KEY STAGE 4

SCIENCE BLUEPRINT
OF LEARNING
INTERVENTION
 KEY STAGE 4 STANDARDS
Obtaining scientific and technological information from
01 varied sources.

Process information to get relevant data for a problem at

02
hand.

Acquired scientific attitudes that will allow them to innovate

03 and/ or create products useful to the community/ country.
THE K TO 12 SCIENCE FRAMEWORK
KEY STAGE 4
SCIENCE FRAMEWORK
KEY STAGE 4
SCIENCE FRAMEWORK

CENTER
of the
educative
process
KEY STAGE 4
SCIENCE FRAMEWORK

DESIRED
GOAL
KEY STAGE 4
SCIENCE FRAMEWORK
KEY STAGE 4
SCIENCE FRAMEWORK
KEY STAGE 4
SCIENCE FRAMEWORK

21st Century
Skills
KEY STAGE 4
SCIENCE FRAMEWORK
VISION
Demonstrate understanding of basic science concepts
and application of science-inquiry skills

Exhibit scientific attitudes and values to solve

problems critically

Innovate beneficial products

Protect the environment, and conserve resources

VISION
Enhance the integrity, health and wellness of people

Make informed decisions

Engage in discussions of relevant issues that involve

science, technology, and the environment.
 BACKGROUND/RATIONALE
• The 21st century necessitates new competencies for individuals to
proficiently engage and compete in the present-day knowledge-based
and technologically sophisticated worldwide community.

• National Research Council (2012), Science, Technology, Engineering,

and Mathematics (STEM) education is increasingly acknowledged as a
crucial element for achieving economic prosperity and sustainable
development.
• In contemporary times, scholarly investigations have exhibited the
diverse advantages of STEM educational interventions, specifically the
cultivation of problem-solving, critical thinking, and creativity
proficiencies
 BACKGROUND/RATIONALE

• Tai, Liu, Maltese, and Fan (2006), suggests that students who received
STEM learning interventions demonstrated enhanced performance on
standardized assessments, notably in mathematics and science subjects.

• STEM educational interventions provide not only academic advantages

but also social benefits.
• Incorporating practical issues and situations in these interventions
facilitate the comprehension of the applicability of acquired knowledge
by students, thereby enhancing their involvement and drive (Honey,
Pearson, & Schweingruber, 2014).
 BACKGROUND/RATIONALE

• According to the findings of Maltese and Tai (2011) interventions

promoting STEM learning can yield favorable outcomes regarding
students' attitudes and perceptions toward STEM disciplines.

• Through the provision of STEM interventions, students can be

introduced to the accessibility, relevance, and excitement of STEM
subjects. This exposure can elucidate these fields, thereby addressing
negative stereotypes and perceptions.
 BACKGROUND/RATIONALE

• According to English and King (2015), STEM education interventions

that prioritize project-based learning and collaborative activities can
improve learners' teamwork, communication, and leadership abilities.

• Employers increasingly value these competencies and apply them to

various career paths. In addition, educational interventions in the field
of STEM, specifically those that integrate experiential learning and
practical applications, have the potential to cultivate resilience among
students.
 BACKGROUND/RATIONALE

• These interventions facilitate the development of a growth mindset

among learners by promoting experimentation, failure, and
perseverance, thereby emphasizing the significance of failure as an
integral aspect of the learning process (Dweck, 2006).

• The emergence of Industry 4.0 and the growing incorporation of

artificial intelligence, robotics, and big data across various industries
have increased the significance and requirement for STEM
proficiencies (Schwab, 2016).
 BACKGROUND/RATIONALE

• Today, where digital technology and online connectivity are becoming

increasingly prevalent, possessing digital literacy is as crucial as
possessing fundamental reading, writing, and arithmetic skills.

• According to Voogt et al. (2013), interventions in STEM education can

provide learners with crucial digital competencies, which can empower
them to utilize and traverse technology and online resources
proficiently. Consequently, modifying our educational systems by
implementing focused STEM interventions is imperative to guarantee
that students are adequately equipped for the open job market.
 BACKGROUND/RATIONALE

• Investing in STEM learning interventions is imperative, as they are

both advantageous and indispensable.

• Implementing academic practices has been shown to facilitate academic

success, foster the development of critical thinking and problem-
solving abilities, heighten student involvement, and equip learners with
the necessary skills for the open labor market. Moreover, it can
augment diversity and parity within these pivotal domains.
 BACKGROUND/RATIONALE

• STEM education interventions impart crucial skills and knowledge and

foster responsible citizenship, resilience, digital literacy, and favorable
attitudes toward STEM.

