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Science Shaping Paper

The document outlines the goals, theoretical foundations, and structure of the recalibrated Science Curriculum for grades 3-10 in the Philippines. It aims to develop students' scientific, environmental, and technology and engineering literacy through inquiry-based learning and applying knowledge to real-world issues. The curriculum is based on constructivist learning theory and emphasizes developing 21st century skills.

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Regudon Rommel
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2K views4 pages

Science Shaping Paper

The document outlines the goals, theoretical foundations, and structure of the recalibrated Science Curriculum for grades 3-10 in the Philippines. It aims to develop students' scientific, environmental, and technology and engineering literacy through inquiry-based learning and applying knowledge to real-world issues. The curriculum is based on constructivist learning theory and emphasizes developing 21st century skills.

Uploaded by

Regudon Rommel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ELE 01 – Teaching Science in Elementary Level

I. INTRODUCTION

Science Shaping Paper

 Provide narrative for the development of the recalibrated Science Curriculum.


 Outlines goals, theoretical foundatios, and rationale shaping the curriculum.

The goals of the 2016 Science K to 12 curriculum:

 (a) expanding technological literacy to technology and engineering literacy to


enable learners to develop their ability to connect science content to real-world
technological and engineering applications;
 (b) introduction of key stage and grade level standards to articulate expectations
of what learners should be capable of doing at each key stage and grade level;
and
 (c) developmental sequence of content in consideration of the prior learning of
students and the cognitive and language demands of learning new science
ideas.

Four critical components:

• MAking the curriculum relevant to produce competent and job-ready, active, and
responsible citizens;
• TAking steps to accelerate delivery of basic education facilities and services;
• TAking good care of learners by promoting learner well-being, inclusive education,
and a positive learning environment; and
• Giving support to teachers to teach better.

The succeeding sections are organized as follows:

▪ The Shape of the Grades 3 to 10 Science Curriculum


▪ Development of the Curriculum:
 Curriculum Goals,
 Theoretical and Philosophical Bases,
 Curriculum Framework,
 Key Stage Standards,
 Grade Level Standards

▪ Elements Contributing to the Curriculum:


 Big Ideas- Fundamental concepts that underpin scientific understanding.
 Cross-cutting Concepts- Key underlying ideas that apply across different
domains of science.
 Developmental Sequence of Concepts-Content sequencing based on
cognitive and language demands.
 Development of 21st Century Skills- Integration of skills relevant to real-world
applications.
 Social Issues and Government Priorities- Addressing societal challenges.
 STEM- Connecting science to practical applications.
 Pedagogies, Assessment and Resources- Approaches to teaching,
evaluation, and available materials.
 Curriculum Organization- How the content is structured and delivered.

The Shape of the Grades 3 to 10 Science Curriculum


ELE 01 – Teaching Science in Elementary Level

 The Science curriculum is designed to equip Filipino learners with the


knowledge, skills, and attitudes necessary in a scientific and technological world.
 It encourages scientific inquiry, problem-solving, and critical thinking.
 Science provides structured methods and approaches for exploring both the
natural and human-made aspects of our world. It encourages innovation,
collaboration, and problem-solving to address real-world challenges and find
solutions.
 The curriculum is based on well-established and reliable scientific knowledge
accessible at various conceptual levels.
 The Science curriculum aims to empower learners to engage with scientific
issues, think critically, and apply their knowledge in real-life situations.

II. Development of the Curriculum

A. Curriculum Goals

The overall goal of the Grades 3 to 10 Science curriculum is the achievement of


scientific, environmental, and technology and engineering literacy of all learners.
On achieving the outcomes of the curriculum, learners will be ready to
actively participate in local, national, and global contexts and make meaningful
contributions to a dynamic, culturally diverse, and expanding world.
By successfully completing the Science curriculum, Filipino learners will
demonstrate capabilities as put forth in the Basic Education Development Plan
(BEDP) 2030.

B. Theoretical and Philosophical Bases


The Science curriculum presents a modern outlook incorporating learning
approaches drawn from an increasingly expanding body of worldwide education
research and education experience that recommend that science curricula and the
teaching and learning of science for the elementary and secondary years focus on
engaging learners in scientific inquiry and the nature and practice of science.

Theories contributing to the development of the Science curriculum include:


a. Constructivist theory of learning- suggests that learners learn by expanding
their knowledge based on their prior knowledge.
b. Social Constructivist Theory- Advocated by Vygotsky., it has a three
important ideas on the processes of learning and development of an individual,
includes:
 Processes involve co-construction with others
 Language mediates the learning process as they communicate with others,
which includes not only verbal but also non-verbal communication.
 Learning and development take place within cultural and historical contexts.
c. Vygotsky’s Zone of Proximal Development (ZPD) refers to the difference
between what a learner can do without help and what he or she can achieve with
guidance and encouragement from a skilled partner.
d. The Social cognition learning model- learners can learn from observing others
either as a live model, a symbolic model, or a verbal instructional model.
e. Brain-based learning theory- It focuses on understanding how the brain learns
and how learners’ cognitive, emotional, and social development impacts their
learning process as they age and mature.
f. Cognitive load theory- is a theory of how human brains process, learn and
store information.
ELE 01 – Teaching Science in Elementary Level
ELE 01 – Teaching Science in Elementary Level

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