Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY Date Adopted: __________________
Fort Pilar, Zamboanga City Revision Status: _________________
Revision Date: __________________
Tel No. 992-3092/Tel No: (062) 991-0643 Telefax: (062) 991-0777 website: http:www.zscmstedu.ph
Recommended By: QMR
Approved by: College President

COLLEGE OF EDUCATION & NATURAL SCIENCES College where the program

is being identified with

BACHELOR OF SECONDARY EDUCATION

College Seal, AJA Logo, Name and (MAJOR IN SCIENCES) Name of the Program
Contact Details of the College, and where the Course is
Document Box offered
OUTCOME-BASED EDUCATION (OBE) COURSE SYLLABUS IN
ST 1 Signatures of the
Title of the Syllabus
(Course Code and Course
(THE TEACHING OF SCIENCE) concerned Faculty, Chair
and Dean with Date of
Description) Effectivity

Prepared by: Reviewed by: Approved by: Date of Effectivity

ESTHER T. LIM, MST ___________________ ______________________ JUNE 2018

Instructor Area Chair Dean

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 Vision: A learning institution that transforms individuals into globally competitive human capital in fisheries, maritime and information technology, pedagogy and
industries for the rational management of aquatic resources.

Mission: Generate and manage knowledge in the institution’s academic disciplines, produce ecologically – conscious professionals, provide leadership in the
sustainable development of aquatic ecosystems, and contribute to the improvement of the quality of life of the people.

Core Values: CORE VALUES: (ZSCMST) Z-Zeal S-Synergy C-Commitment M- Motivation S-Self-Reliance T-Trust

II. PROGRAM: Bachelor of Secondary Education major in SCIENCES

III. INSTITUTIONAL GOALS

Provide the highest quality of Teacher and Natural Sciences Education in the region. Develop a breed of competent educators, researchers, and
environmentalists with high standards of work ethics and committed to the sustainable development of the region’s quality of life, protection and
preservation of natural ecosystem.

IV. INSTITUTIONAL OBJECTIVES

1. Offer undergraduate courses in Teacher Education, Marine Biology and Environmental Science relevant to the needs of Western Mindanao.
2. Implement training and development programs consistent with the institutional mission.
3. Train and develop professionals with specialized skills in the field of Education, Marine Biology and Environmental Science.
4. Promote environmental protection and rehabilitation of natural ecosystem by developing and implementing an effective resources management
program.
5. Design and conduct research and extension activities.

ZSCMST’s Philosophy (Vision, Name of the Program where Goals and Objectives of the
Mission & Core Values) the Course is offered College where the program and
course are part of

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 Outcomes of the program where the
course is part (based on CMO/PSGs)

V. PROGRAM OUTCOMES
The graduates have the ability to:
1. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
2. demonstrate mastery of subject matter/discipline
3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
4. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
5. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
6. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
7. practice professional and ethical teaching standards sensitive to the local, national, and global realities; and
8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

VI. COURSE SPECIFICATIONS

Course Name THE TEACHING OF SCIENCE

Course Credits 3 units
Course Description Deals with the goals, materials, content, assessment, management and methods of teaching science at the secondary level;
provides opportunities for class observation and demonstration teaching.
Contact Hours/week 3 units
Prerequisite None

COURSE OUTCOMES COURSE MAP

a b c d
1. Discuss classroom and laboratory strategies of teaching science addressing needs of students with disabilities in the L P P P
secondary level.
2. Illustrate models and cite applications of pedagogies of teaching science. L P P P
3. Design pedagogical models localizing content for teaching science in the Philippine education system setting. P P P P
4. Perform teaching demonstrations in any of the four area: Biology, Chemistry, Physics and Earth Science P P P P

Outcomes of the course (devised by the

Page 3 of 10 Course Details such as name, credit units,
teacher) with corresponding course
description, contact hours/week, and prerequisite
mapping (CMO/PSGs)
if there’s any (based from CMO/PSG)
 COURSE OUTLINE AND TIMEFRAME
Week 1 A. Classroom and Laboratory Modifications for Students with Disabilities
Week 2 B. Models and Applications
Week 3 C. Mastery Teaching Instructional Framework (Investigating Bones)
Week 4 D. Direct Teaching Instructional Framework (An Investigation of the Suffocating Candle)
Week 5 E. Guided Discovery Instructional Framework (An Investigation of Energy Sources)
Week 6-7 F. Inquiry Teaching Instructional Framework (An Investigation on the Concept of Density)
Week 8 G. Exploratory Teaching Instructional Framework (An Investigation of Puzzling Powders)
One week (or an Allotted for Midterm and Final Exams
equivalent of six hours)