• Hence, it is imperative to prioritize these interventions to equip

learners with the necessary skills to excel in a constantly evolving,
STEM-focused environment.
RATIONALE
MPS
MPS 1ST Quarter MPS 2nd Quarter
STEM SUBJECTS (SY 2021-2022)
(SY 2022-2023) (SY 2022-2023)

Earth Science 81.75%

DRRR 86.05% 77.48% 66.23%

General Biology 1 74.68% 79.42% 65.90%

General Biology 2 75.21%

General Chemistry 1 71.29% 75.01% 63.52%

RATIONALE
MPS
MPS 1ST Quarter MPS 2nd Quarter
STEM SUBJECTS (SY 2021-2022)
(SY 2022-2023) (SY 2022-2023)

General Physics 1 70.60% 76.60% 62.61%

General Physics 2 72.25%

RATIONALE
MPS
NON-STEM MPS 1ST Quarter MPS 2nd Quarter
(SY 2021-2022)
SUBJECTS (SY 2022-2023) (SY 2022-2023)

Earth and Life Science 60.21%

Physical Science 60.16% 77.11% 62.95%

Notwithstanding the advantages, the absence of opportunities to obtain and

experience high-quality STEM education continues to pose a substantial
obstacle, especially for underprivileged students and those residing in
remote regions.
RATIONALE
Therefore, it is imperative to allocate
resources towards efficacious STEM
educational interventions to guarantee
fair and impartial availability of quality
STEM education, equip all learners with
the necessary skills to confront the
demands of the recent period, and
safeguard the future well-being of our
worldwide community.
SELECT LEARNING
INTERVENTIONS IN
KEY STAGE 4
 SCI-INLAB
(INQUIRY LAB)
 SCI-INLAB
(INQUIRY LAB)

• These activities provide a unique platform for students to explore

scientific concepts, develop critical thinking skills, and deepen their
understanding of the scientific method.

• ·By actively participating in laboratory experiments, students can

observe phenomena firsthand, make predictions, analyze data, and
draw meaningful conclusions. Laboratory activities also foster the
development of important skills such as problem-solving, teamwork,
and effective communication.
 SCI-INLAB
(INQUIRY LAB)

• ·Azevedo et al. (2021) show that inquiry-based laboratory activities

have a positive influence on both cognitive and non-cognitive
outcomes.

• An inquiry-based laboratory is a type of laboratory activity that

emphasizes student-driven exploration, discovery, and critical thinking.
In an inquiry-based laboratory, students actively engage in the
scientific process by asking questions, designing, and conducting
experiments, analyzing data, and drawing conclusions.
 SCI-INLAB
(INQUIRY LAB)
 SCI-INLAB
(INQUIRY LAB)
 SCI-INLAB
(INQUIRY LAB)
 SCI-INLAB
(INQUIRY LAB)
 SCI-INLAB
(INQUIRY LAB)
 SCI-INLAB
(INQUIRY LAB)
 SCI-INLAB
(INQUIRY LAB)
SCI-INLAB
SUGGESTED
COMPETENCIES
SCI-INLAB
SCI-INLAB
SCI-INLAB
SCI-INLAB
SCI-INLAB
SCI-INLAB
SCIENCE DIURNAL
 SCIENCE DIURNAL
• The Science Diurnal, as a learning intervention and enhancement for
STEM and Non-STEM senior high school learners, can include
narrative, poetry and prose as students represent their ideas in a range
of styles and forms.

• Using this intervention, the teachers can refer students to display

charts, pictures, diagrams, word walls and phrases about the topic
displayed around the classroom. Likewise, the learners can also be able
to revisit and revise this material during the unit, explore the
vocabulary, visual texts and ideas that have developed from the science
unit, and encourage students to use them in their science diurnals.
 SCIENCE DIURNAL

• ·Various studies showed that journal writing engages learners’ thinking

through different cognitive processes such as prediction,
brainstorming, reflection, and questioning; encourages students to
express their interests, thinking, and curiosity about the world around
them, and discover new ideas (Al-Rawahi 2015).
 SCIENCE DIURNAL
• ·Involving learners in reflective journal writing after their science
lessons affects their self-regulative strategies. In the study by Bene et
al. (2021), STEM learners reported higher self-regulation levels than
non-STEM learners. Hence, self-regulation remains an essential skill
that enhances learners’ effectiveness and needs.
SCIENCE DIURNAL
 SCIENCE DIURNAL
Sample Templates for Non-STEM

For Intervention For

Enhancement
 SCIENCE DIURNAL
Sample Templates for STEM

For Intervention For

Enhancement
STEMAZING
 STEMAZING
• STEMazing enhancing activities are those that incorporate Science,
Technology, Engineering, and Mathematics (STEM) concepts into
learning activities in the classroom to assist students gain deeper
knowledge and more advanced abilities.

