College of Teacher Education Learning Module Provides Insights into Science Education

Republic of the Philippines
Commission on Higher Education

Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA
COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education
LEARNING MODULE
VISION
I: COURSE CODE/TITLE: BEM 106 TEACHING SCIENCE IN THE
A center of human INTERMEDIATE GRADES (Physics, Earth and Space
development committed to the
pursuit of wisdom, truth, justice,
Science)
pride, dignity, and local/global
competitiveness via a quality but II: SUBJECT MATTER:
affordable education for all
qualified clients. Topics Time Frame/# of
hours
MISSION A. Vision, Mission and Goals of 1.5
Establish and maintain an
academic environment promoting the College
the pursuit of excellence and the B. Republic Act 9003 Ecological 1.5
total development of its students Solid Waste Management Act
as human beings, with fear of God
and love of country and
of 2000
fellowmen. C. The Elementary Curriculum 7.5
1. What is Science?
GOALS 2. Science Education
Kolehiyo ng Lungsod ng Lipa
aims to: 3. Elemetary Science
1. foster the spiritual, intellectual, Curriculum (Physics, Earth,
social, moral, and creative life of and Space Science)
its client via affordable but quality
4. Constructivist Theory in
tertiary education;
Teaching Science
2. provide the clients with reach
and substantial, relevant, wide III. COURSE OUTCOMES:
range of academic disciplines,
expose them to varied curricular Upon completion of this course, the students will be able to:
and co-curricular experiences
which nurture and enhance their a. understand and internalize the policies of the College
personal dedications and
b. apply knowledge and skills in separating, reducing,
commitments to social, moral,
cultural, and economic reusing, recycling and composting of household wastes
transformations. c. explain the intent, content, and structure of the basic
3. work with the government and education in the Philippines
the community and the pursuit of
achieving national developmental IV: ENGAGEMENT:
goals; and
The students are provided with the links below to watch
4. develop deserving and qualified
clients with different skills of life and reflect on the historical development of science education in
existence and prepare them for the Philippines.
local and global competitiveness.
https://www.youtube.com/watch?v=v548yzx35Gs&t=38s
https://www.youtube.com/watch?v=6vbxuKcyLaM
1
DIRECTIONS: Read and analyze the following text.
A: Vision, Mission and Goals of the College

VISION
A center of human development committed to the pursuit of wisdom, truth, justice,
pride, dignity, and local/global competitiveness via a quality but affordable education for all
qualified clients.
MISSION
Establish and maintain an academic environment promoting the pursuit of excellence

and the total development of its students as human beings, with fear of God and love of
country and fellowmen.
GOALS
Kolehiyo ng Lungsod ng Lipa aims to:
1. foster the spiritual, intellectual, social, moral, and creative life of its client via affordable but
quality tertiary education;
2. provide the clients with reach and substantial, relevant, wide range of academic disciplines,
expose them to varied curricular and co-curricular experiences which nurture and enhance
their personal dedications and commitments to social, moral, cultural, and economic
transformations.
3. work with the government and the community and the pursuit of achieving national
developmental goals; and
4. develop deserving and qualified clients with different skills of life existence and prepare them
for local and global competitiveness
B.Republic Act 9003 Ecological Solid Waste Management Act of 2000

Solid Waste Management (SWM) is considered to be one of the most serious
environmental issues in the Philippines. The annual waste generation was estimated at 10
million tons in 2010 and this is expected to rise by 40% in 2020. The Republic Act (RA) 9003,
otherwise known as the Ecological Solid Waste Management Act of 2000, provides the
necessary policy framework, institutional mechanisms and mandate to the local government
unites (LGUs) to achieve 25% waste reduction through establishing an integrated solid waste
management plans based on 3Rs (reduce, reuse and recycling).
2
While the efforts of LGUs are still very limited with a mix of results in implementing the
national mandate, this paper presents the experiences of Cebu, a second largest city in the
Philippines with about one million people, has shown to have succeeded in reducing its
municipal waste generation by more than 30% over the last three years. The findings suggest
that the impacts of the national mandate can be achieved if the LGUs have the high level of
political commitment, development of effective local strategies in collaborative manner,
partnership building with other stakeholders, capacity development, adequate financing and
incentives, and in the close monitoring and evaluation of performance.
C. Unit 1: THE ELEMENTARY SCIENCE CURRICULUM

