Tracing the Emergence of Science Education in the

Philippine Basic Education Curricula

MODULE

The History of Science Education in the Philippines 2

❖ OVERVIEW/ INTRODUCTION

In the ancient Philippines, children were given the basics of education. Such
education was academic and vocational. However, it leans heavily toward lifelong skills
essential for survival. The father trained his sons to be warriors, hunters, fishermen,
miners, lumbermen, and shipbuilders. On the other hand, the mother is in charge of
teaching her daughters in cooking, gardening, serving, and other household arts.

As early as in pre-Magellanic times, education was informal and unstructured.

Children were provided more vocational training and fewer academics (3Rs) by their
parents and in the houses of tribal tutors hence, we have seen how Philippine education
dealt several stages of development from the pre-Spanish times to the present.

In meeting the demands of society, education has been an avenue to emphasize

leadership and efforts. Hence, certain periods/epochs in our national struggle as a race
have significant accomplishments in terms of educational development.

This chapter will focus on the development of science education and on how it
gradually changed to its current stand in the Philippine education system.

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Answer the assessment task at the end of the module to measure how much you have gained
from the lessons. You may answer it via the online link provided or write your answers on a
sheet of paper that you can physically submit, or you may take a picture of your answers and
send it via messaging platforms with which you agreed with your instructor during the class
orientation.
 ❖ LEARNING OUTCOMES/ Dear learner,
OBJECTIVES After completing the module, you should be able to
answer the following question/s:
At the end of this topic, the ➢ What was the goal of the teaching of science?
learner should be able to: ➢ Why was there a change in the focus of Science
• Explain why and how science Education in the Philippines as time goes?
was integrated in the Basic Enjoy learning!
education curricula
• Identify laws and mandates for
the inclusion of Science
Education in the Basic
Education Curricula
• Determine the highlights of the different curricular revisions in science
• Compare the innovations in each curricular programs/ revision for Science Education

❖ LEARNING CONTENT / TOPIC

As early as 1900s, scientists were concerned with the state of Science Education in
the schools. Leading scientists made Philippine authorities aware that the teaching of science
from grade school levels in both public and private schools was very inadequate.
HISTORY OF SIENCE EDUCATION IN THE PHILIPPINES: A Timeline Review
1901 – a systematic public-school system was organized and introduced by the United
States
1904 – Science was first introduced by the Americans under the subject matter Nature
Study but abolished a year after to give more time for language arts.
1935 – Science was again introduced with focus on Nature and Health.
1940’s – Science Education in the 1940’s
- After World War II, the emergency curriculum made possible the accommodation
of 120 pupils in an elementary level.

- Secondary level general curriculum replaced the type A and B curricula. Home
Economics, National Language and vocational courses became required course for
all years except for geometry, advanced algebra, and physics which became
optional courses.

- No science offered in Grade 1 to 4 of elementary level

- Only thirty (30) minutes allotted for science and arithmetic in intermediate levels
(Grade 5 and grade 6)

- One teacher handles sixty (60) pupils in the morning and another teacher in the
afternoon for 60 pupils (in the same room)
1946 – General secondary curriculum was enforced in all third and fourth year classes
of public schools. Physics, Chemistry and Advanced Algebra were optional.
1948-1949 – the Educational Act of 1948 seeking to restore Grade 7 drafted but remained
unacted.
1949 – Early 1950s community school movement started in Iloilo and Bohol.
- Classroom instruction emphasized functional and social values of the subject
matter and activities dealt with understanding and appreciation of simple facts and
methods, activities in the form of observation, experimentation, critical thinking,
planning and participating in the experiments.
- Secondary level was emphasized in such activities as health, sanitation, community
and home beautification.

1950s – The importance of Science to development was only recognized by leading

scientists.
- Primary school curriculum made possible regular daily offerings of fundamental
hardwork in Grades 2, 3 and 4.
- Emphasis was given to the economics side of life, to improvements of community
living, acquisition of essential skills.

