The Nature of Science

1. Science is a wonderful world. It deals with nature and natural phenomenon.

It leads you to discover the mystery of the thin electrical wire, why cells of your
eyes are not on your lips, etc.
2. Science is evidenced-based. It deals with the observable, the verifiable. It
deals with empirical data. It accepts as true only that which has been positively
and empirically proven to be true. It generates knowledge through the scientific
method.
3. Science has limits. Not all of the reality is verifiable by the physical senses.
The things of the spirit cannot be proven by the physical senses and yet are as
real as material reality.
4. Science knowledge is inherently uncertain. Scientific knowledge is
tentative although scientific knowledge is supported by a wealth of hard data
from repeated trials, it is not considered the final word.
5. Science is a field of scientific inquiry. This fundamental uncertainty makes
science a dynamic and expanding body of knowledge.
6. Science is both a product and a process. It is information presented and
also the way in which the information has been collected.
7. As a field of study, science demands eyes keen for observing, analytical,
synthesizing and bias-free minds, traits such as perseverance,
diligence and sacrifice. A scientific study means long hours of meticulous
study, arduous research, sleepless nights, etc.
Science teaching is also expected to develop in the student’s scientific
attitudes and values such as:
1. Beliefs.
 As scientist believes that everything that happens in this world has a
cause or reason.
2. Curiosity.
 A scientist shows interest to dig into the “why” of phenomena. He/She
pays particular attention to objects or events. He/She asks questions and
seeks answers.
3. Objectivity.
 A scientist is objective. He//she does not allow his/her feelings and biases
to influence his/her recording of observations, interpretation of data, and
formulation of conclusions.
4. Critical -mindedness.
 A scientist bases suggestions and conclusions on evidence. When in
doubt, he/she questions the veracity of a statement in relation to the
evidence presented.
5. Open-mindedness
 A scientist listens to and respects the ideas of others. He/She accepts
criticisms and changes his/her mind if reliable evidence contradicts his/her
beliefs.
6. Inventiveness.
 A scientist can generate new and original ideas.
7. Risk-taking.
 A scientist is willing to take risks but calculated risks. He/she expresses
his opinions and tries new ideas even at the risk of failure or criticism.
8. Intellectual honesty.
  A scientist gives a truthful report of observations. He/She does not
withhold important information just to please him/her self or others.
He/she does not sanatize reports but reports them as they are found.
9. Humility
 A scientist is humble when he/she admits that he/she is not free from
committing errors. He/She recognizes that there may be better ideas and
realizes that there are individuals whom he/she may have to consult to
arrive at correct observations and conclusions.
10. Responsibility.
 a scientist actively participates in the task of making this world more safe
and more human by caring for the environment. He /She dutifully
performs tasks assigned to him/her.

HISTORY OF SCIENCE
 is in part the history of how scientists came to look at the world they study.
 Scientific experimentation and observation have come to be defined by the
exercise of a process called the scientific method.
 The underlying skills and premises which govern the are scientific method
referred to as science process skills.
Science process skills
 refer to the following six actions, in no particular order: observation,
communication, classification, measurement, inference, and prediction.
 These basic skills are used in the experiments of scientists and
students, as well as into the everyday life of average person, to a degree.
 They allow everyone to conduct objective investigation and to reach conclusions
based on the results.
1. Observation
 the five senses are used: sight, smell, touch, taste, and hearing. This is
the most basic skill in science. This involves exploring looks ( color,
shape, and size), sounds, texture, temperature, pressure, tastes, and
smells of odors
2. Communicating
 is the of letting process of letting other people know what we are doing
and thinking. We communicate in science by speaking, reading, and
writing. Observing and communicating go hand-in-hand. This because a
person must communicate in order to share one’s observations. It is
important to use clear, accurate, and complete descriptions in
communicating, including descriptions of color, size, temperature, texture,
and others.
3. Measuring
 We measure height, weight, length, volume, temperature and density.
You are being more precise in observing and communicating.
4. Classifying
 It is easier to classify when there are many so many objects, events, and
living things around us. We classify them based on similarities,
differences, and interrelationships that we observe.
5. Inferring
 We try to figure out why and how an event happened. Just like in crime
investigation, we try to examine evidence or clues that we find in a crime
scene and try to figure out how the crime happened.
 6. Predicting
 We offer our best guesses on what might happen in the future based on
facts or pieces of evidence. We are making a forecast of what we might
observe in the future.