Alignment of Course Outcomes with Summative Assessment Tasks

Course Outcomes Summative Assessment Task Details
1. Discuss classroom and laboratory strategies of 1. Teaching demonstration in any 1. Students enrolled in this course are tasked to perform teaching
teaching science addressing needs of students of the four areas: Biology, demonstration as a means of preparing teacher candidates in
with disabilities in the secondary level. Chemistry, Physics and Earth their teaching internship. Their demo teaching must focus in
2. Illustrate models and cite applications of Science incorporating the various employing the assigned instructional framework. A rubric on
pedagogies of teaching science. instructional frameworks teaching demonstration will be utilized in assessing the
3. Design pedagogical models localizing content competencies achieved by the student.
for teaching science in the Philippine education 2. Pedagogical models for teaching 2. Apart from the stipulated instructional frameworks in teaching
system setting. science science, the students are likewise highly encouraged to design
4. Perform teaching demonstrations in any of the their own/original pedagogical models. A rubric on designing
four area: Biology, Chemistry, Physics and Earth instructional models will be used to assess competencies
Science attained by the students.

Course Outline and Timeframe

distributed according to main Description of Summative
course contents in the learning plan assessment task with details in the
Page 4 of 10 delivery of course outcomes
 LEARNING PLAN
Detailed Learning Course Content/ Subject Textbooks/ Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Matter References Activities (TLAs) Tasks (ATs) Materials Table
Orientation 2013 College Code
• Vision, Mission and goals of 2011 Student
the college Handbook
A. Classroom and
Laboratory Modifications for
Students with Disabilities
1.1 Discuss several 1.1 Equity issues in education Stefanich, G. et al. CL: FIND SOMEONE Paper and pencil LCD
equity issues and its 1.2 Universal design principles 2001. Science WHO test Projector
impact in planning and for science classroom Teaching in Inclusive Students circulate, -Quiz
implementing effective 1.3 Common physical Classrooms: Models finding others who can Laptop
teaching and learning disabilities and Applications. contribute to their Oral recitation
tools 1.3.1 Motor/Orthopedic Woolverton Printing worksheet. Hand-outs
1.2 Explain why it is 1.3.2 Visual Company, Cedar Falls, Worksheets
important for science 1.3.3 Deaf and hard of Iowa. CL: PEOPLE HUNT Activity
teachers to become hearing Students circulate, Activity sheets Sheets
active participants in 1.4 Common learning finding others who match
planning and organizing disabilities their own characteristics. Rubrics for Worksheets
space and materials in 1.4.1 Memory disorder Cooperative
their classroom. 1.4.2 Sequential processing Learning
1.3 Classify different disorder Activities
types of disabilities

FLEXIBILITY PROVISION: May include additional topics, activities, remedial measures deemed necessary based on the students’ needs.

References Tests and tools

Competencies for each Topics used OBTL activities (processes) may (products)
Week No with
unit 5inofthe
Page 10course included in include: research-based, no of hours
the course extension-based, GAD-based
 1.4 Explain definition of 1.4.3 Auditory perception or
each disability auditory processing disorder
1.4.4 Receptive language

1.5 Illustrate classroom

accommodations for
students with disabilities
1.6 Design science disorder
laboratory scheme and 1.4.5 Expressive language
modifications intended for disorder
the disabled students. 1.4.6 Visual perception or
1.7 Design science- visual processing disorder
related instructional 1.4.7 Visual-motor
materials for the disabled integration dysfunction
students 1.4.8 Simultaneous
1.8 Perform teaching processing disorder
demonstration in any of 1.4.9 Written language
the four areas in science disorder
incorporating strategies 1.4.10 Abstract thinking
addressing the needs of deficit
students with disabilities 1.4.11 Attention deficit
disorder
1.5 Developmental delays
1.6 Behavioral disorders
1.7 Speech and language
disabilities
B. Models and Applications
2.1 Explain the objective 2.1 Mastery teaching Stefanich, G. et al. CL: THINK-PAIR-
and purpose, instructional 2.2 Direct instruction 2001. Science SHARE - Involves a
input of mastery teaching 2.3 Guided discovery Teaching in Inclusive three step cooperative Paper and pencil LCD
2.4 Inquiry learning Classrooms: Models structure. During the first test Projector

