1 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

2 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

PROGRAM OUTC
Lesson 1 - SCIENCE CURRICULUM FRAMEWORK IN PHILIPPINE BASIC EDUCATION: AN OVERVIEW
MES

INTRODUCTION

This lesson contains resources that will help curriculum developers, teachers, school administrators
and policy makers to design and implement science curricula that empower students to “learn to learn” and
cause them to better understand and use science in their everyday life.

Lesson Learning Outcomes

At the end of the lesson, the students are able to:

1. explain the guiding principles of science curriculum framework;
2. integrate the three interlocking curriculum components of Science Framework namely: (1) inquiry
skills, (2) scientific attitudes, and (3) content and connections; and
3. conduct a case study research on the challenges in the application of spiraling concepts of (a) Force
and Motion and (b) Earth and Space Science from Grade 3 to Grade 6

PRE-ASSESSMENT

I. Instruction. Write the letter of the correct answer on the space provided before the
number.

1. Pedagogy is the study of ________.

A. Education
B. learning process
C. teaching methods
D. guiding students
2. The philosopher who worked in mathematical and scientific didactic was ________.
A. Jean Piaget
B. John Dewey
C. Martin Wagenschein
D. Lev Vygotsky
3. The use of technology to enhance learning process is called _______ in education.
A. IT
B. ICT
C. Information technology
D. Communication technology
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4. As people grow older, the __________ of learning declines.

A. Speed
B. Power
C. Quality
D. Quantity
5. Which from the following should be used to increase correct responses and appropriate behavior
by students?
A. Praise
B. Reward
C. Ignorance
D. Strictness
6. Which from the following should be used to decrease minor inappropriate behavior by students?
A. Praise
B. Reward
C. Ignorance
D. Strictness
7. According to Mark Smith, the first step in the curriculum development is ________.
A. Diagnosis of needs
B. Formulation of objectives
C. Selection of content
D. Selection of learning experiences
8. Teachers should present information to the students clearly and in interesting way, and relate this
new information to the thing’s students ________.
A. Don’t know
B. Already know
C. Willing to know
D. Not willing to know
9. Responses that produce a satisfying effect in a particular situation become ________ to occur
again in that situation.
A. Not likely
B. Equally likely
C. Less likely
D. More likely
10. The longer a particular ability is unused the __________ it becomes.
A. More important
B. Less important
C. Stronger
D. Weaker
11. The more parts of your brain you use, the more likely you are to __________ information.
A. Use
B. Miss
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C. Misuse
D. Retain
12. A priori knowledge is knowledge that is known independently of ________.
A. Analysis
B. Information
C. Experience
D. Evidence
13. The idea of practical learning means education should apply to the ________.
A. Practice
B. Society
C. Abstract knowledge
D. Real world
14. The application of ideas, knowledge and skills to achieve the desired results is called ________.
A. Problem solving
B. Critical thinking
C. Reasoned arguments
D. Deductive method
15. Which from the following is NOT among the five senses?
A. Vision
B. Touch
C. Smell
D. Thought
16. A common technique to help people begin the creative process is ________.
A. Calculations
B. Brain storming
C. Thoroughness
D. Mental shortcuts
17. Anything that causes a reaction is called ________.
A. Learning
B. Stimulus
C. Connectionism
D. Physical objects
18. For an effective teaching, the teacher must be a subject matter expert that includes
I. command over the subject
II. the ability to convey knowledge
III. the ability to apply ideas from one discipline to another
A. I only C. I and II only
B. II only D. I, II, and III
19. The satiation technique of classroom management is a technique where instead of punishing
negative behaviors, the teacher might decide to actually __________ the negative behavior.
A. Encourage
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B. Discourage
C. Ignore
D. Divert
20. Which from the following is termed as student-centered learning method?
I. Direct Instruction
II. Inquiry-Based Learning
III. Cooperative learning
A. II only
B. I and II only
C. II and III only
D. I, II and III

LESSON MAP

The map above shows how Science Framework provides students with opportunities to learn
concepts and skills needed to understand and cope with materials, events and changes in everyday
life while providing enrichment topics and activities for those who want to learn more.
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CONTENT

ENGAGE

Activity 1. How well do you know and understand science education in the Philippines? Let us check
your knowledge and understanding by performing this activity.
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Instruction. Read carefully the introduction and conceptual framework of the Basic Science Curriculum
Guide and answer the given questions below.

