LG2 - Teaching Science in The Elementary Grades - LG

Republic of the Philippines
MARINDUQUE STATE COLLEGE

SCHOOL OF EDUCATION
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque
SICS Tel. No.: (042) 704-0193 SICS E-mail Address: sics.msc@gmail.com
Website: www.mscmarinduque.edu.ph
Teaching
TeachingScience
Science ininTeaching
the Elementary Grades
Science in the
(Physics,Grades
Elementary Earth, and Space
(Physics, Science)
Earth, and Space
Science)
Learning Guide 2
Unit 1: The Elementary Science Curriculum
Lesson 3: Elementary Science Curriculum

(Physics, Earth, and Space Science)
School Goals: The School of Education aims to provide quality teacher education program to would-be teachers consonant to the educational thrusts and policies of the national government.
Vision:An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based community programs and
transparent governance with sustainable resource generation by 2025.
Mission:To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality Management System
responsive to the challenges of the 21st century education.
SERVING BEYOND EXCELLENCE!
SCHOOL OF EDUCATION
I.Learning Objectives
At the end of the lesson, you are expected to:
 explain the intent content, and structure of the basic education science
curriculum;
 discuss the science curriculum framework for basic education;
 explain the importance of science education to national development;
 discuss the historical development of science education in the
Philippines; and
 identify the opportunities and challenges in teaching science in the
Philippines.
II. Learning Activities

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 and applying scientific knowledge in local setting as
well as global context, performing scientific processes 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 beneficial products, protect the environment
and conserve resources, enhance the integrity and wellness of people, make
SCHOOL OF EDUCATION
informed decisions, and engage in discussions of relevant issues that

involver science, technology, and environment" (K to 12 Curriculum Guide
Science, 2016).
ANALYZE
This time, focus on the curricular features of basic education science.

Write the features below and cull the textual pieces of evidence from the
Curriculum Guide (CG) to support your answer.
Curriculum Features Sample/ Textual Pieces of

Evidence from the CG
1
2
3
4
ABSTRACT
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. 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
SCHOOL OF EDUCATION
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?
ACTIVITY
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.
SCHOOL OF EDUCATION
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 paper. Can you explain to a peer the
meaning of this framework and the relationship among the various features
of the curriculum?
Teaching Science in the Elementary Grades
(Physics, Earth, and Space Science)
SCHOOL OF EDUCATION
Learning Guide 2
Unit 1: The Elementary Science Curriculum
Lesson 4: Constructivist Theory in Teaching

Science
I.Learning Objectives
SCHOOL OF EDUCATION
At the end of the lesson, you are expected to:
 familiarize yourself with the principles of constructivist teaching

 describe how one wishes to be taught in science class;
 classify teaching strategies as constructivist or non-constructivist;
 select appropriate teaching strategies to match target topics and
competencies; and
 examine the effectiveness of constructivist teaching approaches.
II.Learning Activities
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.
APPLY
SCHOOL OF EDUCATION
ACTIVITY. 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.
Topics Competencies Constructivist Teaching

Strategies
Characteristics of Describe different objects
solids. liquids,and based on their
gases characteristics (e.g.,
shape, weight,
volume,ease of flow)
Human sense Enumerate healthful habits
organs to protect the sense organs
Animals Describe animals in their
immediate surroundings
Heat and Describe sources of light,
electricity sound, heat, and electricity
Proper disposals Identify the effects of
of waste decaying materials on
one’s health and safety.

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Republic of the Philippines

MARINDUQUE STATE COLLEGE

Unit 1: The Elementary Science Curriculum

Lesson 3: Elementary Science Curriculum

II. Learning Activities

informed decisions, and engage in discussions of relevant issues that

This time, focus on the curricular features of basic education science.

Curriculum Features Sample/ Textual Pieces of

The Department of Science and Technology developed the Science

Read the principles carefully. Highlight the key concepts.

Activity. 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

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

8. School science should recognize that science and technology reflect,

From these principles, the two frameworks below were formulated/derived.

Below is the science curriculum framework for basic education in the

Below is the conceptual framework of science education in the

Unit 1: The Elementary Science Curriculum

Lesson 4: Constructivist Theory in Teaching

At the end of the lesson, you are expected to:

 familiarize yourself with the principles of constructivist teaching

Constructivist teaching is anchored on the fundamental belief

In the constructivist classroom, the teacher's role is to prompt

 Engage the students in the discovery and examination of relevant and

ACTIVITY. Try out your knowledge and understanding of constructivist

Topics Competencies Constructivist Teaching

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