UNIT I: THE ELEMENTARY SCIENCE CURRICULUM LESSON 2: SCIENCE EDUCATION

Lesson 1: What is Science? Science Education is concerned about learning,

teaching, and understanding science.
Science is valued because it has helped in
satisfying many basic human needs and improving living THREE DIMENSIONS OF SCIENCE
conditions. Advances in technology and science are 1. Science knowledge
transforming our world at an incredible and 2. Science processes
unimaginable pace. We cannot escape from and we 3. Scientific attitude
cannot measure the significance of science. Science has
shaped the world. Technology and the product of TEACHING SCIENCE IS IMPORTANT BECAUSE:
scientific knowledge surround us every day. Public and
1. The nation is dependent on the technical and
private policy decisions that impact every aspect of our
scientific abilities of its citizens for its economic
lives are driven by scientific process and scientific
growth and national activities
evidence. The enormously complex physical world
2. Science is a significant part of human culture
around us illustrates boundless scientific concepts. Being
and represents one of the highlights of human
“science literate” has become not just an advantage but
capacity
an absolute necessity in the 21st century.
3. It provides a laboratory of common experience
The word “science” is derived from the Latin word for development of language, logic and
scientia meaning knowledge. Science is commonly problem-solving skills
referred to as a systematic and organized body of 4. For some of the students, it will become their
knowledge in any area of inquiry that is acquired using lifelong vocation or career
the “scientific method”. Science has many facets and
Understanding Science is multifaceted (having many
definitions that can be summarized into the following:
different parts or sides). Current research indicates that
 Science as a broad body of knowledge- Physical proficiency in one aspect of Science is closely related to
sciences consists of disciplines such as physics, proficiency in others. Like strands of a rope, the strands
chemistry and astronomy. Earth science consists of scientific proficiency are linked. The National
of disciplines such as geology. Academy of Sciences developed the strands of scientific
 Science as a set of skills- The science process proficiency that address the knowledge and reasoning
skills form the foundation of scientific methods. skills that the students must acquire to be considered
These are the six basic science process skills: fully proficient in Science. The students who are
observation, communication, classification, proficient in Science:
measurement, inference and prediction.
 Know, use and interpret scientific explanations
 Science as an intellectual activity- Science is the
 Generate and evaluate scientific evidence and
intellectual, practical, and systematic study of
explanations;
the structure and behavior of the physical and
 Understand the nature and development of
natural world through observation and
scientific knowledge; and
experiment.
 Participate productively in scientific process.
 Science as a social activity- Science is a social
activity shaped by history, institutions, beliefs HISTORICAL DEVELOPMENT OF SCIENCE EDUCATION IN
and values. Society shapes science and science THE PHILIPPINES
shapes society.
YEAR HIGHLIGHTS
 Science as problem solving- Problem-solving
1960s -Printing and distribution
skills are necessary in all areas of life, and the
of Science textbooks by
science class provides the students opportunity
the United States
to develop and utilize their problem solving Operations Mission-
skills. National Economic
 Science as a career- Individuals who have Council (USOM-NEC)
devoted themselves in studying and doing Project and UP Science
science have established careers in science. Teaching Center
 Science as a global human endeavor- Science is a 1970s -Teaching of Integrated
result of human imagination, ingenuity, and Science and Health in
creativity. Individuals and teams from many schools
nations and cultures have contributed to science -development of the
Elementary Learning
and advances in technology.
Continuum (ELC)
 Science as a process- The scientific method is a
1980s - Introduction of Science,
set of steps for verifying and building scientific
Technology, and Society
knowledge.
 (STS) approach to technology, including indigenous technology, thus
teaching preserving our country’s cultural heritage (K to 12
-Development of Science Curriculum Guide Science, 2016).
and Technology
textbooks for secondary The curriculum is designed around the three
schools domains of learning science: understanding and applying
- Recognition of the scientific knowledge in local setting as well as global
UPISMED (University of context, performing scientific processes and skills, and
the Philippines Institute developing and demonstrating scientific attitudes and
for. Science and values.
Mathematics Education
Development) The acquisition of these domains is facilitated
-Start of the Needs-Based using the following approaches:
Curriculum Project
1990s - Development of  multi/interdisciplinary approach,
“Science Made Easy”  science-technology-society approach,
video course and  contextual learning,
television programs like  problem/issue-based learning, and
“Sine Eskwela” for  inquiry based approach.
Science in the elementary
level The approaches are based on constructivism,
2000 -Development of an social cognition learning model, learning style theory,
Indigenous Curriculum and brain-based learning.
for Science in selected
Science content and science processes are linked
local communities
-Integration of language in the K-12 curriculum. Organizing the curriculum around
and Science for Grade 1 situations and problems that challenges the learners’
and 2 curiosity motivates them to learn and appreciate science.
-Increased time for The aim of the K-12 science curriculum is for the learners
learning Science “to demonstrate understanding of basic science concepts
2011 -Development of the and applications of science-inquiry skills”. They exhibit
Science Framework for scientific attitudes and values to solve problems
Philippine Basic critically, innovate beneficial products, protect the
Education by Department environment and conserve resources, enhance the
of Science and integrity and wellness of people, make informed
Technology Science
decisions, and engage in discussions of relevant issues
Education Institute and
that involve science, technology, and environment” (K to
University of the
12 Curriculum Guide Science, 2016)
Philippines National
Institute for Science and THE GUIDING PRINCIPLES OF SCIENCE CURRICULUM
Mathematics Education FRAMEWORK
Development
2013 -President Benigno 1. Science is for everyone.
Aquino III approved 2. Science is for both content and process.
Republic Act 10533 3. School science should emphasize depth rather
signing into law the K-12 than breadth, coherence rather than
program fragmentation, and use of evidence in
constructing explanation.
LESSON 3: ELEMENTARY SCIENCE CURRICULUM: 4. School science should be relevant and useful.
PHYSICS, EARTH, AND SPACE SCIENCE 5. School science should nurture interest in
learning.
Science education aims to develop scientific 6. School science should demonstrate a
literacy among the Filipino learners that will prepare commitment to the development of a culture of
them to be active and engaged citizens in the society. As science.
a whole, the K-12 science curriculum is learner-centered 7. School science should promote the strong link
and inquiry-based, emphasizing the use of constructivist between science and technology, including
pedagogy in teaching. Concepts and skills in life sciences, indigenous technology.
physics, chemistry, and earth sciences are presented 8. School science should recognize that science and
with increasing levels of complexity from one grade level technology reflect, influence, and shape our
to another in spiral progression, thus paving the way to a culture.
deeper understanding of core concepts. The science
curriculum promotes a strong link between science and
LESSON 4: CONSTRUCTIVIST THEORY IN TEACHING
SCIENCE

Constructivist teaching is anchored on the

fundamental belief that learning occurs as individuals are
actively involved in meaning-making and knowledge-
construction processes.

Dewey's idea of transformative education

suggests that education must foster the 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.

In the constructivist classroom, the teacher's

role is to prompt and facilitate meaningful exchange of
ideas and learning. The teacher's main focus is guiding
the students by asking questions that will lead them to
develop their own insights and conclusions on the
subject.

Constructivist teaching is governed by the

following principles:

 Engage the students in the discovery and

examination of relevant and meaningful
problems
 Organize curriculum into activities and
broad primary concepts
 Explore and value the students'
perspectives
 Encourage the students to investigate
and challenge their assumptions
 Use assessment to diagnose and guide
the student learning