INTEGRATED SCIENCE PROCESS SKILLS
1. Identifying and controlling variables
 we try to identify variables, and check the effect of changing certain
variables one by one. This way, we will know which one works and which one
does not. Brainstorming of ideas of what might affect how something
happens or what could affect some phenomena.
2. Formulating and testing Hypothesis
 an educated guess of what might happen if you manipulate one variable. It
suggests ideas that has to be tested through experiment.
3. Defining Operationally
 give a precise meaning or a specific procedure for measuring the variable.
This is to make sure that our investigation is consistent. This also makes
communicating with other people more accurate. So, before we make any
measurements when you do an experiment, you must decide how exactly
you will measure each variable
4. Interpreting Data
 giving meaning to all the data we collect. We first decide how to gather the
data we need, organize it in a table, make charts or graphs about the data
we collect, then analyze it to make the valid conclusions.
5. Experimenting
 investigating the effect of changing one variable on the change of another
variable. In experimenting, all other science process skills are needed.
6. Constructing models
 making a visual representation of an object or concept. We want to show
how something looks like and/or how something moves.
 Ex. Food chain or food web, with pictures or toy representatives of small to
big animals.
The DepEd Framework for Teaching Science
The Curriculum Guide given by the Department of Education (DepEd)
emphasizes the need to develop science literacy and culture among the Filipinos,
whether or not they pursue careers in science, specifically: scientific, technological,
and environmental literacy, as found in the introduction of the guide:
... The K to 12 science curriculum envisions the development of scientifically,
technologically, and environmentally literate and productive members of society who
manifest skills as critical problem solvers, responsible stewards of nature.
The Intended Outcome
The overall outcome of studying science is found in a small rectangle at the top of
the framework above. It emphasizes the need to develop scientific, technological, and
environmental literacy among the students.
Scientific Knowledge
The conceptual framework of science education or DepEd framework has
a circle divided into three parts showing the understanding of science knowledge
which includes: (1) understanding and applying scientific knowledge, (2)
demonstrating scientific inquiry skills, and (3) developing and demonstrating scientific
attitudes and values.
Science content
 includes topics about the human body, care and nourishment, plants, animals,
and other living things, light, energy, environment, water, air, sound, simple
machines, weather, rocks, minerals, the earth, magnetism, effect of gravity, and
space and planets among many other topics.
inquiry skills
 include the science process skills of observing, communicating, measuring,
classifying, inferencing, predicting, identifying and controlling variables,
formulating and testing hypotheses, defining operationally, interpreting data,
experimenting, and constructing models.
scientific attitude
 includes curiosity, imagination, the love of asking questions (inquisitiveness), a
desire to solve problems, and respect for scientific methods and values.
Attributes Needed in Science
 found around the center of the framework.
 These are the attributes we want our students to develop as they study science
and, hopefully, to continuously develop even after they finished studying in
school.
1. Effective communicators
 can clearly articulate what they are thinking in verbal, nonverbal, or
written form. They also know how to listen and understand.
Communication can be used for conveying information, instruction,
motivation, or persuasion. It can use various forms of media,
environments, and languages.
2. Critical and creative problem solvers
 analyze and try to solve problems in both common and uncommon
innovative ways. They are also able to ask significant questions that lead
to more efficient and creative solutions.
3. Informed decision makers
 use evidence in making sound judgments and decisions. They develop
arguments, claims, and beliefs, evaluate various points of view,
synthesize information, and make connections among them.
4. Innovative or inventive thinkers
 use various techniques in producing creative ideas, like brainstorming,
and use creativity, analysis, and evaluation in creating solutions that are
tangible and useful to society. They also have the ability to work with
others and community well. They are open-minded, accommodating of
various perspectives, original, inventive, and practical. Since they
understand that innovation is a long cyclical, creative process of small
successes, and where mistakes are common, they view failure as an
opportunity to learn.
5. Responsible stewards of nature
 responsibly use and protect the natural environment. They learn and
practice conversation and environmental sustainability.
Learning Theories and Teaching Approaches
At the lowest part of the framework is a rectangle filled with little squares. The
four squares at the bottom of the rectangle are the theories (Constructivism, Social
Cognition Learning Model, Learning Style Theory, and Brain-based Learning), and the
four squares in the upper part of the rectangle are the teaching approaches
(Multi/Interdisciplinary Approach, Science-Technology-Society Approach/Contextual
Learning, Problem/Issue-based Learning, and Inquiry-based Approach) suggested by
DepEd for teachers to use in teaching science.