1. What is the overall goal of Basic Science Education?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. What is the content of Science Curriculum?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. How is the content of Science Curriculum organized?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

EXPLORE LetLet’s Conceptualize

K to 12 BASIC EDUCATION CURRICULUM

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

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.

KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4, 5 and 6)
K–3
At the end of Grade 3, the learners should have acquired healthful habits and havedeveloped curiosity about
self and their environment using basic process skills of observing, communicating, comparing, classifying,
measuring, inferring and predicting. This curiosity will help learners value science as an important tool in
helping them continue to explore their natural and physical environment. This should also include developing
scientific knowledge or concepts.
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Grade 4-6
At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing
simple investigations, using appropriate procedure, materials and tools to gather evidence, observing
patterns, determining relationships, drawing conclusions based on evidence, and communicating ideas in
varied ways to make meaning of the observations and/or changes that occur in the environment. The content
and skills learned will be applied to maintain good health, ensure the protection and improvement of the
environment, and practice safety measures.

Grade Level Grade-Level Standards

The learners will demonstrate an emerging understanding of the parts of their body and
their general functions; plants, animals and varied materials in their environment and
Kindergarten their observable characteristics; general weather conditions and how these influence
what they wear; and other things in their environment. Understanding of their bodies
and what is around them is acquired through exploration, questioning, and careful
observation as they infer patterns, similarities, and differences that will allow them to
make sound conclusions
At the end of Grade 1, learners will use their senses to locate and describe the external
parts of their body; to identify, external parts of animals and plants; to tell the shape,
color, texture, taste, and size of things around them; to describe similarities and
differences given two objects; to differentiate sounds produced by animals, vehicles
Grade 1 cars, and musical instruments; to illustrate how things move; to, describe the weather
and what to do in different situations; to use appropriate terms or vocabulary to describe
these features; to collect, sort, count, draw, take things apart, or make something out of
the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious
food) and safety measures (e.g., helping to clean or pack away toys, asking questions
and giving simple answers/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to explore and describe the
functions of their senses, compare two or more objects and using two or more
properties , sort things in different ways and give a reason for doing so, describe the
kind of weather or certain events in the home or school and express how these are
Grade 2 affecting them, do simple measurements of length, tell why some things around them
are important , decide if what they do is safe or dangerous; give suggestions on how to
prevent accidents at home, practice electricity, water, and paper conservation, help take
care of pets or of plants , and tell short stories about what they do, what they have
seen, or what they feel
At the end of Grade 3, learners can describe the functions of the different parts of the
body and things that make up their surroundings --- rocks and soil, plants and animals,
Grade 3 the Sun, Moon and stars. They can also classify these things as solid, liquid or gas.
They can describe how objects move and what makes them move. They can also
identify sources and describe uses of light, heat, sound, and electricity. Learners can
describe changes in the conditions of their surroundings. These would lead learners to
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become more curious about their surroundings, appreciate nature, and practice health
and safety measures.
At the end of Grade 4, learners can investigate changes in some observable properties
Grade 4 of materials when mixed with other materials or when force is applied on them. They
can identify materials that do not decay and use this knowledge to help minimize waste
at home, school, and in the community. Learners can describe the functions of the
different internal parts of the body in order to practice ways to maintain good health.
They can classify plants and animals according to where they live and observe
interactions among living things and their environment. They can infer that plants and
animals have traits that help them survive in their environment. Learners can investigate
the effects of push or pull on the size, shape, and movement of an object. Learners can
investigate which type of soil is best for certain plants and infer the importance of water
in daily activities. They learned about what makes up weather and apply their
knowledge of weather conditions in making decisions for the day. They can infer the
importance of the Sun to life on Earth..
At the end of Grade 5, learners can decide whether materials are safe and useful by
Grade 5 investigating about some of their properties. They can infer that new materials may form
when there are changes in properties due to certain conditions. Learners have
developed healthful and hygienic practices related to the reproductive system after
describing changes that accompany puberty. They can compare different modes of
reproduction among plant and animal groups and conduct an investigation on
pollination. They have become aware of the importance of estuaries and intertidal
zones and help in their preservation. Learners can describe the movement of objects in
terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their
specific uses. Learners can describe the changes that earth materials undergo. They
can make emergency plans with their families in preparation for typhoons. They can
observe patterns in the natural events by observing the appearance of the Moon.
5 At the end of Grade 5, learners can decide whether materials are safe and useful by
Grade 6 investigating about some of their properties. They can infer that new materials may form
when there are changes in properties due to certain conditions. Learners have
developed healthful and hygienic practices related to the reproductive system after
describing changes that accompany puberty. They can compare different modes of
reproduction among plant and animal groups and conduct an investigation on
pollination. They have become aware of the importance of estuaries and intertidal
zones and help in their preservation. Learners can describe the movement of objects in
terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their
specific uses. Learners can describe the changes that earth materials undergo. They
can make emergency plans with their families in preparation for typhoons. They can
observe patterns in the natural events by observing the appearance of the Moon. Grade
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6 At the end of Grade 6, learners recognize that when mixed together, materials may
not form new ones thus these materials may be recovered using different separation
techniques. They can prepare useful mixtures such as food, drinks and herbal
medicines. Learners understand how the different organ systems of the human body
work together. They can classify plants based on reproductive structures, and animals
based on the presence or lack of backbone. They can design and conduct an
investigation on plant propagation. They can describe larger ecosystems such as
rainforests, coral reefs, and mangrove swamps. Learners can infer that friction and
gravity affect how people and objects move. They have found out that heat, light,
sound, electricity, and motion studied earlier are forms of energy and these undergo
transformation. Learners can describe what happens during earthquakes and volcanic
eruptions and demonstrate what to do when they occur. They can infer that the weather
follows a pattern in the course of a year. They have learned about the solar system,
with emphasis on the motions of the Earth as prerequisite to the study of seasons in
another grade level.

