CHAPTER 11

TEACHING OF SCIENCE

SCIENCE is the pursuit and application of knowledge and understanding of the natural and
social world following a systematic methodology based on evidence.
THE NATURE OF SCIENCE

 SCIENCE IS A WONDERFUL WORLD

 SCIENCE IS EVIDENCE-BASED
 SCIENCE HAS LIMITS
 SCIENCE KNOWLEDGE IS INHERENTLY UNCERTAIN
 SCIENCE IS A FIELD OF SCIENTIFIC INQUIRY
 SCIENCE IS BOTH A PRODUCT AND A PROCESS
 SCIENCE IS A SCIENTIFIC STUDY
 The Goals, Standards and Scope of the Teaching of
Science

The main goal of Science Teaching is Scientific Literacy.

Scientific Literacy is the knowledge and understanding of scientific
concepts and processes required for personal decision making,
participation in civic and cultural affairs, and economic productivity.
 Learning Area Standard

It embraces the cognitive, psychomotor and affective domains.

Scientific attitudes and values that science wants to integrate are:

 Critical Problem Solving

 Innovation of Beneficial Products
 Environmental Care
 Conservation of Resources
 Enhancement of Integrity and Wellness
 Informed Decision-making
 Discussion of relevant issues that involve science, technology and environment
 Learning Area Standard

Student’s scientific attitudes and value such as:

Beliefs Inventiveness
Curiosity Risk-taking
Objectivity Intellectual honesty
Critical-mindedness Humility
Open-mindedness Responsibility

Learning Area Standard as Value-laden

“Innovate beneficial products, protect the environment and conserve
resources, enhance the integrity and wellness of people”.
Key Stage Standards

 With repertoire of competencies important in the world of work and knowledge-based

society;
 Scientifically, technologically and environmentally literate and productive member of
society;
 Critical problem solvers;
 Responsible stewards of nature;
 Innovative and creative citizens
 Informed decision-makers
 Effective communicators
 Key Stage Standards: (Standards for Science Learning Areas
for K-3, 4-6, 7-10 and 11-12)
K-3 4-6 7-10 11-12

The learners should have
acquired healthful habits
and have developed
curiosity about self and
environment using basic
process skills of observing,
communicating, comparing,
classifying, measuring,
inferring and predicting.
The learners should have The learners should have The learners should have
developed the essential develop scientific, gained skills in obtaining
skills of scientific inquiry- technological and scientific and technological
designing simple environmental literacy and information from varied
investigations, using make decisions that would sources.
appropriate procedure, lead to rational choices on
materials and tools to issues confronting them.
gather evidence, observing
patterns, determining
relationships, drawing
conclusion based on
evidence and
communicating ideas in
varied ways to make
meaning of the observation.
GRADE/LEVEL GRADE LEVEL STANDARDS
K The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied materials in their
environment and their observable characteristics.
1 Learners will use their senses to locate and describe the external parts of their body; identify external parts of plants and animals; to tell the shape, color, texture,
taste, and size of things around them.
2 Learners will use their senses to explore and describe the functions of their senses, compare two or more objects and using two or more properties, sort things in
different ways and give reason for doing so, describe the kind of weather or certain events in the home or school and express how these are affecting them, do
simple measurements of length, give suggestions on how to prevent accidents at home, practice electricity and tell short stories.
3 Learners can describe changes in the conditions of their surrounding. These would lead learners to become more curious about their surroundings, appreciate
nature, and practice health and safety measures.
4 Learners can investigate changes in some observable properties of materials when mixed with other materials or when force is applied on them

5 Learners can decide whether materials are safe and useful by investigating about some other properties. They have become aware of the importance of estuaries
and intertidal zones and help in their preservations.
6 Learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered using different separation techniques.

7 Learners can distinguish mixtures from substances through semi-guided investigations.

8 Learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and
in layman’s language.
9 Learners have gained a deeper understanding of the digestive, respiratory, and circulatory system to promote overall health.

10 Learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries. Learners can explain the
importance of controlling the conditions under which a chemical reaction occurs.
 SCOPE OF SCIENCE

GRADE LEVEL

Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10

1st Q Matter Matter Matter Matter Matter Force, Motion & Living things and their Earth &
Energy Environment Spaces

2nd Q Living things and Living things Living things and Living things and Living things and Earth & Spaces Matter Force, Motion
their Environment and their their Environment their Environment their Environment & Energy
Environment

3rd Q Force, Motion & Force, Motion Force, Motion & Force, Motion & Force, Motion & Matter Earth & Spaces Living things
Energy & Energy Energy Energy Energy and their
Environment

4th Q Earth & Spaces Earth & Earth & Spaces Earth & Spaces Earth & Spaces Living things and Force, Motion & Matter
Spaces their Environment Energy
 SPIRAL PROGRESSION APPROACH

Teaching begins with the basics but these basics

become more complex in treatment as they are taught
across the grades. The basic science concepts are
revisited again as teacher teaches science across the
grades.
 THEORIES, APPROCHES, GUIDING PRINCIPLES and
METHODS of TEACHING SCIENCE

EDUCATIONAL THEORIES
• Constructivism
• Social Cognition
• Learning Style Theory
• Brain- based Learning
a. The brain is a parallel processor.
b. The search for meaning is innate.
c. The search for meaning occurs through “patterning”. d.
Emotion are critical to patterning.
e. Learning is enhanced by a challenge and inhibited
by threat.
 Experimental Learning (David Kolb 1975  Discovery Learning
 Situated Learning  Cooperative Learning
 Reflective Learning

GUIDING PRINCIPLES in the TEACHING of SCIENCE

1. Constructivist Principle
2. Discovery Principle
3. Brain- based Principle
4. Make students work together
5. Consider multiple intelligences and learning styles
 The Inquiry-based Approach
Helps the learners to develop process skills. The approach encourages the learners to do most of the
tasks. The teacher talks less, listens well and asks appropriate questions when necessary.
 Essential Feature Of Inquiry
1. Learner engages in scientifically-oriented questions
2. Learners gives priority to evidence in responding to questions
3. Learner formulates explanations from evidence.
4. Learners connects explanations to scientific evidence.
5. Learner communicates and justifies explanations.

 Different Levels of Inquiry in the Classroom

• Structured – teacher gives students problems to investigate during hands-on activities as well as procedures and materials.
• Guided – Teacher gives the students the problem or question and materials. Students have to determine the process and
outcomes
• Open- Students determine the problems, investigations, procedures and outcomes.