1953 – Bulletin No. 27 s. 1953 was issued by the Bureau of Public Schools to assist
teachers do science activities with their pupils. It aimed to:
- Strengthen curriculum development efforts,
- Establishment of laboratories instead of one center General Office
- Establishment of Branch centers for assisting teachers in creating science activities
in Philippine Normal School and eight (8) public normal schools (Iloilo, Cebu,
Albay, Ilocos Norte, Pangasinan, Bukidnon, Zamboanga and Leyte)

1954 – Bulletin No. 15. S. 1954 was issued in order to fast tract the construction of
Science Laboratory apparatus in Vocational shops
- Biology became a live subject with community school projects in health and
sanitation, food production and home beautification.

1957 – Science became a part of the curriculum from Grade 1 – 6.

- The Philippine Association for the Advance of Science was held during this year. It
is an annual conference which focuses on the training of science teachers and
teaching of science.
- It is the period at which the importance of the growth of science consciousness in
the general population was called for and the need to remedy the shortage of
scientists in the country was acknowledged.

1958 – Science Act of 1958 also known as R.A 2067 or an Act to integrate,
coordinate, and intensify scientific and technological research and development
and to foster invention; to provide funds therefor; and for other purposes.
 - The National Committee for Science Education was set up in 1958 to formulate
objectives for teaching of science education at all levels and to recommend steps that
would upgrade the teaching of science.
The committee identified the following areas to which improvement efforts were
needed:
a. Integration of science with classroom instruction
b. Acquisition of more science equipment and tools
c. Coordination of efforts with other agencies
d. Negotiation for science institute for teachers
e. National science talent search and fellowship
f. Higher salaries of science and mathematics

1960s – Science textbooks were printed and distributed by the United States Operations
Mission National Economic Council (USOM – NEC) Project.
The first generation textbooks were developed by the UP Science Teaching Center.
Educators from US, UK, Germany and Australia were consulted in this project.
A science educator named Clark Hubler from Wheelock College in Boston,
Massachusetts and Fulbright fellow in the Philippines in 1963 -1964 noted some
salient characteristics of science education in the country. One of the major findings
was language problem. There were:
➢ Three (3) languages to be learned by the students: Filipino, English and
Spanish.
➢ Four (4) language for Tagalog provinces: Local dialect, Filipino, English and
Spanish
➢ Five( 5) languages for those not speaking local dialect in their home

He also cited that the ratio of books is 1:4 in Manila public schools and 1:10 in the
rest of the country.
Chemistry was newly introduced subject in the public high schools and teachers
needed the training because many schools and teachers needed the training because
many of those teaching the subject had no specialization in it.
During this decade, some agencies assisted in the training of science teacher.
There were 22 regional in-service education centers launched during this decade.
The BSCS Adaptation Project

- The secretary of Education had earlier set up a National Committee in Science

Education to formulate objectives for teaching of science at the three
instructional level and recommended action that would upgrade the teaching of
science.

a. Subject matter competence of teachers

b. The curriculum materials
c. Laboratory equipment and science facilities in schools.
 ➢ According to the survey on the status of science teaching in the Philippines
and in US conducted by the committee created by the NSDB (National
Science Development Board). The committee found out that all levels of
science instruction, elementary, secondary and tertiary had in common the
following weaknesses and a lack of:

1. Adequate equipment and facilities in the laboratories;

2. Up-to-date and adequate textbooks, publications and reference
materials;
3. Qualified and imaginative teachers;
4. Provision for systematic upgrading of teachers.

➢ In the same year a group of biological educators at the University of

Philippines organized themselves into a team to adapt the Biological
Science Curriculum Study (BSCS) Green Version.
- This curriculum introduces to students the living world which sought to
provide him with the biological information as may be necessary and
useful.
- It was also an exercise in curriculum development involving:
▪ Writer-specialists
▪ Classroom teachers
▪ Administrators
▪ Illustrators and biology educators

1962 – Adaptation on green version laboratory manual

- BSCS donated 1,600 copies of the BSCS green version textbook, experimental
edition.
- Green version laboratory manual was tried out in ten (10) public high schools
for a full school year.