• An increased emphasis has been placed on including STEM-related

activities in the classroom to spark students' interest in these fields and
to better prepare them for the demands of the workforce in the future.
 STEMAZING

• Kozma et al. (2014) study indicated that students who engaged in

STEMazing enhancing activities outperformed their peers in science,
math, and technology achievement scores. Similar to this, a 2019 study
by Chiu et al. discovered that students' problem-solving abilities
significantly improved after participating in STEMazing enhancing
activities.
STEMAZING
STEMAZING
STEMAZING
STEMAZING
 STEMAZING
STEM
INTERVENTION

• Project LAKBAY (Learning And Knowing research by Attending

Yearly research congress)

• The primary purpose of the LAKBAY initiative is to provide a

platform for enhancing students' research and innovation skills.
Participating in this program will expose participants to the work of
student researchers and professionals, allowing them to gain valuable
insights and knowledge in their respective fields.
 STEMAZING
STEM
INTERVENTION

One of the primary objectives of the LAKBAY initiative is to provide

STEM students with a comprehensive understanding of a variety of
problems and possible solutions. To accomplish this, the program stresses
the significance of conducting research. Participants will be encouraged to
investigate various research methodologies, collect, and analyze data, and
draw definitive conclusions.

Learners can participate in hands-on activities, workshops, and mentoring

sessions with seasoned researchers and professionals as part of the
LAKBAY initiative.
 STEMAZING
STEM
INTERVENTION

• These interactions will provide helpful direction and inspire and

motivate students to pursue their research interests.
• The program will cover many STEM-related topics, including but not
limited to science, technology, engineering, and mathematics. Students
can delve into specific areas of interest to better understand the subject
matter and its practical applications. Participating in the LAKBAY
initiative will develop their critical thinking, problem-solving, and
analytic abilities.
• These interactions will provide helpful direction and inspire and
motivate students to pursue their research interests.
 STEMAZING
STEM
INTERVENTION
• In addition, the initiative intends to foster a collaborative and
supportive atmosphere in which students can exchange ideas, discuss
their research findings, and receive constructive feedback from their
peers and mentors.

• This collaborative aspect will facilitate the development of teamwork,

communication, and interpersonal skills. After the LAKBAY initiative,
participants will have the chance to present or publish their research
projects. This platform will allow them to share their discoveries,
insights, and potential solutions with a larger audience, enhancing their
presentation and communication skills.
 STEMAZING
STEM
INTERVENTION

• The LAKBAY initiative is intended to provide STEM students with a

comprehensive and immersive research and innovation experience. By
exposing them to the work of student researchers and professionals,
facilitating hands-on activities, and encouraging collaboration, the
program aims to improve their abilities, broaden their perspectives, and
encourage them to pursue future endeavors in their respective fields.
STEMAZING
STEM
INTERVENTION
STEMAZING
STEM
INTERVENTION
STEMAZING
STEM
INTERVENTION
 STEMAZING
STEM
INTERVENTION
CERTIFICAT
ES
MODIFIED PBL
 MODIFIED PBL
• ·Problem-Based Learning is a pedagogical approach designed for STEM and
non-STEM academic tracks of Senior High School. It consists of collaboration
among SHS learners through a small group activity to produce a required group
output as the culmination of the learning episode.

• The efficacy of PBLs is proven by Owen (2019) when he reported that Problem-
based learning (PBL) approaches develop students’ abilities to tackle complex,
unstructured problems which are closer to the situations they are likely to face in
the future. Also, this pedagogical approach is used to identify problems with a
scenario to increase the knowledge and understanding of the earners
 MODIFIED PBL
• ·Its underlying principles include independent and self-directed learning;
learning happens in a group and the teacher is a facilitator; all groups must
participate equally; students learn about motivation, teamwork, problem-solving,
and engagement with the task; and materials such as data, photographs, articles,
can be used to solve the problem (Ali 2019).
MODIFIED PBL
MODIFIED PBL
MODIFIED PBL
MODIFIED PBL
MODIFIED PBL
MODIFIED PBL
STEM CAREER
 STEM CAREER
• ·Science education should include not only knowledge of science content and
how science works, but also cover the diversity of science careers and their
values.

• ·Students demonstrate a lack of interest in choosing science studies and science-

related careers. Eventually, these students need more wide-ranging information
about scientific careers and the competencies demanded by these kind of careers
(Salonen, et al, 2017).
 STEM CAREER
• ·It is therefore strongly suggested that it is necessary to include career
information and education in science curriculum.

• ·STEM Careers espouses the concept of career-related science education

supporting the tenet that the values and relevance of school science can be
increased through promoting various aspects of scientific career options.
STEM CAREER
STEM CAREER
STEM CAREER
STEM CAREER
STEM CAREER