SCIENCE CURRICULUM FRAMEWORK FOR BASIC EDUCATION

• Importance of the School Science Education

Science is useful because of its links to technology and industry, which, from a national perspective,
are areas of high priority for development. Science provides ways of making sense of the world
systematically. It develops students’ scientific inquiry skills, values and attitudes, such as objectivity,
curiosity, and honesty and habits of mind including critical thinking. All these are useful to the
individual student for his own personal development, future career, and life in general. These skills,
values, attitudes, and dispositions are likewise useful to the community that an individual student
belongs to, and are further useful to the country that he lives in.

The learning of science is also important for the nation’s cultural development and preservation of
its cultural identity. Science is most useful to a nation when it is utilized to solve its own problems
and challenges, keeping a nation's cultural uniqueness and peculiarities intact. Thus in many
countries, science teaching and learning is linked with culture.

• Challenges in Science Education: Philippines Context

Some Filipino students have gained recognition for their high level of accomplishments in the
International Science and Engineering Fair, Robotics Competition, and Physics Olympiad, to name a
few. There are also reports of students in far-flung rural schools scoring much higher than the
international mean in the case of the Third/Trends in International Mathematics and Science Study
(TIMSS) or have gone beyond the 75% mastery level in the case of the National Achievement Test
(NAT).

However, the accomplishments of a few students are overshadowed by the consistently poor
performance of Filipino students in international assessment studies and national assessment
studies. Studies reveal that Filipino students have low retention of concepts, have limited reasoning
and analytical skills, and poor communication skills (they cannot express ideas or explanations of
events and phenomena in their own words) (UP NISMED, 2004). In addition, a large percentage of
Grade 6 and fourth year students in selected schools cannot apply concepts to real-life problem
solving situations nor design an investigation to solve a problem (UP NISMED, 2005).

Many educators and graduate student researchers have identified several factors behind the low
performance in science of Filipino students. These are: quality of teachers, the teaching-learning
process, the school curriculum, instructional materials, and administrative support (DOST-SEI, 2006).

There are many efforts by various stakeholders in science education to address these concerns. The
UP National Institute for Science and Mathematics Education Development with three major
functions–curriculum development, training and research in science and mathematics (UP Board of
Regents, 1997), designated as the National Center for Innovations and Research (DOST SEI, 2005),
deemed it wise to focus its efforts on the science curriculum to improve the quality of education at
the elementary and secondary school levels. The curriculum dictates how instruction and
assessment of student learning should be done and guides service providers in designing
professional development programs for teachers.
• Rationale

In the Philippines and around the world, people are talking about a science and technology-based
world and a knowledge-based economy. Given the expectations and skills required to live
successfully in such an environment and the varied problems of science education in the country,
there is a need to rethink what the vision of science education is.

The current direction of curriculum development in many countries is towards scientific literacy,
where the science education needs of all students are differentiated from those who have an
interest in scientific careers. An example is York University’s 21st Century Science, which has a
Foundation Science subject to be taken by all students, and a second optional subject, Additional
Science, for those students who wish to proceed with disciplines in science in later years.

Several questions have been asked: Does the present science curriculum for basic education address
the needs of students from different communities who might drop out of school at different grade or
year levels? Does the science curriculum in basic education provide avenues for students to engage
in science and encourage them to take sciencerelated careers? Does science in basic education help
students become informed citizens so that they can participate in making wise decisions about
issues that involve science and technology now and when they become decision makers in
government and in industry?

These questions were deliberated on lengthily by science education specialists, cognitive

psychologists, and even school teachers. They also noted that the existing science curriculum at the
basic education level do not jibe with the expectations of industry, the university, and society in
general. More specifically, they observed that the present curriculum is overloaded, discipline-
based, and caters to college bound students. They based their conclusion on the data that drop out
rate is high, that is, for every 100 pupils that enroll in Grade 1, only 65 finish Grade 6; while 56
students enroll in secondary school, only 46 graduate in fourth year (BESRA, 2006). In addition, of
those who pursue tertiary education, only about 2% choose careers in science and related fields.