A. THE GUIDING PRINCIPLES OF SCIENCE CURRICULUM FRAMEWORK

1.Science is for everyone. This principle recognizes the proactive relationship between science and
society. This means putting science into the service of individuals and society.
2.Science is both content and process. Science content and science process are intertwined. The
value of science processes is to advance content or the body of knowledge. 3
3.School science should emphasize depth rather breadth, coherence rather than fragmentation, and
use of evidence in constructing explanation.
4.School science should be relevant and useful. To be relevant and useful, the teaching of science
should be organized around situations, problems or projects that engage the students both as an
individual and a member of a team.
5.School science should nurture interest in learning. Students are generally interested in problems
that puzzle them. They have a natural urge to find solutions.
6.School science should demonstrate a commitment to the development of a culture of science.
A culture of science is characterized by excellence, integrity, hard work, and discipline.
7.School science should promote the strong link between science and technology, including
indigenous technology.
8.School science should recognize that science and technology reflect, influence, and shape our
culture. The science curriculum should recognize the place of science and technology in everyday
human affairs.

B. THE COMPONENTS OF SCIENCE CURRICULUM FRAMEWORK

This Framework is organized around three interlocking components namely: (1) inquiry skills, (2)
scientific attitudes, and (3) content and connections. Being interrelated, these components are woven
together in order to support the holistic development of a scientifically literate individual.
a. Component 1: Inquiry Skills
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Science is a way of thinking about and investigating the world in which we live. This component addresses
those skills scientists use to discover and explain physical phenomena. These skills include asking
questions about the world, designing and conducting investigations, employing different strategies
to obtain information, and communicating results. Activities such as scientific investigations,
experiments, project work, field work, group discussion, and debates allow students to be actively engaged in
the following processes.
Decision making is a skill that involves the use of other skills. To make good decisions, one must know how
to analyze, evaluate, assess. These inquiry skills are summarized in the following chart.