C.1 What is Science?
INTRODUCTION
Science is valued because it has helped in satisfying many basic human needs and
improving living conditions. Advances in technology and science are transforming our world at
an incredible and unimaginable pace. We cannot escape from and we cannot measure the
significance of science. Science has shaped the world. Technology and the products of scientific
knowledge surround us every day. Public and private policy decisions that impact every aspect
of our lives are driven by scientific process and scientific evidence. The enormously complex
physical world around us illustrates boundless scientific concepts. Being "science literate" has
become not just an advantage but an absolute necessity in the 21st century.
Science is our way of understanding the world--its wondrous structure, natural events,
interrelated elements and systems, and processes. It is an exciting and, at the same time, a
useful endeavor that benefits our community and society at large. Another important goal of
science has emerged during the past decades: to find a way to responsibly and ethically use
natural resources to guarantee their continuity and that of humanity itself; an endeavor and
advocacy that is referred to as "sustainability."
Aside from sustainability movement, education could become the most impo
application of science in the next decades ("Importance of Science...", 2017). It is crucis provide
humanity with a basic understanding of how science has shaped the world and huma
civilization. It is for this reason that education institutions need to constantly equip science
educators with the tools and competence to advance science education and to engage the
learners in the love for learning and doing science.
The word "science" is derived from the Latin word scientia meaning knowledge. Science
is commonly referred to as a systematic and organized body of knowledge in any area of inquiry
that is acquired using "the scientific method." Science has many facets and definitions that can
be summarized into the following:
3
Science as a broad body of knowledge - Physical sciences consist of disciplines such as

physics (the science of physical objects), chemistry (the science of matter), and astronomy (the
science of celestial objects). Earth sciences consist of disciplines such as geology (the science of
the earth).
Science as a set of skills - The science process skills form the foundation of scientific
methods. There are six basic science process skills: observation, communication, classification,
measurement, inference, and prediction. These basic skills are integrated when scientists
design and carry out experiments. All six basic skills are important individually as well as when
they are integrated.
Science as an intellectual activity - Science is the intellectual, practical, and systematic
study of the structure and behavior of the physical and natural world through observation and
experiment.
Science as a social activity - Science is a social activity shaped by history, institutions,
beliefs, and values. Society shapes science and vice versa.
Science as problem-solving - Problem-solving skills are necessary in all areas of life, and
the science class provides the students opportunity to develop and utilize their problem-solving
skills, which include the ability to critically analyze a problem, determine all its elements, and
prepare a feasible solution. These are valuable skills one can acquire in life.
Science as a career - Individuals who have devoted themselves in studying and doing
science have established careers in science, such as biologists, chemises, environmentalists,
astronomers, medical practitioners, among others.
Science as a global human endeavor - Science is a result of human imagination
ingenuity, and creativity. Individuals and teams from many nations and contul have contributed
to science and to advances in technology.
Science as a process - The scientific method is a set of steps for verifying and building
scientific knowledge. When performing this process, one employs skills necessary to research a
topic, develop a plan and timeline, and draw conclusions from research results.
V: ACTIVITIES
Activity 1: Defining Science
Do you remember how your previous teachers, readings, and classes define
science? Create a word cloud below to illustrate/show these definitions or keywords. Be guided
by the sample word cloud on knowledge below.
4
Activity 2: The Facets of Science

Science means several things to various individuals and institutions. You can see the
various facets of science in the first column below. On the opposite column, write your insights
and reflection about each of the facets of science.
Activity 3: The Scientific Method

Scientific method refers to a set of steps for verifying and building scientific
knowledge. Steps include making valid observations, interpreting results, and generalizing
results. The scientific method allows researchers to independently and impartially test
preexisting knowledge and prior findings and subject them to scrutiny and enhancements.
5
Recall a problem or challenge that you were able to solve recently. Identify the steps you did or
went through. Write the steps on the corresponding box in the worksheet.
Activity 4: The Scientific Irony