Establishing the Science Education center

➢ Dr. Carlos P. Romulo - submitted to the ford Foundation a request grant for
operational and staffing costs of the Science Teaching Center, for one foreign
advisor for a 2-year science consultant, for fellowship for advance training of
teachers and supervisors for books.

➢ Harry Case – head of the Ford Foundation; recommended the Philippines

educational leaders for the remarkable degree of cooperation in the establishment
of the Science Teaching Center at the University of the Philippines
• September 25, 1964 – U.P. grant by the Ford Foundation providing $310,000
over a two-year period of the Science Teaching Center.

1963- The Philippine Science High School was established through Republic Act 3661,
authored by Congressman Virgilio A. Fable, and signed into law in 1963 by
President Diosdado Macapagal. This charter mandates the PSHS “to offer on a free
scholarship basis a secondary course with emphasis on subjects pertaining to service
 with the end in view of preparing its students for a science career”. The school started
operations in 1964.

1969 – R.A. 5506 – an Act Providing for the Maintenance of the Science Education
Center (SEC) of the University of the University of the Philippines, and for
other purposes. SEC became a permanent unit of the University of the
Philippines. This act earns marked 250,000 pesos annual from the national
special science fund for the support of the center. (Approved June 21, 1969)
The act contains section that discusses the following:
Section 1. It is hereby declared a national policy to provide the fullest support
and assistance to science education in all levels of instruction in the
Philippines through improved methods, teachers and materials.
Section. 2. Pursuant to this policy, the Science Education Center established by
the University of the Philippines in the spirit of national
commitments and policies announced in the Science Act of 1958, as
amended, shall be provided with the necessary technical and
financial support for its development and operation at the highest
possible level.
Section. 3. In addition to the royalties and other income of the Center, which
shall be disbursed by the University exclusively for the purposes of
this Act, the sum of two hundred fifty-thousand pesos shall be
allotted from the Special Science Fund annually for the maintenance
and operation of the Center, including the expenses for the payment
of such fees, transportation, and other necessary expenses as may be
required of teachers attending the seminars, institutes, training
programs and similar activities conducted by the Center.
Section. 4. Any provision of law to the contrary notwithstanding, authority,
is hereby vested in the Director of Public Schools to prescribe,
subject to the approval of the Secretary of Education, appropriate
texts and materials produced and published by the Center as among
the official adopted textbooks for science and mathematics courses
in the public school: Provided, however, That the Board of Regents
of the University of the Philippines shall certify to such production
and publication: Provided, further, That no such certificate shall be
issued unless the printing and distribution of such materials shall
have been printed by the University or by the Bureau of Printing:
Provided, further, That purchases of textbooks prescribed in the
manner provided for above may be made as in the case of other
officially adopted textbooks of the Bureau of Public Schools: And
provided, finally, That all materials produced by the Center shall be
sold at substantially the same price as that currently charged for
similar materials.
Section. 5. The different departments and agencies of the Government,
particularly the Department of Education and its bureaus and offices,
the National Science Development Board and its related science
bodies, and the various state universities and colleges, are hereby
enjoined to extend their fullest support of, assistance to, and
cooperation with the Center by providing the services of their
personnel to the Center upon request, grants-in-aid, research
assistance, and use of their facilities.
Section 6. Appointments to the Center may be part time, and any government
employee employed in the Center as researcher, consultant, writer,
lecturer, or resource person, or performing work for the Center as
provided in the preceding section may be paid compensation or
honoraria at rates fixed by the Board of Regents.
With this, summer institutes were created to focus on teachers’ education
mainly on:
o The teacher’s competence in the content and process of Science
and in the subject matter the teacher will teach.
o Competence as a teacher.