The present science curriculum was updated a few years back (RBEC, 2003) but the same description
in terms of its content and emphasis still hold.

Thus, the Project Team arrived at these vision statements:

The Philippines’ Grades 1-10 Science Curriculum envisions the development of scientifically,
technologically, and environmentally literate and productive members of society. They must possess
effective communication and interpersonal and life long learning skills as well as scientific values and
attitudes. These skills will be acquired through a curriculum that focuses on knowledge relevant to
real world and encompasses methods of inquiry. These will be implemented in a learning
environment that promotes the construction of ideas and instills respect for others.

The Framework begins at Grade 1 because the kindergarten curriculum cannot be pigeonholed into
the usual subjects in basic education, such as science, mathematics, reading, and writing. Even
though concepts from these subjects are taught every day in kindergarten, they are so interrelated
that it is difficult to distinguish one from another.
• The Project Output and Team Members

The major output is a coherent, comprehensive science curriculum framework for basic education
with development of scientific inquiry as its overarching emphasis. It promotes the core science
concepts and skills to enable students “learn how to learn.” This science curriculum framework is a
result of a series of brainstorming and marathon sessions to rethink the vision for Grades 1-10
school science based on the expectations for citizens in a technologically-driven world. Its goals and
content are oriented towards producing scientifically literate citizens, and decision makers. It takes
into account emerging social and global issues and concerns, new international trends in curriculum
planning and design, and other pedagogical developments.

The Core Group is composed of science educators, heads of professional science teachers’
organizations, scientists and engineers, teachers, and senior specialists and researchers of DOST-SEI.
The Technical Working Group is made up of science education specialists and science education
associates of UP NISMED.

The science curriculum framework is a resource for curriculum developers, faculty of teacher
education institutions, teachers, school administrators, and policy makers to design, implement, and
assess the content of the science curricula.

Specifically, the document will help schools, teachers, and instructional materials developers in
addressing the needs of students to prepare them for the world of work, for pursuing their interest
in science and related fields, and to become responsible citizens. It emphasizes the need to learn
and use real life contexts to enhance learning, develops skills for independent study or self-learning
and inculcates in students the love and desire to acquire ‘learn how to learn’ skills.

For school administrators, the science curriculum framework will guide them on the selection of
quality instructional materials and equipment for science teaching and learning.

This framework will also inform policy makers to formulate appropriate legislation as well as allocate
resources to support quality science education.

• The Guiding Principles of Science Curriculum Framework

Science is for everyone. This principle recognizes the proactive relationship between science and
society. This means putting science into the service of individuals and society. Science education
should aim for scientific literacy that is operational in understanding oneself, common human
welfare, social, and civic affairs. Science should permeate all levels of society. Whether or not
students pursue a university education, they should leave school with a level of understanding and
scientific literacy that will prepare them to be informed and participative citizens who are able to
make judgments and decisions regarding science applications that may have social, health, or
environmental impacts.

Science is both content and process. Science content and science process are intertwined. The value
of science processes is to advance content or the body of knowledge. Without content, students will
have difficulty utilizing the science process skills. Science processes cannot exist in a vacuum. They
are learned in context.
School science should emphasize depth rather breadth, coherence rather than fragmentation, and
use of evidence in constructing explanation.

School science should be relevant and useful. To be relevant and useful, the teaching of science
should be organized around situations, problems or projects that engage the students both as an
individual and a member of a team.

School science should nurture interest in learning. Students are generally interested in problems
that puzzle them. They have a natural urge to find solutions. Organizing the curriculum around
problems or phenomena that puzzle students helps motivate them to learn.

Rather than relying solely on textbooks, teachers are encouraged to use hands-on learning activities
to develop students’ interest and let them become active learners.