Science is a very exciting subject and process, but why do teachers have difficulty
engaging all the students in learning and doing science? In pair or triad, reflect on this question.
Write the reasons why the students love learning and doing science in the first column and the
reasons for their disinterest in the third column. In the second column titled BUT, write the
manifestations of the students' disinterest in the subject.
6
Activity 5: Designing My Future Science Class

Your goal as a future science teacher should be to engage your students to love learning
and doing science. What are the features of an ideal science class? Characterize each of the
elements below.
7
Activity 6: Characterizing an Inspiring Science Teacher

Research shows that the teacher is the most important factor in the effective delivery of
classroom instruction. Engaging classes are facilitated by inspiring science teachers. But what
are the important traits of an inspiring science teacher? Write descriptions and simple
illustrations below.
______________________________________________________________________________
8
Activity 7: Characterizing an Engaging Science Class

Interview some of the students about their previous science classes. List down below
the topics that the students find most interesting to learn. Ask also how the teachers taught
them effectively in the classroom.
C.2: Science Education

INTRODUCTION
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 life 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
9
strands of scientific proficiency are 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. 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.
Activity 8: The Aims of the Study and Teaching of Sciences

The aims of teaching and learning science can be summarized below. Recall classroom
activity learning experiences you had that aimed at developing these outcomes among the
students, nes also your feelings and insights when you experienced those activities in class.
10
Activity 9: 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.
11
Activity 10: Domains of Teaching Science

It was previously stated that science teaching is concerned about the teaching of
scientific knowledge and development of science process skills, 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.
12
Activity 11:Program/Innovation
Public and private institutions alike are making an effort to encourage today's youth to take
science. related courses and careers. Examine the following programs 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
13
14
C.3: Elementary Science Curriculum Physics, Earth, and Space Science
Science education aims to develop scientific literacy among the Filipino learners that will
prepare them to be active and engaged citizens in the society. As a whole, the K-12 science
curriculum is learner-centered and inquiry-based, emphasizing the use of constructivist
pedagogy in teaching. Concepts and skills in life sciences, physics, chemistry, and earth sciences
are presented with increasing levels of complexity from one grade level to another in spiral
progression, thus paving the way to a deeper understanding of core concepts. The science
curriculum promotes a strong link between science and technology, including indigenous
technology, thus preserving our country's cultural heritage (K to 12 Curriculum Guide Science,
2016).
This curriculum is designed around the three domains of learning science: understanding a nd
applying scientific knowledge in local setting as well as global context, performing scientific processes
15
and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these
domains is facilitated using the following approaches: multi/ interdisciplinary approach, science-
technology-society approach, contextual learning, problem! issue-based learning, and inquiry-based
approach. The approaches are based on constructivism, social cognition learning model, learning style
theory, and brain-based learning.
Science content and science processes are linked in the K-12 curriculum. Organizing the
curriculum around situations and problems that challenge the learners' curiosity motivates them to
learn and appreciate science. The aim of the K-12 science curriculum is for the learners to demonstrate
understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific
attitudes and values to solve problems critically, innovate beneficia products, protect the environment
and conserve resources, enhance the integrity and wellness of people, make informed decisions, and
engage in discussions of relevant issues that invoie science, technology, and environment" (K to 12
Curriculum Guide Science, 2016).
How well do you know and understand science education in the Philippines? Let us
check your knowledge and understanding by performing the following activities.
Activity 12:
Read carefully the introduction and conceptual framework of the basic education
science curriculum guide and answer the questions below:
1. What is the overall goal of basic education science?
2. What is the content of the science curriculum?
3. How is the content of the science curriculum organized?
Activity 13:
The curriculum guide explicitly discusses important concepts, such as domains of

learning science, theoretical foundations, teaching approaches, and curriculum features. Fill out
the table below by selecting the set of items that should be under each column. Copy the
elements in the corresponding column.
16
Set A: Learner-centered, Inquiry-based, Spiral progression of concepts and skills, Intertwined