Grade Level A. Ask questions about B. Design and conduct C. Employ different D. Communicate
the natural world investigations using strategies to obtain results of
(materials, events, appropriate procedure, information from investigations using
phenomena, and materials, tools, and different sources appropriate
experiences) equipment to gather presentation tools
evidence

Grades 1-2  Ask questions  Use senses to  Use different  Draw/illustrate

based on observe strategies in observations
observations  Use simple tools obtaining  Give explanations
(e.g., hand lens) to relevant based on
observe and collect information (e.g., observations
data library,
discussion
groups, resource
persons,
interviews,
surveys)
Grades 3-4  Ask questions  Carry out simple  Use different  Organize and
based on tests to answer strategies in explain data using
observations questions and obtaining tables, graphs and
gather evidence relevant charts
 Collect data using information (e.g.,  State inferences
appropriate tools library, based on data
and equipment discussion  Propose
 Use metric system groups, resource explanations
persons, based on evidence
interviews, gathered
surveys)
 Gather
information from
available sources
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prints and non-print

materials, resource
persons)
 Cite sources of
information
Grades 5-6  Ask scientific  Carry out structured  Gather relevant  Present data in
questions that can scientific information from different formats
be investigated investigations reliable sources (e.g., flow chart,
empirically - Visualize the steps (e.g., print and schematic
in an investigation non- print diagrams,
- Identify variables materials, sketches and other
which should be resource available
held constant and persons, technology
one which should websites)  Discuss topics in
be changed  Cite sources of groups
- Collect data using information  Propose
appropriate tools explanations
and equipment based on evidence
- Record and gathered
organize data
- Analyze and
interpret collected
data
- Hypothesize
reasons for
varying results
obtained
- State a conclusion
based on the data
(may be
relationship
between variables)

Component 2: Scientific Attitudes

Another component of the Science Curriculum Framework involves the development of certain attitudes in
learners. These refer to values and habits of mind which are especially important in science and are
necessary if students are to become lifelong learners and productive citizens.
Being scientifically literate goes beyond mere understanding of the basic concepts of science. Actively
engaging students in science helps them develop good attitudes and dispositions. The list below gives a brief
description of some attitudes that should be developed as students do science.
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1. CRITICAL THINKING. Development of inquiry skills contribute towards development of critical

thinking in learners. They are developed through inquiry activities that students engage in and through their
attempts to explain the outcomes of their investigations using evidence and logical argument.
2. CURIOSITY. School should be a place where students are encouraged to be curious. Curiosity must
lead to action. To express wonderment is simply the first step. One must also possess an active desire to
explore and tinker, to investigate and learn from the results.
3. CREATIVITY. A creative person is someone who is always trying to cook up something new or
different. That something may come from putting two (or more) things together in a novel way, or from seeing
connections between ideas that seem unrelated, or from simply changing one’s perspective.
4. INTELLECTUAL HONESTY. It means recording each and every observation and not selecting only
those that support one’s hypothesis. It means reporting the actual results of an investigation and not leaving
out those that challenge one’s premises.
5. ACCURACY. They are required to record everything and communicate what they have learned.
Students should strive to be accurate at all times, which may be broadly defined as free from mistakes or
blunders as the result of being careful.
6. OBJECTIVITY. An objective person is able to deal with facts or conditions as they are, without being
swayed by his personal feelings, prejudices, and expectations.
7. INDEPENDENT THINKING. An independent thinker is one who tries to answer questions on his own,
using his own observations and experiences. An independent thinker uses his own mind, even if that leads to
mistakes.
8. ACTIVE LISTENING. Participating in discussions with other people is one way of learning new things.
Communication is two-way. Thus, one should listen actively, not simply wait for others to finish so that he can
jump in and resume talking.
9. ASSUMING RESPONSIBILITY. A responsible person will not simply accomplish what he is assigned
to do. He will carry it out to the best of his ability.
10. TAKING INITIATIVE. A person with initiative is a source of delight to his fellow workers.
11. PERSEVERANCE. A persevering person treats each difficulty, each failure, each disappointment as
a learning experience.