School science should demonstrate a commitment to the development of a culture of science. A

culture of science is characterized by excellence, integrity, hard work, and discipline.

School science should promote the strong link between science and technology, including
indigenous technology.

School science should recognize that science and technology reflect, influence, and shape our
culture. The science curriculum should recognize the place of science and technology in everyday
human affairs. It should integrate science and technology in the civic, personal, social, economic, and
the values and ethical aspects of life.

Science Education in the Philippines: Challenges and Prospects

In the Philippines, recent efforts have been directed to improving science education, both at the
basic and teacher education levels. Research shows that the quality of science education in schools
is greatly influenced by the quality of science teachers. Students’ interest in science is directly linked
to the quality of teaching as well as learning interactions provided by their science teachers.
Interviews with students who excelled in science reveal that they were greatly inspired by science
teachers who engaged them in tasks that enabled them to inquire and solve problems.

Science has a rapidly changing knowledge base and expanding relevance to society. Teachers must
pursue opportunities to build their understanding of how students with varied interests, abilities,
and experiences can be supported and guided. Subsequently, students may be able to make sense
clearly out of scientific ideas. These ideas can be linked to real-life situations. Furthermore, science
teachers must have the chance to conduct research in regard to science teaching and learning, and
to share the results of their studies with their colleagues.

Science teachers who manage to develop students’ skills in searching for answers to questions about
materials and phenomena in the environment, and those who empower their students to grow to
become informed decision makers in society, are considered effective teachers. These teachers are
also able to evaluate their own practice and use these insights to develop challenging learner-
centered experiences. In effect, a committed science teacher should be reflective, collaborative, and
a lifelong learner.
There are many constraints facing science education in Philippine schools: shortage of qualified
science teachers, lack of quality textbooks, inadequate equipment, large classes, lack of support
from administrators, and many others. However, the Core and Technical Working Groups for this
project decided that the framework for science teacher education should pay attention to problems
that will address ways to improve or raise the quality of teaching practices, and personal attributes.

Challenge 1: Shortage of qualified science teachers

In 2004, Garcia and Tan prepared a report on Project RISE (Rescue Initiatives in Science Education).
The report describes qualified teachers as follows:

1. Those who have specialization in any science discipline (e.g., biology, chemistry, physics, and
general science) in their undergraduate degrees;

2. Those who have undergone in-service training programs in the varied science disciplines
equivalent to a major or minor; and 3. Those with degrees in science-related professions (e.g.,
engineers, pharmacists, nutritionists, and nurses) who opted to go into teaching at the basic
education level, took 18 units of foundation education subjects, and passed the licensure
examination for teachers.

Despite these broad categories, qualified science teachers are still lacking in the country, based on a
number of reasons.

Firstly, the Bachelor of Elementary Education (BEED) curriculum did not require students to
specialize in any subject area. As of 2003, CMO No. 9 required BEED students to take only 6-9 units
of science courses. In 2005, the New Teacher Education Curriculum was introduced (CMO No. 30).
The content courses for BEED totals 57 units but only 12 units of these are in Science.

Table 1: Offerings under the 2005 Teacher Education Curriculum

On the other hand, students enrolled in the Bachelor in Secondary Education (BSED) program are
required to have a major and/or minor in any of the following science subjects: General Science,
Biology, Chemistry, Physics, or Mathematics. In this new curriculum, students take 60 units of
science subjects. However, not many teacher education institutions (TEI) in the country offer
Areas BEED (units) BSED (units) General Education 63 (Science: 9 units) 63 (Science : 9 units)
Professional Education 54 51

Specialization (Content) 57 (Science: GE +3 units)

60 (Science: all 60 units)

Total 174

174

specialization subjects in science (CHED, 2006) and the number of students majoring in science
education is small (DOST, 2002). Based on personal communications with deans of colleges of
education of state universities, the number of students enrolled in science education remains low.