The following activities were included in the summer institute to

achieve teacher competence:
a. Discussion of the objectives of the learning materials;
b. Discussion and practice in writing instructional objectives;
c. Study, discussion and demonstration lessons of the process of
science;
d. Study and discussion of the basic concepts include in the
materials. The section includes updating and increasing the
teacher’s background knowledge in particular concepts;
e. Performing selected laboratory exercises from new materials;
f. Constructing simple teaching aids needed in teaching the
materials;
g. Teaching sample classes followed by critique and discussion of
the lesson taught;
h. Pre and post testing of the teacher-participants. The test includes
“process” and “content” items.

All in all, the educational objectives: cognitive, affective and psychomotor was given
prominence in teacher education courses and summer institutes.
The emphasis of learning objectives was given on instructional procedures and
evaluation.

✓ Instructional procedures emphasizes student’s experience which can

contributed to the attainment of the stated goals.
✓ Evaluation was designed to reinforce the student’s learning
experiences. Test critical thinking skills, analysis, application and
other cognitive skills
 The institute also focused on certain issues related to the
improvement of science and mathematics education that includes:
a. Relevance of course to the day to day functions of teachers;
b. Teachers should let the students do science instead of teaching
about science;
c. Students should provide with instructional materials that
illustrate current accepted concepts about science teaching;

The Science Education Project (SEP)

A major project that would have the following objectives:
1. Improvement of pre-service, in-service education of science/ mathematics
teachers,
2. Local development of science textbooks and equipment,
3. Evaluation of locally produced materials,
4. Research on teaching-learning process.

Another part of the national project of SEP was granting scholarship in

Master of Arts in Teaching (MAT)
➢ MAT Scholarship were granted to institutions rather to individuals.
➢ Its objectives were to develop within each institution a corps of
science educators committed to the improvement of science teacher
training programs at the undergraduate, graduate, and in-service.
SEP effort to improve science education in the country:
1. Dissemination of improved curricula, teaching techniques and approaches
in science and mathematics on the basic levels of education through the
introduction of new curriculum and application of new teaching technique
and approaches by the returned MAT trainees and teachers that they teach.
2. Quality science and mathematics education programs in the recipient –
sponsor institutions through new and improved course offerings and a
generally improved teacher education program.

The five Regional Science Teaching Center (RCTC’s):

1. Notre Dame of Marbel University, Cotabato (which was established earlier
with the assistance of a Ford Foundation grant)
2. Ateneo de Davao College
3. Silliman University
4. St. Louis University
5. Aquinas University

1982 – The enactment of Education Act of 1982 also known as Batas Pambansa
Bilang 232 which concerns with the provision for the establishment and
maintenance of an integrated system of education.
Late 1980’s to 1990’s
During this decades, the National Committee on Education for All
envisions that the primary goal of basic education is to meet basic learning
needs or the knowledge, skills, attitudes and values for people to survive, to
improve the quality of their lives and to continue learning. From 1990 to the
year 2000, the education sector together the other sectors of the society, shall
aim to provide basic education for all Filipinos. Towards this end, the
Commission’s program, “Science for the Masses” is designed to provide
effective outreach not only to formal schools students and clientele of the
alternative learning system, but also to adults and out-of-school- youths who
have very little or no access to sources of scientific information and know-
how.
Therefore, the education of the Filipino is to be anchored on the philosophy
of:
➢ Humanism which regards man as both the means and the end of
development.
➢ Egalitarianism which ensures that neither poverty nor difference in
political creed and culture shall pose obstacles to the fulfillment of the
basic end.

The Goal of Science Instruction / Education

To tie up with the vision / philosophy, science education should have for its
goal:

To develop scientifically literate and concerned citizens with the

necessary intellectual resources, values, attitudes and inquiry skills to promote
the development of man with a high competence for rational thought.

