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Lesson 2 Tses

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16 views13 pages

Lesson 2 Tses

Uploaded by

nathanielzen6
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON

2:
SCIENCE
EDUCATI
ON
ROEL M. RIÑO

PAGE 1
1. Discuss the purpose and
LEARNI objectives of the science
education and;
NG
OBJECT
IVES 2. Reflect on one`s competence
in science in light of the strands
of scientific proficiency.

PAGE 2
•WHAT IS
Course
SCIENCE Outline
EDUCATIO
N?
PAGE 3
LEARNING
ACTIVITIES
 Science education is concerned about learning, teaching, and
understanding science. There are three dimensions of science that are
all important in science education: science knowledge, process of doing
science, and scientific attitudes. Science is one of the most important
subjects that must be learned because of its relevance to the students`
lives. In the science class, the students use and develop life skills such as
problem-solving and critical thinking, whuch they need to succeed in
school, career, and beyond. These lifelong skills allow students to
generate ideas, weigh decisions objectively, and understand the
evidence.

01 PAGE 4
02 03 04
LEARNING
ACTIVITIES
 Teaching science is important because of several reasons.
First, the nation is dependent on the technical and scientific
abilities of its citizens for its economic growth and national
activities. Moreover, science is a significant part of human
culture and represents one of the highlights of human
capacity. Also, it provides a laboratory of common
experience for development of language, logic, and problem-
solving skills. Finally, for some of the students, it will become
a lifelong vocation or career.

02 PAGE 5
01 03 04
LEARNING
ACTIVITIES
 Understanding science is
multifaceted. Current research
indicates that proficiency in one
aspect of science is closely related to
proficiency in others. Like strands of a
rope, the strands of scientific
proficiency linked. The National
Academy of Sciences developed the
strands of scientific proficiency that
address the knowledge and reasoning
skills that the students must acquire to
be considered fully proficient in
science.
03 PAGE 6
01 02 04
The students who are proficient in
science:
 Know, use, and interpret scientific
explanation
SCIENCE  Generate and evaluate scientific
evidence and explanations;
PROFICIEN  Understand the nature and
CY development of scientific knowledge;
and
 Participate productively in scientific
practices.

04 PAGE 7
01 02 03
HISTORI
CAL 1960s
DEVELO  Printing and distribution of science
textbooks by the United States
PMENT Operations Mission-National
OF Economic Council (USOM-NEC)
SCIENCE Project and UP Science Teaching
Center
EDUCAT 1970s
ION IN  Teaching of Integrated Science and
THE Health in schools and Development
PHILIPPI of the Elementary Learning
Continuum (ELC).
NES PAGE 8
HISTORI
CAL 1980s
DEVELO  Introduction of science,
PMENT Technology, and Society (STS)
approach to teaching
OF  Development of Science and
SCIENCE technology textbooks for
EDUCAT secondary schools
ION IN  Recognition of the UPISMED
THE  Start of the Needs-Based
PHILIPPI Curriculum Project.
NES PAGE 9
HISTORI
CAL
DEVELO 1990s
PMENT  Development of “Science
OF
SCIENCE Made Easy” video course
and television programs like
EDUCAT “Sine Eskuwela” for science
ION IN in the Elementary level.
THE
PHILIPPI
NES PAGE 10
HISTORI
CAL 2000
DEVELO Development of an
PMENT Indigenous Curriculum for
OF Science in selected local
SCIENCE communities
EDUCAT  Integration of language and
ION IN science for Grades I and II
THE  Increased time learning
PHILIPPI science
NES PAGE 11
HISTORI
CAL 2011
DEVELO  Development of the Science
PMENT Framework for Philippine Basic
OF Education by Department of
SCIENCE Science and Technology Science
Education Institute and
EDUCAT University of the Philippines
ION IN National Institute for Science
THE and Mathematics Education
PHILIPPI Development.
NES PAGE 12
HISTORI
CAL
DEVELO 2013
PMENT  President Benigno
OF Aquino II approved
SCIENCE
EDUCAT Republic Act (RA)
ION IN 10533, signing into law
THE the K-12 program
PHILIPPI
NES PAGE 13

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