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 2.2 Discuss the direct 2.5 Exploratory learning and Applications. step individuals think -Quiz
instruction approach Woolverton Printing silently about a question Laptop
2.3 Describe the main Company, Cedar Falls, posed by the instructor. Oral recitation
characteristics of guided Iowa. Individuals pair up during Hand-outs
discovery the second step and Worksheets
2.4 Discuss the ideas and exchange thoughts. In Activity
steps for inquiry learning the third step, the pairs Activity sheets Sheets
2.5 Explain what is share their responses
exploratory learning with other pairs, other Rubrics for Worksheets
teams, or the entire Cooperative
group. Learning
Activities
C. Mastery Teaching
Instructional Framework
3.1 Apply mastery 3.1 Investigating Bones Stefanich, G. et al. Teaching demonstration Rubric on Will vary
teaching method in 2001. Science in any of the four areas: teaching depending
teaching. Teaching in Inclusive Biology, Chemistry, demonstration on what the
3.2 Design instructional Classrooms: Models Physics and Earth student/
materials aligned with the and Applications. Science incorporating demo
utilization of mastery Woolverton Printing the various instructional teacher will
teaching method Company, Cedar Falls, frameworks utilized
Iowa.
Pedagogical models for Rubric on
teaching science designing
instructional
models
D. Direct Teaching
Instructional Framework
4.1 Apply direct teaching 4.1 An Investigation of the Stefanich, G. et al. Teaching demonstration Rubric on Will vary
method in teaching. Suffocating Candle 2001. Science in any of the four areas: teaching depending
4.2 Design instructional Teaching in Inclusive Biology, Chemistry, demonstration on what the
materials aligned with the Classrooms: Models Physics and Earth student/

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 utilization of mastery and Applications. Science incorporating demo
teaching method Woolverton Printing the various instructional teacher will
Company, Cedar Falls, frameworks utilized
Iowa.
Pedagogical models for Rubric on
teaching science designing
instructional
models
E. Guided Discovery
Instructional Framework
5.1 Apply direct teaching 5.1 An Investigation of Energy Stefanich, G. et al. Teaching demonstration Rubric on Will vary
method in teaching. Sources 2001. Science in any of the four areas: teaching depending
5.2 Design instructional Teaching in Inclusive Biology, Chemistry, demonstration on what the
materials aligned with the Classrooms: Models Physics and Earth student/
utilization of mastery and Applications. Science incorporating demo
teaching method Woolverton Printing the various instructional teacher will
Company, Cedar Falls, frameworks utilized
Iowa.
Pedagogical models for rubric on
teaching science designing
instructional
models
F. Inquiry Teaching
Instructional Framework
6.1 Apply direct teaching 6.1 An Investigation on the Stefanich, G. et al. Teaching demonstration Rubric on Will vary
method in teaching. Concept of Density 2001. Science in any of the four areas: teaching depending
6.2 Design instructional Teaching in Inclusive Biology, Chemistry, demonstration on what the
materials aligned with the Classrooms: Models Physics and Earth student/
utilization of mastery and Applications. Science incorporating demo
teaching method Woolverton Printing the various instructional teacher will
Company, Cedar Falls, frameworks utilized
Iowa.

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 Pedagogical models for Rubric on
teaching science designing
instructional
models
G. Exploratory Teaching
Instructional Framework
7.1 Apply direct teaching 7.1 An Investigation of Stefanich, G. et al. Teaching demonstration Rubric on Will vary
method in teaching. Puzzling Powders 2001. Science in any of the four areas: teaching depending
7.2 Design instructional Teaching in Inclusive Biology, Chemistry, demonstration on what the
materials aligned with the Classrooms: Models Physics and Earth student/
utilization of mastery and Applications. Science incorporating demo
teaching method Woolverton Printing the various instructional teacher will
Company, Cedar Falls, frameworks utilized
Iowa.
Pedagogical models for Rubric on
teaching science designing
instructional
models

Page 9 of 10
 Suggested Readings
and References
Course Requirements Teaching Demonstration and Anatomical Model
Grading System 70% ( Quizzes/Activities/Assignment/Participation/Requirements) + 30% ( Mid Term Exam/Final Term Exam)
Final Grade = Mid-Term Grade/2 + Final Grade /2

List of references and other suggested

readings, other major requirements and
grading system

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