c. Component 3: Content and Connections

In this Framework, there are four content areas covered: (1) Chemistry, (2) Life Science; (3) Physical
Science; and (4) Earth and Space Science. This framework does not spell out all of the science content that
can be included in a school science curriculum. Rather, it is organized around core or big ideas, which are
broad, important understandings that students should understand and retain long after they have completed
their basic education.
i. Enduring Understandings – used to refer to these big ideas. These enduring understandings have
the following characteristics: enduring value beyond the classroom; reside at the heart of the discipline;
require uncoverage of abstract ideas; and offer the potential for engaging students (Wiggins and McTighe,
2005).
ii. Essential Questions - Wiggins and McTighe (2005) give four different but overlapping meanings
which characterize essential questions: (1) important questions that recur throughout our lives; (2) point to
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the core of big ideas in a subject and to the frontiers of technical knowledge; (3) help students effectively
inquire and make sense of important but complicated ideas, knowledge, and know-how; and (4) will most
engage a specific and diverse set of learners.
The science ideas for each content area include the fundamental concepts in the discipline that have not
changed over time and are similar to concepts found in the basic education science curricula in different
countries. The sample learners’ performance is a statement that describes an activity, skill, and outcome
which students are expected to do and carry out. These will demonstrate their understanding of the concept
and their ability to apply the science ideas in various contexts.
In this Framework, students are introduced to numerous real-life applications of science concepts.
Embedding these concepts in the context of students’ daily life helps them develop a more coherent
understanding of the concept or process they are learning. In so doing, they realize the importance of having
a good understanding of science concepts, of being productive citizens, and being able to help improve the
quality of life in their communities.

eEXPLAIN Let’s Do This

Activity 2. Characterizing an inspiring Science Teacher

Research shows that the most important factor in the effective delivery of classroom instruction. Engaging
classes are facilitated by inspiring science teachers. But what are the important traits of an inspiring science
teacher? Write descriptions and simple illustration below:

Academic Brain Creativity

Extra Eyes
Big Voice Clear Handwriting
Broad Shoulder
Big heart
Stamina
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Strong Immune System

Strong Knees

Good Shoes

Question:
1. Do you embody these traits? What steps do you undertake to develop them?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

LA
EXTEND
Applying the Concept of Basic Laws on the Professionalization of Teaching
Activity 3. Applying the Concept of Basic Laws on the Professionalization of Teaching concept of
Basic Laws on the Professionalization of Teaching

1. What amendments to RA 7836 were made by RA 9293 on the following:

• Number of units in professional education required of non-education graduates

______________________________________________________________________________________
______________________________________________________________________________________
__________________________
• Registration of those engaged in teaching without examination
______________________________________________________________________________________
______________________________________________________________________________________
__________________________
• Required rating for para-teachers
______________________________________________________________________________________
______________________________________________________________________________________
__________________________

2. Other than para-teachers who else are entitled to a special permit?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. What is required of teachers not covered by Sec. 26 of RA 9293 who have not practiced their
profession for the past five years?

______________________________________________________________________________________
______________________________________________________________________________________
__________________________

4. Who can be issued a license without examination?

______________________________________________________________________________________
______________________________________________________________________________________
__________________________
-teachers

EVALUATE
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Activity 4. Assessing My Understanding About the Basic Laws on the Professionalization of Teaching
Instruction. Answer the following questions briefly.

