• Students engage in research, reading, discussions, and analysis to deepen their knowledge and broaden their
perspectives.
• The emphasis is on building a strong foundation of knowledge and becoming familiar with the theories, principles,
and ideas related to the topic.
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INQUIRY-BASED LEARNING

TYPES OF INQUIRY-BASED LEARNING

1. Structured Inquiry 3. Open Inquiry
2. Guided Inquiry 4. Confirmation Inquiry
STRUCTURED INQUIRY - Students are given a problem to investigate and are taught how to use the scientific process
to find a solution.
GUIDED INQUIRY - The teacher chooses the question for investigation. Students have to the process and outcome.
OPEN INQUIRY - more free-form approach to inquiry-based learning. In this type of learning environment, students
are given the freedom to explore their interests and ask questions about the topic they are studying. This type of
inquiry-based learning is often used in humanities classes, where students are asked to explore a topic in-depth and
debate different viewpoints.
CONFIRMATION INQUIRY - The learner is asked a question, as well as a method whose final result is already known.
The goal is to validate the results.
BENEFITS OF INQUIRY-BASED LEARNING INQUIRY-BASED LEARNING EXAMPLES
1. Encourages Critical Thinking 1. Science Experiments
2. Improves Problem-Solving Skills
2. Field Trips
3. Encourages Creativity
3. Classroom Debates
4. Improves Communication Skills
5. Connects Learning to the Real World 4. Projects
6. Helps Students Understand Complex Topics 5. Group Work
7. Encourages Engaged Learning
STRATEGIES AND TIPS FOR IMPLEMENTING INQUIRY-BASED FOUR MODELS TO USE IN THE CLASSROOM
LEARNING
1. The Question Model
1. Start with a Question
2. The Problem-Based Learning Model
2. Allow for Exploration
3. The Project-Based Learning Model
3. Encourage Discussion
4. Provide Resources 4. The Inquiry Cycle Model
5. Summarize What Was Learned
GROUP 4 – MATTER

• Matter is anything that occupies space and has mass.

• Everything around us is made of matter.
• Matter is made up of tiny particles called atoms!
SCIENCE REPORTS
PROPERTIES OF MATTER

• Physical Properties
✓ A physical property is an attribute of matter that is independent of its chemical composition.
✓ In a physical change, appearance or form changes but substance remains same.
✓ Density, colour, hardness, melting and boiling points, and electrical conductivity are all examples of physical
properties.
✓ Any characteristic that can be measured, such as an object’s density, colour, mass, volume, length, malleability,
melting point, hardness, odour, temperature, and more, are considered properties of matter.
a. Intensive - Does NOT depend on the amount of substance. Includes color, density, boiling point and melting
point. Intensive properties are those properties that do not change even if the amount of the substance is small
or large.
b. Extensive - Dependent of the amount being measured. Includes mass and volume.
• Chemical Properties
✓ A change in the substance’s chemical structure is observed.
✓ There is a change in atomic structure and it cannot go back to its original state.
✓ Reactivity, flammability, and the ability to rust are among them. The tendency of matter to react chemically with
other substances is known as reactivity.
✓ Flammability, toxicity, acidity, the reactivity of various types, and heat of combustion are examples of chemical
properties. (Rusting, Combustion Reaction)
STATES OF MATTER
SOLID - has definite shape and volume. Has particles that are packed closely together and usually arranged in a regular
pattern.
LIQUID - has definite volume, but has no fixed shape. Has particles that can move and are in close contact.
GAS - has no definite volume and shape. Has particles that are widely separated.
PLASMA - has no definite volume and shape. Has charged particles that are widely separated.

GROUP 5 - Basic concepts and functions: Biology includes parts and functions of animals and plants, Heredity:
inheritance and variation, Biodiversity and evolution, Ecosystems
SCIENCE REPORTS

GROUP 6 - Instructional Materials Development for Elementary Science Education & Technology in Elementary Science
Education

Instructional Materials - Refer to the resources and tools used by teachers to facilitate the learning process.

Importance of Instructional Materials in Elementary Science Education

• Engagement • Interaction
• Simplifying tough stuff

Key Components of Instructional Materials

• Textbooks: Traditional textbooks provide foundational content for science education.

• Visual Aids: Help students visualize scientific concepts. (ex. charts, diagrams, pictures, and videos)
• Hands-On Materials: Allow students to explore scientific principles through hands-on experiences. (ex.
manipulatives, models, and experiments)
• Technology: Can supplement traditional materials. (ex. interactive software, educational apps, and online
resources)
• Assessment Tools: Help gauge student understanding and progress. (ex. worksheets, quizzes, and
assessments)

Considerations in Developing Instructional Materials

• Alignment with Curriculum Standards: Materials should align with state and national science education
standards to ensure they cover essential topics.
• Age-Appropriateness: Materials should be tailored to the cognitive and developmental level of elementary
students.
• Cultural Sensitivity: Consider the diversity of students and ensure materials are culturally sensitive and
inclusive.
• Accessibility: Make sure materials are accessible to all students, including those with disabilities.
• Engagement: Incorporate elements that capture students' interest, such as engaging visuals, real-world
examples, and interactive activities.
• Scientific Accuracy: Ensure that the content presented is scientifically accurate and up-to-date.
• Cost-Effectiveness: Evaluate the cost of materials and consider the feasibility of implementation within budget
constraints.

Strategies for Developing Effective Instructional Materials

• Collaboration: Collaborate with educators, curriculum specialists, and scientists to develop well-rounded
materials.
• Pilot Testing: Test materials in classrooms to gather feedback from teachers and students for refinement.
• Professional Development: Provide training for educators on how to effectively use the materials.
SCIENCE REPORTS
• Adaptability: Design materials that can be easily adapted to different teaching styles and classroom
environments.
• Continuous Improvement: Regularly update and improve materials to reflect advancements in scientific
understanding and pedagogy.

Assessment and Evaluation

• Regularly assess the effectiveness of instructional materials through student performance data, teacher
feedback, and standardized testing results.
• Modify and improve materials based on assessment outcomes.

Technology in Elementary Science Education

• The Meaning of Technology: The use of scientific inventions, rules, principles, and processes in different aspects
of life comes under the use of technology.
• The Meaning of Educational Technology: When scientific, technical, and psychological principles and methods
are properly used to make the teaching/learning process easy, simple, efficient, and effective, it comes under
the umbrella of educational technology.

What Does Technology Integration Mean in Education?

• Integration of technology in education simply refers to the use of technology to enhance the student learning
experience. Utilizing different types of technology in the classroom, including a virtual classroom, creates
learners who are actively engaged with learning objectives.
• The use of technology during whole-class instruction can foster student engagement for auditory and visual
learners.

Why is it Important to Integrate Technology in the Classroom?

• Keeping students engaged • Prepare students with life skills

• Helps students with different learning styles