Scientifically Literate and Concerned Citizens

The scientifically literate and concerned citizen should possess traits which
should be taught as describing a continuum along which he can progress
among are:
➢ Uses science concepts, process skills, attitudes, and values in making
daily decisions as he interacts with other persons and with his
environment
➢ Distinguishes between scientific evidence and personal opinion
➢ Recognizes the limitations as well as usefulness of science and
technology in advancing human welfare
➢ Demonstrate sufficient knowledge and experience which enable him to
appreciate the scientific work being carried out by others
➢ Recognizes the human origin of science and understands that science
(such as search for data/meaning, demand for verification,
consideration of consequences, etc.)
 ➢ Uses and enjoys science for its intellectual stimulation, its elegance of
explanation, and its excitement of inquiry
➢ Learns how to learn, how to inquire, how to acquire knowledge
throughout his life

To promote scientific literacy, the science curricula must have a balance of

conceptual schemes, science concepts, science processes, social aspects of science
and technology, and values derived from science. The achievements of science and
technology should be used by scientifically literate person for the benefit of
mankind.
These stated traits must at least in part, be achievable during the immediate
school experiences.
The challenge of the decade is for science teachers in particular, to:
➢ Develop learning environments to prepare young people to cope with a
society characterized by rapid changes;
➢ Develop science process skills and associated values; and
➢ Educate the young people to expect, to promote and to direct societal
changes.

1993 – The Science Education Institute of the Department of Science and

Technology (SEI -DOST) piloted the implementation of the Special Science
Curriculum in the Network of the 110 Science and Technology Oriented High
Schools.
➢ The program was named Engineering and Science Education Program or ESEP
and was later renamed in 2000’s as Science Technology Engineering and
Mathematics Program of STEM. The program is a science and mathematics -
oriented curriculum devised for high schools in the Philippines.
o As expansion of the goal to improve Science and Mathematics learning
in the Basic Education level, aside from S &T Oriented High Schools
that offers special science curriculum, there are other schools that
became an avenue for offering enhanced science and mathematics
instruction. These were the Regional Science High Schools and the
Philippine Science High Schools under the Department of Science and
Technology.

1994 –Regional Science High School Union

RSHSU is a specialized system of public secondary schools in the
Philippines, established during SY 1994-1995. It is operated and supervised by
the Department of Education, with a curriculum heavily focusing on math and
science.
The schools offer an accelerated curriculum for math, science and
information and communications technology and a custom-made curriculum
tailored for the school in the areas of the English and Filipino language, social
studies, and humanities, with required courses and a wide selection of electives.
Students have an opportunity to do independent research, and many compete in
the annual Intel Science Fair.
 There were eleven Regional Science High Schools established
nationwide by virtue of DECS Order No. 69, s.1993.

2000s – Special Science Grade School

As part of the expansion program of the Department of Educations'
Engineering and Science Education Program, the Special Science Elementary
School was established, to serve as feeder school for science high schools. This
program envisions developing Filipino children who are equipped with scientific
and technological knowledge, skills and attitudes; creative and have positive
values; and lifelong learning skills to become productive partners in the
development of the community and society and it aims to determine the qualities
that science inclined learners possess; describe the characteristics of a good
special elementary school; and determine the factors inputted into the SSES that
significantly contribute to the improved performance of the learners involved in
the study. Currently there are 57 special science elementary schools entire the
Philippines.

SSES, according to the guidelines should have "state of the art"

technology that provides for standard size classrooms of 7 meters by 9 meters
with at least two computers, a television set, cassette recorder, player LCD
projector, OHP, VHS/VCD/DVD player for every classroom. The classrooms
should also have science laboratories, computer laboratory with multimedia and
internet facilities; speech laboratory; music room and musical instruments and a
gym with functional sports facilities

2011 – Enactment of Republic Act 10157, an act institutionalizing the Kindergarten

Education into the basic Education System

2013- The enactment of the Enhanced Basic Education act of 2013 also known as An
Act Enhancing the Philippine Basic Education System by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other Purposes

Science education in the K to 12 Program involves the three important

components of Science and Technological Literacy:

➢ Understanding and Applying Scientific Knowledge

➢ Developing and Demonstrating Scientific Attitude and Values
➢ Performing Scientific Inquiry Skills

Science as a separate subject is introduced in grade level 3. Introductory

sciences for grades 1 and 2 are integrated in other subjects like mathematics and
reading.
❖ LEARNING ACTIVITY

After having seen the progress of Science Education throughout the development of the
Philippine Educational System, what have you observed with the aim of science education?
Was it geared towards a common goal or, are there different goals for every period?
Write a short essay on what do you think is/ are the importance of the changes in the
crafting of today’s current state of science education in the country. Site some examples to
support your claim. You may submit your essay via ____________________.