1. Presidential Decree 1006 entitled providing for the professionalization of teachers, regulating their
practice in the Philippines or otherwise known as?
A. Decree Professionalizing Teaching
B. Decree of Professional Teachers
C. RA 7836
D. RA 9293
2. Why does the quality of education in the country appeared not to have improved?
A. Because there is low quality of students enrolled in teacher training.
B. Because teaching is perceived as a poorly esteemed profession
C. Because teachers are poorly trained.
D. All of the above
3. This law recognized the vital role of teachers in nation building.
A. Republic Act No. 7836
B. Republic Act No. 7638
C. Republic Act No. 9293
D. Republic Act No. 9394
4. This refers to the profession primarily concerned with classroom instruction at the elementary and
secondary levels.
A. Superintendent
B. Teaching
C. Teacher
D. Board
5. In the Presidential Decree No. 1006, this section states that no applicant shall be admitted to take the
examination unless, on the date of fling of the application.
A. Section 8. Scope of Examination
B. Section 11. Issuance of Certificate
C. Section 10. Reports of the results of examination
D. Section 6. Qualification requirements for examination applicants
6. The following are the powers and duties of the board except one, which of the following is not.
A. Issue, suspend, revoke, replace or reissue Professional Teachers Certificate and administer
oaths.
B. Appoint a set of examiners for every examination who will determine and prepare the contents of the
board examination for teachers.
C. Prescribe rules and regulations and exercise such other powers, functions and duties as may be
necessary to carry into effect the purposes of this Decree
D. Appoint the teachers who would take the board examination
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7. In the Presidential Decree No. 1006, what section states that the examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the examination, unless
extended by the latter. This section is?
A. Section 9. Ratings in the Examination
B. Section 10. Report of the results of examination
C. Section 11. Issuance of Certificate
D. Section 12. Registration
8. In the Presidential Decree No. 1006, this section states All Acts, Decree, Executive Orders, portion thereof
is declared unconstitutional by a competent court, other provisions shall not be effected thereby. What
section is this?
A. Section 15
B. Section 16
C. Section 17
D. Section 18
9. In the Presidential Decree No. 1006, what section states that The Presidential Decree No.1006 shall take
effect January 1, 1977.
A. Section 17
B. Section 18
C. Section 19
D. Section 20

10. In the Presidential Decree No. 1006, what section states that the examination shall consist of written
tests, the scope of which shall be determined by the Board.
A. Section 7
B. Section 8
C. Section 9
D. Section 10
11. The Presidential Decree No. 1006 shall be known as the Decree ___________Teaching.
A. Profession
B. Professionals
C. Professionalizing
D. Professionalization
12. Section 7 under the Presidential Decree No. 1006 was entitle _________ whereas board shall appoint
set of examiners for every examination
A. Appointment of examiner
B. Results of examiner
C. Reports of examiner
D. Scope of Examine
13. Board refers to the National Board for Teachers duly constituted under the PresidentialDecree No.
1006 was one where construed in Section ____
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Entitle Definition of terms.

A. 2
B. 3
C. 4
D. 5
14. What is the title of Article II?
A. Board for Professional Teachers
B. Creation and Composition of the Board
C. Examination and Registration
D. Provisions Relative to the Practice of the Teaching Profession
15. For whom is the Republic Act No. 7836?
A. Parents
B. Teachers
C. Students
D. Community
16. It refers to the Professional Regulation Commission
A. Board
B. Commission
C. Teachers
D. Teaching
17. Which is NOT true about Republic Act No. 7836?
A. An act made to strengthen the regulation and supervision of the practice Of teaching profession.
B. This act talks about the duties and functions of the Board
C. This act refers to the person or members who regulates the practice of Teaching.
D. This act was approved on December 15, 1994
18. Which section in the R.A No. 7836 is said to be that every registrant shall be required to takehis/her
professional oath before practicing as a professional teacher?
A. Section 18
B. Section 19
C. Section 20
D. Section 21
19. In Republic Act No. 7836, the section 10 which states that the Board shall be under the supervision and
control of the Commission is entitled _____
A. Supervision of the Board and Custodian of its Records.
B. Removal of a Board member
C. Compensation of the Board
D. Scope of Examination
20. As LET takers in the future, why is it that the elementary examinees has only two part while the
secondary examinees has three parts?
A. Because elementary level has lesser scope than the secondary level.
B. Because, secondary level has their field of specialization which elementary level do not have.
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C. Because elementary level exam is more difficult than the secondary level examination.
D. Because elementary level is given lesser time that they only have two parts of exam while the secondary
level is given mch more time that they have three parts of exam.

