Module 2. Science Curriculum

Chapter 1.
The Elementary Science Curriculum

Module
Lesson 2. Science Curriculum
2
I. Learning Objectives
After completion of this module, the students are expected to:
 Discuss the purpose and objectives of the science education and

 Reflect on one’s competence in science in light of the strands of scientific proficiency.
II. 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,
processes 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 lite skills such as problem-solving and critical thinking, which they need to succeed in
school, career, and beyond. These lifelong skills allow students to generate ideas, weigh decisions
objectively, and understand the evidence.
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.
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 are inked. 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. The students who are proficient in science:
 Know, use, and interpret scientific explanations;

 Generate and evaluate scientific evidence and explanations;
 Understand the nature and development of scientific knowledge; and
 Participate productively in scientific practices
Activate
Activity A.1. The Aims of the Study and Teaching of Sciences

The aims of teaching and learning science can be summarized below. Recall classroom activities or
learning experiences you had that aimed at developing these outcomes among the students. Recall also
your feelings and insights when you experienced those activities in class.
Aims Classroom Activities/ Your Feelings and Insights

Learning Experiences
1. Develop inquiring minds
and curiosity about the world
2. Acquire knowledge,
conceptual understanding,
and skills to solve problems
and make informed decisions
3. Communicate scientific
ideas, arguments, and
The Teacher and the Community, School Culture and Organizational Leadership 1
practical experiences
4. Think analytically, critically,
and creatively to solve
problems, judge arguments
and make decisions
5. appreciate the benefits and
limitations of science and its
applications
6.understand the
international nature of
science and the
interdependence of science,
technology and society
7. demonstrate attitudes and
develop values of honesty,
responsibility, and respect for
oneself, for others, and for
the environment.
B. Analysis
Activity B.1. Historical Development of Science Education in the Philippines

The table below, adapted from Pawilen (2005), lists some of the key events in the development of
science education in the Philippines. Read each item carefully. With a partner or triad, read print and
online sources on other legislations and events that contributed to the improvement of the quality of
science education in the Philippines .
Year Highlights
1960s  Printing and distribution of science textbooks by the United States Operations
Mission-National Economic Council (USOM-NEC) Project and UP Science
Teaching Center
1970s  Teaching of Integrated Science and Health in schools
 Development of The Elementary Learning Continuum (ELC)
1980s  Introduction of Science, Technology, and Society (STS) approach to teaching
 Development of science and technology textbooks for secondary schools
 Recognition of the UPISMED
 Start of the Needs-Based Curriculum Project
1990s  Development of “Science Made Easy” video course and television programs
like “Sine Eskuwela” for science in the elementary level
2000  Development of an Indigenous Curriculum for science in selected local
communities
 Integration of language and science for Grades I and II
 Increased time for learning science
2011  Development of the Science Framework for Philippine Basic Education by
Department of Science and Technology Science Education Institute and
University of the Philippines National Institute for Science and Mathematics
Education Development
2013  President Benigno Aquino III approved Republic Act (RA) 10533, signing into
law the K-12 program
Contemporary
Programs (Write your answers here.)
Under S&T
Manpower
Development
C. Abstract Let's Conceptuall2

Abstraction
Activity C.1
It was previously stated that science teaching is concerned about the teaching of scientific
knowledge and development of science process skill, scientific attitudes, and values among the learners.
Read relevant print and online examples on these domains. Give and write your own examples on the
corresponding column.
Domains of Definition/Examples Your own Examples

Teaching Science
Scientific Knowledge Scientific knowledge refers to
the knowledge that is based
on scientific methods
Examples
- Cell Theory
- Binomial System of
Nomenclature
- DNA Synthesis
Science Process  Observation
Skills  Communication
 Classification
 Measurement
 Interference
 Prediction
Scientific Attitudes  Critical-mindedness
and Values  Respect For Evidence
 Honesty
 Objectivity
 Open-mindedness
 Precision
 Curiosity
 Persistence
 Patience
D. Application
Public and private institutions alike are making an effort to encourage today’s youth to take science-
related courses and careers. Examine the following and innovations below and see how well they have
gone in making science careers enticing to the youth. Write a short description about each program
below.
Program/ innovation Description
Balik Scientist Program
Project Noah
Agham Bayan
The Microsattelites Diwata 1 and 2
and nanosatellite Maya 1
Philippine Journal of Science
III. Lesson Synthesis

1.What defines the quality of science education in the Philippines?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. What are the opportunities and challenges in teaching science in the Philippines.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Reference:
Alata, Eden Joy P. & Alata, Elen Joy P. ( 2020) Teaching Strategies for Elementary Science
( Physics, Earth and Space Science). Rex Book Store.

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Chapter 1.

The Elementary Science Curriculum

 Discuss the purpose and objectives of the science education and

II. Learning Activities

 Know, use, and interpret scientific explanations;

Activity A.1. The Aims of the Study and Teaching of Sciences

Aims Classroom Activities/ Your Feelings and Insights

Activity B.1. Historical Development of Science Education in the Philippines

C. Abstract Let's Conceptuall2

Domains of Definition/Examples Your own Examples

Program/ innovation Description

Balik Scientist Program

Philippine Journal of Science

III. Lesson Synthesis

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