science content and science processes, Problem-based
Set B: Multi/interdisciplinary approach, Science-technology-society approach, Contextual
learning
Set C: Constructivism, Social cognition learning model, Learning style theory, Brain-based
learning
Set D: Understanding and applying scientific knowledge, Performing scientific processes and
skills, Developing and demonstrating scientific attitudes and values
Activity 14
This time, focus on the curricular features of basic education science. Write the features
below and cull textual pieces of evidence from the Curriculum Guide (CG) to support your
answer.
17
The Department of Science and Technology developed the Science Framework for Basic
Education. Included in this document are the guiding principles for the formulation of the
science framework. Read the principles carefully. Highlight the key concepts.
Activity 15:
The Guiding Principles of Science Curriculum Framework

1. Science is for everyone.
2. Science is both content and process.
3. School science should emphasize depth rather than breadth, coherence rather than
fragmentation, and use of evidence in constructing explanation.
4. School science should be relevant and useful.
5. School science should nurture interest in learning
6..School science should demonstrate a commitment to the development of a culture of
science.
7. School science should promote the strong link between science and technology,
including indigenous technology
8. School science should recognize that science and technology reflect, influence, and shape
our culture.
From these principles, the two frameworks below were formulated/derived. Can you
explain the connection/how they came up with these frameworks?
Answer.
18
Activity 16:
Below is the science curriculum framework for basic education in the Philippines. A
curriculum framework is a set of standards or learning outcomes that defines the content to be
learned in terms of clear, definable standards of what the students should know and be able to
do.
Below is the conceptual framework of science education in the Philippines. A conceptual

framework is used to understand the place of and inform the direction of a research project.
Can you explain to a peer the meaning of this framework and the relationship among the
various features of the curriculum?
19
20
Activity 17:
How does a 21st century science classroom look like? List down below the features of
the science curriculum you wish to see and explore in the classroom. What do you think the
teacher and students are like inside the classroom to manifest such features? Write in the
corresponding column below.
C.4: Constructivist Theory in Teaching Science
Constructivist teaching is anchored on the fundamental belief that learning occurs as

individuals are actively involved in meaning-making and knowledge-construction processes.
Dewey's idea of transformative education suggests that education must foster the development
of critical thinking among the learners via reflection, exploration of the environment, and hands
on experiences. Piaget's role in the constructivist teaching highlights that we learn by
expanding our knowledge through experiences. These experiences are generated through
playing from infancy to adulthood, which is necessary for learning.
In the constructivist classroom, the teacher's role is to prompt and facilitate meaningful
exchange of ideas and learning. The teacher's main focus is guiding the students by asking
questions that will lead them to develop their own insights and conclusions on the subject.
Constructivist teaching is governed by the following principles:
*Engage the students in the discovery and examination of relevant and meaningful
problems
*Organize curriculum into activities and broad primary concepts
*Explore and value the students' perspectives
*Encourage the students to investigate and challenge their assumptions Use assessment
to diagnose and guide the student learning.
Activity 18:
Recall the best moments you had in your science dass. What were you doing? What was
your lesson? Who was your teacher? What made it the best moment?
Answer
21
Activity 19:
From the list below, circle the principles of constructivist teaching and learning.
1. Engage the students in the discovery and examination of relevant and meaningful problems
2. Organize the curriculum into activities and broad primary concepts
3. Explore and value the students' perspectives
4. Encourage the students to investigate and challenge their assumptions
5. Use assessment to diagnose and guide the student learning
6. The teacher uses multiples forms of assessment and flexible groupings
7. Knowledge is shaped by experience
8. Learning is a personal interpretation of the world,
9. Learning is solely by doing.
Activity 20:
How does a constructivist classroom look like compared to a traditional classroom?
Characterize a constructivist dassroom by completing the list of features in the second column.
22
Activity 21:
How would you like to be taught in science?
1. Ask your classmates the same question and tabulate your answers.
2. Find out patterns and themes.
3. Categorize your responses as constructivist or non-constructivist teaching and learning approaches
23
Activity 22.
Come up with your personal definition of constructivist teaching.
Activity 22.
Try out your knowledge and understanding of constructivist teaching strategies by
selecting appropriate strategies that will complete the table of alignment below. Make sure
that the teaching strategies match the target topic and competencies.
24
VI: OUTPUT(RESULT):
Submit your output in soft copy (PDF FILE) @ nenzchina05@yahoo.com/ Messenger
VII: EVALUATION:
1. What should be the purpose for every science class?
2. What makes an engaging and inspiring science class? An effective science teacher
3. What defines the quality of science education in the Philippines?
4. What are the opportunities and challenges in teaching science in the Philippines?
5. How does the learning of science foster cultural development?
6. Are there downfalls in using constructivist teaching approach?
7. When does constructivist teaching strategy work best?
VIII: REFERENCES:
Alata, Eden Joy P. Et al., (2020), Teaching Strategies for Elementary Science. Rex
Bookstore, Inc.
https://www.youtube.com/watch?v=PAGigmkZZBM
https://www.youtube.com/watch?v=F4BWpJ85jys
https://www.youtube.com/watch?v=yiTVkCy7DwA
https://www.youtube.com/watch?v=6vbxuKcyLaM&t=22s
25
 The output will be graded according to the RUBRICS below.
5 4 3 2 1
Connection Analysis Summary Incomplete Tried/
Attempted
Answers show Answers show Answers show Answers do not Product does
mastery of content some analysis. some show understanding not address the
and deeper Student’s answer understanding of basic content. assignment or is
analysis/understandi shows mastery and of essential Answers are off topic.
ng of the content. understanding of content, facts, incomplete or Answers are not
Uses specific content. but is lacking in inaccurate. on prompt or
references to add to greater analysis Answers show that track.
explanation. and evidence. mastery of the
general content is
missing.
Prepared by:
NENA B. ESCAMILLAS
Instructor 1
Checked by: Department Module Editing Committee
Approved by.
BIBIANA JOCELYN D. CUASAY, ED.D PH.D