TOPIC SUMMARY

In recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of
teachers, it is imperative that that they be considered as professionals and Presidential Decree 1006, entitled
Providing for the Professionalization of teachers, Regulating Their Practice in the Philippines, otherwise
known as the Decree Professionalizing Teaching was proclaimed. To strengthen the regulation and
supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teachers
and for other purposes, Republic Act 7836 was approved. Certain sections were amended in Republic Act
7836, another Act was approved, Republic Act No. 9293, otherwise known as the “Philippine Teachers
Professionalization Act of 1994.”

POST-ASSESSMENT

Instruction: Write the letter of the correct answer on the space provided before the number.

__1. Providing for the Professionalization of Teachers, Regulating their Practice in the Philippines.
a. Republic Act No. 9293
b. Republic Act No. 7836
c. Presidential Decree No. 1006
d. None of the above
__2. STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE
PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER
PURPOSES
a. Republic Act No. 9293
b. Republic Act No. 7836
c. Presidential Decree No. 1006
d. None of the above

__3. AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT HUNDRED AND
THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE TEACHERS
PROFESSIONALIZATION ACT OF 1994”
a. Republic Act No. 9293
b. Republic Act No. 7836
c. Presidential Decree No. 1006
d. None of the above
20 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

__4. Refers to the profession concerned primarily with classroom instruction at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of Education, whether on
part-time or full-time basis in the private or public schools.
a. Board
b. Commission
c. Teaching
d. Teachers
__5. All persons engaged in teaching at the elementary and secondary levels, whether on full- time or part-
time basis, including industrial arts or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid levels and qualified to practice teaching under
the Act.
a. Board
b. Commission
c. Teaching
d. Teachers
__6. Refers to the Professional Regulation Commission
a. Board
b. Commission
c. Teaching
d. Teachers
__7. Refers to the Board of Professional Teachers duty established and constituted under this act.
a. Board
b. Commission
c. Teaching
d. Teachers
__8. The following shall be punishable by a fine of not less than Five thousand pesos (P5,000.00) nor more
than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than six (6) months nor more
than five (5) years, or both, at the discretion of the court:
a. Any person who practices the teaching profession in the Philippines without being certified
in
accordance with the provisions of this Act;
b. Any person who represents or attempts to use as his own certificate of registration that of
another;
c. Any person who gives any false, or fraudulent evidence of any kind to the Board or any member
there of in obtaining a certificate of registration as teacher;
d. All of the above

__9. No applicant shall be admitted to take the examination unless, on the date of filing of the
application, he shall have complied with the following requirements, except:
a. A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession;
21 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

b. At least eighteen (20) years of age;

c. In good health and of good reputation with high moral values;
d. None of the above
__10. The members of the Board for Professional Teachers shall hold office for a term of
a. Five (5) years from the date they assume office
b. Ten (10) years from the date they assume office
c. Three (3) years from the date they assume office
d. Two (2) years from the date they assume office

REFERENCES

Bilbao, P., Corpuz, B., Llagas, A., and Salandanan, G. (2015), The Professionalization of Teaching. The
Teaching Profession.
Presidential Decree 1006, retrieved from https://www.officialgazette.gov.ph
Republic Act No.7836, retrieved from https://www.prc.gov.ph
Republic Act No. 9293, retrieved from https://www.officialgazette.gov.ph
Teaching Profession, retrieved from mahaliacabana.blogspot.com/2016/10/basic-laws-on-
professionalization