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Science education aims to develop
scientific literacy among learners
that will prepare them to be
informed and participative citizens
who are able to make judgments
and decisions regarding
applications of scientific knowledge
that may have social, health, or
environmental impacts.
The K to 12 science curriculum will provide learners
with a repertoire of competencies important in
the world of work and in a knowledge-based
society. It envisions the development of
scientifically, technologically, and environmentally
literate and productive members of society who
are critical problem solvers, responsible stewards
of nature, innovative and creative citizens,
informed decision makers, and effective
communicators.
3 DOMAINS OF LEARNING SCIENCE
1. Understanding and applying
scientific knowledge
2. Demonstrating scientific
Inquiry Skills
3. Developing and demonstrating
scientific attitudes and values
APPROACHES IN THE ACQUISITION OF THE 3
DOMAINS
[Link]/Interdisciplinary
Approach
[Link] approach
[Link] Learning
Approach
[Link]/Issue based-
Learning
[Link] –based Approach
The approaches are based
on sound educational
pedagogy namely,
constructivism, social
cognition learning model,
learning style theory, and
brain-based learning.
Science content and science
processes are intertwined in
the K to 12 Curriculum.
Without the content, learners
will have difficulty utilizing
science process skills since
these processes are best
learned in context.
Organizing the curriculum
around situations and
problems that challenge and
arouse learners’ curiosity
motivates them to learn and
appreciate science as
relevant and useful.
Rather than relying solely
on textbooks, varied
hands-on, minds-on, and
hearts-on activities will be
used to develop learners’
interest and let them
become active learners.
As a whole, the K to 12
science curriculum is
learner-centered and
inquiry-based,
emphasizing the use of
evidence in constructing
explanations.
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 integration across
science topics and other
disciplines will lead to a
meaningful understanding
of concepts and its
application to real-life
situations.
BASIC CONCEPTS THAT TEACHERS MUST KNOW
SCIENCE: As Product and Process
Science
as:
Processes- a
Product – an dynamic way of
organized and acquiring, using,
rapidly and refining
changing body that body of
of knowledge knowledge
SCIENCE AS PRODUCT
Facts
Generalization
hypotheses
theories
Models
SCIENCE AS PROCESS
2 Aspects of Science as a process:
1. It is a way of investigating which
involves questions, observations,
experimentations and predictions.
2. It is a way of thinking which involves
inductive and deductive reasoning
IMPLICATIONS IN TEACHING AND LEARNING SCIENCE
It should help the young learners to expect
change and to have a positive attitude for
such change.
That there is no single and best method of
teaching science. Different topics calls for
different method of teaching. Regardless of
the method, science processes should be
emphasized.
TEACHER COMPETENCIES AS PREREQUISITES
Teaching is “Science”.
A competent teacher is
one who have mastered
the science of teaching.
CONDITIONS FOR EFFECTIVE TEACHING
1. Conducive Learning Environment
( well ventilated, well lighted, quiet
surrounding)
2. Good rapport between the teacher
and the pupils, and among students
3. Provision of appropriate instructional
materials
QUALITIES OF AN EFFECTIVE SCIENCE TEACHER
The effectiveness of science
teachers stems mainly
from their confidence of
the subject matter, how to
teach it (pedagogy), and
their attitude.
Truly, inspirational science
teaching occurs when a teacher
is not only enthusiastic about
the science topic being taught,
but also understands that topic
fully in order to present it in a
comprehensible and meaningful
way to each learner.
TEACHER COMPETENCIES
An effective science teacher
must be competent in the
following areas:
A. Professional Knowledge
B. Professional Practice
C. Professional Attribute
1. PROFESSIONAL KNOWLEDGE
Professional knowledge includes
a. knowledge of science content,
b. Knowledge of pedagogical content,
c. knowledge of general pedagogy,
d. knowledge of the science curriculum.
A. KNOWLEDGE OF SCIENCE CONTENT
Content knowledge refers to the
disciplinary conceptual knowledge
of the teacher. Good subject
knowledge involves understanding
the substance, content, structure
and organization of the science
subject itself.
B. KNOWLEDGE OF GENERAL PEDAGOGY
Knowledge of general pedagogy refers to
teachers’ knowledge about
1. characteristics and cognitive levels of
varied learners,
2. variety of learner-centered teaching
and learning approaches including
assessment and classroom
management.
More specifically, it includes knowledge about
1. how learners learn,
2. alternative conceptions that many
learners hold,
3. issues of safety,
4. availability of appropriate
resources,
5. and the values held by various
stakeholders in the education
process.
C. PEDAGOGICAL CONTENT KNOWLEDGE
Pedagogical content knowledge refers
to knowledge that the teacher must
have to be able to teach the subject
matter.
This type of knowledge is complex with
many interacting aspects included
under general pedagogy.
D. KNOWLEDGE OF THE CURRICULUM STRUCTURE
AND MATERIALS
Curricular knowledge refers to knowledge
of the place of science in the basic
education level, the interrelatedness of
the content of science across the
science discipline and with other
curricular areas, and the quality
materials needed to support the
curriculum.
2. PROFESSIONAL PRACTICE
what teachers are
expected to do to achieve
quality learning outcomes
- the objective of science
education.
Practice 1: Designs
sound science teaching
and learning
experiences suitable for
the needs and interests
of varied learners.
Practice 2: Creates and
maintains a learner-
centered, emotionally
supportive, and
physically safe learning
environment.
Practice 3: Engages
students in scientific
investigations to be able
to generate, construct,
and test knowledge and
evaluate evidence.
Practice 4: Finds and
implements ways to
extend students’
understanding of the
ideas and concepts
being learned.
Practice 5: Builds
students’ confidence
and capacity to use
scientific knowledge
and processes to make
informed decisions.
3. PROFESSIONAL ATTRIBUTES
Professional attributes are those
characteristics that enable teachers to
embrace change to develop and improve
teaching practice as well as sustain
professional growth. Professional
attributes include modeling scientific
inquiry skills and scientific attitudes.
These attributes include:
[Link] reflective,
2. committed to
improvement,
[Link] becoming active
members of
professional
community.
Attribute 1: Analyzes,
evaluates, and refines
teaching practices to
improve student
learning of science
Attribute 2: Works with
other teachers within the
school and joins professional
teachers and/or community
organizations to improve the
quality and effectiveness of
science education.