Module Editing Chair
AQUILINO D. ARELLANO, ED.D PH.D

Vice President for Academic Affairs
Noted by:
MARIO CARMELO A. PESA, CPA

College Administrator
26

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Republic of the Philippines

Commission on Higher Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

DIRECTIONS: Read and analyze the following text.

A: Vision, Mission and Goals of the College

Establish and maintain an academic environment promoting the pursuit of excellence

B.Republic Act 9003 Ecological Solid Waste Management Act of 2000

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

C. Unit 1: THE ELEMENTARY SCIENCE CURRICULUM

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Science as a broad body of knowledge - Physical sciences consist of disciplines such as

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 2: The Facets of Science

Activity 3: The Scientific Method

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 4: The Scientific Irony

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 5: Designing My Future Science Class

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 6: Characterizing an Inspiring Science Teacher

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 7: Characterizing an Engaging Science Class

C.2: Science Education

Understanding science is multifaceted. Current research indicates that proficiency in

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 8: The Aims of the Study and Teaching of Sciences

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 9: Historical Development of Science Education in the Philippines

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Activity 10: Domains of Teaching Science

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

C.3: Elementary Science Curriculum Physics, Earth, and Space Science

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

2. What is the content of the science curriculum?

3. How is the content of the science curriculum organized?

The curriculum guide explicitly discusses important concepts, such as domains of

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Set A: Learner-centered, Inquiry-based, Spiral progression of concepts and skills, Intertwined

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

The Guiding Principles of Science Curriculum Framework

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

Below is the conceptual framework of science education in the Philippines. A conceptual

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

C.4: Constructivist Theory in Teaching Science

Constructivist teaching is anchored on the fundamental belief that learning occurs as

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

2. Organize the curriculum into activities and broad primary concepts

3. Explore and value the students' perspectives

4. Encourage the students to investigate and challenge their assumptions

5. Use assessment to diagnose and guide the student learning

6. The teacher uses multiples forms of assessment and flexible groupings

7. Knowledge is shaped by experience

8. Learning is a personal interpretation of the world,

9. Learning is solely by doing.

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

3. What defines the quality of science education in the Philippines?

5. How does the learning of science foster cultural development?