Secondly, Project RISE (1999-2003) was discontinued due to lack of funds while the quality of
training modeled in the Science and Mathematics Education Manpower Development Project
(SMEMDP, 1994-1999) was not sustained as cascading models of training were implemented.
Regional and district training programs were shorter in duration and, therefore, less intensive, vis-à-
vis national training programs.

Thirdly, instead of specializing in science education, many science teachers tend to specialize in
Administration and Supervision or Research and Evaluation. A DOST-SEI study in 2002 revealed that
many classroom teachers would rather be promoted as school administrators. Ironically, the rate of
principals and master teachers are within the same salary range.

Finally, the dwindling number of qualified science teachers is worsened by the brain drain
phenomenon. Cortes, Tan, and Savellano (2005) reported that since 1990, more than twelve
thousand science and mathematics teachers left the Philippines to seek better opportunities in the
United States, Canada, and other countries. Filipinos with master’s and doctoral degrees in Science
and Mathematics Education are in demand overseas. In particular, industrialized countries have
been aggressive and persistent in recruiting highly qualified Filipino science and mathematics
teachers.

Challenge 2: Incongruent teaching assignments with teachers’ educational background

Lack of qualified science teachers in many schools leads to the practice of assigning teachers to
teach science subjects despite their limited background. This situation is true for both elementary
and secondary schools. UP NISMED studied the profile of participants in their training programs
through the years and found out that many teachers handling science subjects are nonscience
majors. When asked what topics do they find difficult to teach or students have difficulty

understanding the concepts, they included electricity, chemical changes and reactions, weather,
plate tectonics, and movement of heavenly bodies. These topics require a lot of visualization and use
of models because the concepts are abstract. Lacking in confidence to teach these science subjects,
teachers tend to focus or linger on topics they are familiar with (usually biological) and leave out the
difficult ones.
One probable effect of this practice is the low performance of students in international and national
assessment studies. The results of the Trends International Science and Mathematics Study (TIMSS,
1999 and 2003) and the National Achievement Test (Department of Education, 2003-2008) support
this observation. Although there had been increases in the performance of students in NAT 2007 and
2008, the national mean percent score is still below mastery level.

UP NISMED reported a disturbing situation when it evaluated the impact of Bridgeit or Text-2-Teach
Project which was implemented in three regions (Region 4, Region 12, and the National Capital
Region) in 2004. The project, sponsored by Nokia and International Youth Foundation through
SEAMEO-INNOTECH, provided interactive, easy-to-use multimedia packages to make science
learning interesting and meaningful for young learners. The UP NISMED study revealed that there
was no significant difference between Grades 5 and Grades 6 students in regard to what they know
and can do in science. One reason that was used to account for this observation is the inadequate
preparation of teachers handling science subjects. Grade 6 Science has more abstract concepts and
higher order thinking skills requirement than Grade 5 Science. Thus, it can be inferred that teachers’
science content background is not enough to deal with abstract concepts in a higher grade science
subject.

Most alarming is the result of the analysis of the TIMSS tests given to teachers of students who took
the test in 2003. It was discovered that, on the average, the highest scoring students fared better
than the teacher. The tests also revealed that many science teachers and students are incapable of
assessing items that fall under conceptual understanding and analysis/reasoning, especially items
under the constructed-response type. The 2003 TIMSS test covered concepts in Biology, Chemistry,
Physics, Earth Sciences, Environmental Science, and the

Nature of Science while the teachers who took the test were teaching Grade 4 Science in elementary
school and Biology in secondary school.

Challenge 3: Predominance of teacher-centered classrooms and teaching practices

Teaching science through the transmission approach is still predominant. In this approach, the
teacher manages the learning and passes onto learners the knowledge and skills, treating them as
‘empty vessels which the teacher fills’.

There is evidence that transmission approach to learning, especially in elementary school, may be
contributing to the lack of interest in science that is now widespread among elementary and
secondary schools students across the country. The low percentage of students venturing into
science-related careers in tertiary education can be attributed to the poor quality of science teaching
in many Philippine secondary schools.