Exemplary Developing
Criteria Proficient (4) Emerging (3)
(5) (2)
Introduct The The introduction The There is no
ory introduction clearly states the introduction clear
paragrap is inviting, main topic and states the main introduction
h states the previews the topic, but does of the main
main topic structure of the not adequately topic or
and previews paper, but is not preview the structure of
the structure particularly inviting structure of the the paper.
of the paper. to the reader. paper nor is it Does not
Includes all Includes all particularly include all
necessary necessary elements inviting to the the necessary
elements of of an introductory reader. Does elements of
an paragraph. not include all an
introductory the necessary introductory
paragraph. elements of an paragraph.
introductory
paragraph.
Body Details are Details are placed in Some details Many details
paragrap placed in a a logical order, but are not in a are not in a
hs logical order the way in which logical or logical or
organizat and the way they are expected order, expected
ion they are presented/introduce and this order. There
presented d sometimes makes distracts the is little sense
effectively the writing less reader. that the
keeps the interesting. Supportive writing is
interest of the Supportive sentences do organized.
reader. sentences clarify not always Supportive
Supportive and explain the clarify and sentences do
sentences topic sentence explain the not clarify
clarify and topic sentence and explain
explain the the topic
topic sentence sentence
Focus on There is one Main idea is clear Main idea is The main
Topic clear, well- but the supporting somewhat clear idea is not
(Content) focused topic. information is but there is a clear. There
Main idea general. need for more is a
stands out and supporting seemingly
is supported information. random
 by detailed collection of
information. information.

Conclusio The The conclusion is The conclusion There is no

n conclusion is recognizable and is recognizable, clear
(Organiz strong and ties up almost all but does not tie conclusion,
ation) leaves the the loose ends. up several the paper just
reader with a Includes all the loose ends. ends. Does
feeling that necessary elements Does not not include
they of a closing include all the all the
understand paragraph necessary necessary
what the elements of a elements of a
writer is closing closing
"getting at." paragraph paragraph
Includes all
the necessary
elements of a
closing
paragraph
Gramma Consistently Generally, follows Mostly does Does not
r& follows rules rules for spelling not follow rules follow rules
Spelling for spelling and correct use of of spelling and for spelling
(Conventi and correct grammar. Uses correct use of and correct
ons) use of complete sentences grammar. use of
grammar. generally and Mostly exhibits grammar.
Uses indicates paragraphs errors in Uses
complete often. sentence sentence
sentences and structure that structure that
consistently impede makes it
indicates communication quite
paragraphs. . Generally, difficult to
does not understand.
indicate Does not use
paragraphs paragraphing
.

❖ RECOMMENDED LEARNING MATERIALS

To understand more about the curriculum shift from Basic Education Curriculum to
Enhanced Basic Education Curriculum, read the following articles online:
➢ https://www.officialgazette.gov.ph/k-12/
➢ https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-
tagged-sci-equipment_revised.pdf
❖ FLEXIBLE TEACHING LEARNING MODALITY

