The Goals, Standards and Scope of the Teaching Science

Goal
Science education aims to develop scientific literacy among students that will
prepare them to be informed and participative citizens who are able to make
judgements and decisions regarding application of scientific knowledge that may have
social, health or environmental impacts.

Learning Area Standard

It embraces the cognitive, psychomotor and affective domains.
Scientific attitudes and values that science wants to integrate are:
1. Critical problem solving
2. Innovation of beneficial products
3. Environmental care
4. Conservation of resources
5. Enhancement of integrity and wellness
6. Informed decision-making
7. Discussions of relevant issues that involve science, technology and
environment
Science also expected to develop in the student’s scientific attitudes and values
such as;
1. Beliefs
2. Curiosity
3. Objectivity
4. Critical-mindedness
5. Open-mindedness
6. Inventiveness
7. Risk taking
8. Intellectual honesty
9. Humility
10. 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

1. With repertoire of competencies important in the world of work and in a
knowledge-based society.
2. Scientifically, technologically and environmentally literate and productive member
of society.
3. Critical problem solvers.
4. Responsible stewards of nature.
5. Innovative and creative citizens.
6. Informed decision-makers.
7. 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
Acquired healthful Developed the Developed Gained skills in
habits and essential skills of scientific, obtaining scientific
developed curiosity scientific inquiry – technological and and technological
about self and their designing simple environmental information.
environment using investigations. literacy.
basic process skills
of observing,
communicating,
comparing,
classifying,
measuring, inferring
and predicting.

Grade Level Grade Level Standard

K Acquired exploration, questioning and careful observation as they infer
patterns, similarities and differences that will allow them to make
sound conclusion.
1 They learn to describe, identify, differentiate, illustrate and to use
appropriate terms or vocabulary.
2 They learn the functions of their senses, compare two or more objects,
sort things, describe, do simple measurements, decide, give
suggestions and tell short stories.
3 They learn the functions of the different parts of the body, classify
things as solid, liquid or gas, describe movements of objects and
identify sources of light and etc.
4 They can investigate changes and identify materials that do not decay.
5 They can decide, infer, developed healthful and hygienic practices.
6 They can recognized mixed together and materials may not form new
ones.
7 They can distinguish mixtures from substance.
8 They can describe the factors that affect the motion, differentiate the
concept of work in layman’s language.
9 Learners gained a deeper understanding of the digestive, respiratory,
and circulatory system.
10 Learners realize that volcanoes and earthquake occur at the same
places in the world.
 Scope of Science
Grade Level
Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10
1 Matter Matter Matter Matter Matter Force, Living Earth &
st Motion Things Science
Q & & Their
Energy Environ
ment
2 Living Living Living Living Living Earth & Matter Force,
nd Things Things Things Things Things Space Motion
Q & Their & Their & Their & Their & Their &
Environ Environ Environ Environ Environ Energy
ment ment ment ment ment
r
3 Force, Force, Force, Force, Force, Matter Earth & Living
d Motion Motion Motion Motion Motion Space Things
Q & & & & & & Their
Energy Energy Energy Energy Energy Environ
ment
4t Earth & Earth & Earth & Earth & Earth & Living Force, Matter
h Space Space Space Space Space Things Motion
Q & Their &
Environ Energy
ment

Spiral Progression Approach

Teaching begins with the basics but these basics become more complex in
treatment as they are taught across the grade. The basic science concepts are revisited
again and again as teacher teaches science across the grades.

Theories, Approaches, Guiding Principles and Methods of Teaching Science

Educational theories on which Science Teaching is Grounded
Framework:
a) Constructivism
b) Social cognition
c) Learning style theory
d) Brain-based learning
1. The brain is a parallel processor.
2. The search for meaning is innate.
3. The search for meaning occurs through “patterning.”
4. Emotions are critical to patterning.
5. Learning is enhanced by a challenge and inhibited by threat.

 Experiential learning (David Kolb 1975)

 Situated learning
 Reflective learning
 Discovery learning
  Cooperative 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 engage in scientifically-oriented questions.
2. Learner gives priority to evidence in responding to question.
3. Learner formulates explanation from evidence.
4. Learner connects explanations to scientific evidence.
5. Learner communicates and justifies explanations.

Different Levels of Inquiry in the Classroom

structured

guided

open