For many years, learner-centered classes have been found effective in developing students’ critical
and creative thinking skills. The approach is based on the philosophy that students learn best when
they hear, see, and manipulate variables (also referred to as interactive learning). Consequently, the
method by which learning occurs is oftentimes experiential. For many years, training programs
zeroed in on the use of practical work approach (PWA) to teaching and learning. This approach
requires science teachers to use hands-on and minds-on activities to stimulate students’ curiosity
and imagination. In a learner-centered classroom, the teacher’s role is to facilitate cognitive growth
by utilizing the interest and unique needs of students as a guide to meaningful learning. Students’
learning is then evaluated based on predetermined and developmentally oriented objectives.

Sadly, teacher-centered classes still prevail in many Philippine schools. Lacking in content and
pedagogical skills suitable for science teaching, many science teachers turn to lecturing instead of
providing students with engaging and challenging activities that enable the latter to develop creative
ideas. Oftentimes, science teaching is still textbook-based and, more often than not, concepts are
not relevant to daily life or the community. According to many students, “science is boring and
irrelevant” (Ogena & Tan, BESRA KRT 3 Report, 2006). Small group activities are performed by
students but many teachers do not adequately process the results of these activities. Lesson plans
are most often based on only one competency. The teaching and learning episodes are isolated (UP
NISMED, OVCRD Report, 2010). Analysis of the competency list of DepED revealed that a group of
related competencies can be developed with fewer sessions, allotting time for enrichment activities
that develop in-depth understanding of content and acquisition of higher order thinking skills.

Assessment of student learning is still predominantly at the factual knowledge level. Sample tests
reviewed attest to this. Use of open-ended questions is not common. The result of the assessment is
not used to improve teaching. It has to be recognized that ‘what gets assessed is what gets learned’
and good assessment translates to good teaching.

Challenge 4: Lack of quality textbooks

In the last few years, controversies over errors and inaccuracies in many textbooks, including science
books, created a lot of noise. Since textbooks may be the only reference materials used by students
and teachers, science teaching in Philippine schools remains problematic. Misconceptions are being
passed on from textbook to teachers and students, making them difficult to unlearn.

The process of textbook development has changed. In the past, textbook chapters and activities
were written, tried out, and revised based on feedback from the end users. This process took almost
two years before a commercial edition is released. The tryout ensures that the language and content
are suitable to the cognitive levels of students and errors are detected. Today, textbooks do not
undergo trial in schools. Many activities in the Student Manual or Workbook do not work and
substantial amount of errors have been discovered.

In addition, the coverage of the textbooks and teacher guides are way beyond what elementary and
secondary school students can finish in one year. Because these topics are covered by the
achievement tests, teachers go hurriedly through the chapters. More often than not, teachers tend
to mimic what is written in the textbook instead of explaining the concepts in depth vis-à-vis their
applications and connections to real-life situations.

Challenge 5: The philosophy of science education at the basic education level is NOT clearly
defined and reflected in the teacher education curriculum

The current science education curriculum for basic education is still described by local and foreign
science educators as overloaded, discipline-based, and more useful for the college-bound. The
science curriculum puts emphasis on breadth rather than depth. Science subjects like Chemistry and
Physics are taught with a sense of abstraction and a mathematical emphasis so that many students
see them as unnecessarily irrelevant and difficult. This situation contradicts the needs of the large
percentage of Filipino students who drop out of school in different grade or year levels (Mateo,
2006; Lapus, 2007) as well as the goal of science education at the elementary and secondary level,
that is, to develop science literates and productive members of society (ICASE-UNESCO, 1993; Perth
Declaration, 2007).

Over the past few years, several revisions of the Basic Education Curriculum of DepED were
completed and implemented. While pilot testing had been done, results of the testing were not
communicated to or shared with stakeholders. In addition, preservice students learn about the basic
education curriculum only when they do practice teaching or when they have been admitted to the
teaching force.