➢ Blended synchronous and asynchronous

❖ ASSESSMENT TASK
You may click the link below:
https://

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What year did Science became a part of the curriculum from Grade 1 to Grade 6?
a. 1957 b. 1958 c. 1959 d. 1960
2. In 1935, Science Education was focused on ____________________________
a. Nature b. Health c. Sanitation d. Both a and b
3. After World War II, only children enrolled in Grades ___ to ____ are taking up
science.
a.1 to 4 b. 4 to 5 c. 5 to 6 d. 1 to 3
4. Which of the following statements BEST describes the primary goal of Basic
Education in the country?
a. Meeting the basic needs of the child for socio-economic uplift
b. Meeting the basic needs of the child necessary for survival
c. Equipping the child with the basic skills needed for global competitiveness
d. Equipping the child with the basic needs necessary to ready him/her to the
world of work
5. He was responsible for submitting to the ford Foundation a request grant for
operational and staffing costs of the Science Teaching Center, for one foreign advisor
for a 2-year science consultant, for fellowship for advance training of teachers and
supervisors for books.
a. Henry Case b. Carlos Romulo c. Ferdinand Marcos d. Ester Ogena
6. Science education is designed to provide effective outreach not only to formal schools
because it follows the mantra _____________________.
a. Science for All c. Science for the People
b. Science for the Masses d. Education for All
7. Every learner has his/her own innate goodness which seeks rational ways of solving
problems of the humanity. Which philosophy best describes the statement?
a. Humanism b. Egalitarianism
b. Pragmatism d. Idealism
8. Which of the following BEST describes a scientifically literate person?
a. Acts rational decision-making c. Skeptical
b. Effectively identifies facts over opinions d. Looks for numerical evidences
9. The Department of Education together with UNESCO in their Millennium
Development Goals advocate “Education for All”. This advocacy centers on what
philosophical thought?
a. Egalitarianism b. Reconstructionism c. Idealism d. Humanism
10. How should an effective Science curriculum promote scientific literacy in the
classroom?
a. The curricula should contain basic process skills for sciencing
b. The curricula should have balance scientific concepts, processes and social
aspects of S&T
c. The curriculum should embed a learner centered classroom
d. The curriculum should contain hands-on activities to give the learner first-hand
experience
11. Which act enabled the establishment of the Science Education Center as a permanent
unit in UP?
a. R.A. 9262 b. R.A. 5506 c. R.A. 5305 d. R.A. 5507
12. Which of the following is NOT included in the RCTC opened for the improvement of
science Education in the country?
a. University of Santo Tomas b. St. Louis University
c. Notre Dame University d. Siliman University
13. Which of the following are the issues address in summer institutes?
a. Relevance of course to the day to day functions of science teachers
b. Development of science activities
c. Creation of instructional materials to aid science teaching
d. All of these
14. Which of the following is NOT included in the Science Education Framework?
a. Demonstrating critical/ creative thinking
b. Demonstrating Scientific inquiry skills
c. Understanding and applying scientific knowledge
d. Developing and demonstrating Scientific Attitudes and values
15. The National Committee for Science Education was set up in 1958 to formulate
objectives for teaching of science education at all levels and to recommend steps that
would upgrade the teaching of science. This statement is ____________________
a. Always true b. Never True c. Sometimes True d. Often True
❖ REFERENCES:
Books:
• Learner’s Material (LM) for Science 3, DepEd. 20114.
• Salandanan, Gloria G., “Methods of Teaching”, Lorimar Publishing, 2nd
Revised Edition, 2012.
• Garcia, Manuel B., “ Focus on Teaching”, Rex Bookstore, 856 Nicanor
Reyes, Sr. St., Sampaloc, Manila, 1989
• Ulit, Enriqueta V. et al., “TEACHING THE ELEMENTARY SCHOOL
SUBJECTS Content and Strategies in teaching the Basic Elementary School
Subjects” First Edition, Rex Bookstore, 856 Nicanor Reyes, Sr. St.,
Sampaloc, Manila, 1995
e-Books:
• Science Teaching Reconsidered by Committee on Undergraduate Science
Education, National Academy Press, Washington, D.C. 1997.
• A guide to teaching Elementary Science by Yvette F. Greenspan, Sense
Publisher, Neatherlands, 2016.
Other reference materials:
• K to 12 Science Curriculum Guide
• Learner’s Material in Science (Grade 3)