A brief review of the aforementioned theories is as follows:
1. Constructivism
 posits that people construct or develop their own local understanding of the
world based on their own experiences, beliefs, culture, values, and prior
knowledge. This is why this theory is associated with "learning by doing" or
"active learning." This implies that teachers should understand student's
thinking and match instructional strategies to what students can do. And
teachers should expose students to plenty of hands-on experiences to help
students build their foundation of learning.
2. Social Cognition Learning Model or the Social Cognitive Learning Theory
 says people gain knowledge by observing other people in the context of their
interactions with them, their experiences, and through influences by the media.
The role of adults, more able peers, and the media is very important. Teachers
can use modeling, collaboration, and use media in their teaching.
3. Learning Style Theory
 assumes that children have several learning styles but may exhibit a preferred
learning style. Some prefer learning through visual, auditory, or tactile
kinesthetic ways. But since there is a high interconnectivity within the brain, as
teachers, we want to offer multiple pathways for presenting the material, for
engaging or working with the material, and for expressing what they learned in
assessment. We should cater to all these preferences, so that all students are
served. The reason being, if we label students, we actually limit them.
 In relation to this is the multiple intelligence theory that can show student
strengths, being dominantly (1) logical-mathematical, (2) linguistic, (3) musical,
(4) spatial, (5) bodily-kinesthetic, (6) interpersonal, (7) intrapersonal, or (8)
naturalist, or a combination of several of these. Teachers should, therefore, tap
into these various learning strengths, interests, and preferences by allowing
opportunities for all of these to be used in learning information and in giving
outputs or projects. Remember that these are not totally isolated intelligences,
so we cater to all and allow students to make choices.
4. Brain-based Learning or BBL
 result of the latest findings on how the brain works based on researches in
neuroscience, psychology, and education. This also includes how the brain
learns as it develops while a person grows up and matures physically,
cognitively, and socio-emotionally. It has four basic elements: approach,
priming, novelty, and motivational strategies. BBL believes in the plasticity of
the brain as changes through one's life.
Basic Elements of Brain-Based Learning (BBL)
1. Approach
 Teachers should try to teach the whole brain. This means teaching to both
left-dominant and right-dominant students. Some aspects of learning are
lateralized to the left or right side of the brain, so that persons who have
left-dominant brains were found to be more objective, analytical, and
logical, while those with right-dominant brains were found to be more
subjective, thoughtful, and intuitive. However, these hemispheres of the
brain work together as a whole. So, although some parts of the brain are
specialized, they are interactive. This means optimal learning happens
when both hemispheres of the brain are engaged.
 For example, teachers can start the class by giving handouts with step-by-
step procedures of what is discussed in class (for left-dominant students),
plus add colorful posters to illustrate the procedures (for right-dominant
 students). Multiple pathways to present information, engage, and assess
appeal to students of different learning styles and multiple intelligences.
2. Priming
 Teachers should prime the students on the new topic by connecting prior
knowledge with the new topic to be discussed. There should be a review
of previous lessons and an overview of the new lesson. Its context must
be provided as well. It is important for teachers to know the interest and
background of the students, so that they would know where the students
are coming from. This makes it possible for teachers to tailor the lesson to
the kind of students they have. It is also imperative for teachers to know
the level or stage at which the student is, so that the teacher can start
there.
 For example, aside from giving a review of yesterday's lesson, the teacher
can add a question and answer session or a discussion portion where the
class talks about the answers to the homework given the previous day.
This way, the brains of the students are primed for the current lesson.
3. Novelty
 Teachers must balance novelty with structure. They should create a
dynamic, multisensory, and novel environment for learning. Teachers can
use group learning and social interaction to encourage students to explore
new ideas and learn how to express themselves. Teachers can frequently
change the environment and incorporate activities that give students the
opportunity to be active and to move about. Meaningful, relevant, new,
and stimulating elements can be incorporated into the lessons every now
and then.
4. Motivational strategies
 Teachers should provide strategies of positive emotions and
encouragement that would motivate students to feel safe even when
making mistakes while trying to learn something. Motivation to participate
can also be encouraged by organizing real-world activities and connecting
information to the student's personal life. The use of games and
competitions can also help.