The Spiral Progression
Approach in Science
Marlene B. Ferido, Ph.D.
UP NISMED
PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL
LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. The 1987 Phil. Constitution . Poverty reduction and human development
styles
. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
. R.A. 9155, Governance of Basic Education people
maker of meaning not a passive recipient
Act of 2001 . Development of a strong sense of nationalism
of information
. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute
. The vision - mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
. The EDCOM Report of 1991 society
. Life skills
. Basic Education Sector Reform Agenda . Ensuring environmental sustainability
. Self-actualization
(BESRA) . Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media, GO,NGO
INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT
Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs
Tracks in the K to 12 Curriculum
Track 1. Technical-Vocational-Livelihood
Track 2. Sports and Arts
Track 3. Academic
Strand 1. Science, Technology, Engineering, &
Mathematics (STEM)
Strand 2. Humanities, Education, and Social
Sciences (HES)
Strand 3. Business, Accountancy, and
Management (BAM)
The aim of K to 12 is to help graduates..
• acquire mastery of basic competencies
• be more emotionally mature
• be socially aware, pro-active, involved in
public and civic affairs
• be adequately prepared for the world of
work or entrepreneurship or higher
education
• be legally employable with potential for
better earnings
• be globally competitive
The science curriculum has a big role
to play in achieving this aim
Science education aims to develop
… scientific literacy among students that
will prepare them to be informed and
participative citizens
who are able to make judgments
that may have social, health, or
environmental impact.
Scientific literacy refers to an
individual’s…
scientific knowledge and use of that knowledge
to identify questions, acquire new knowledge,
explain scientific phenomena and draw
evidence-based conclusions about science-
related issues
understanding of the characteristic features of
science as a form of human knowledge and
inquiry
Programme for International Student
Assessment (PISA), 2009
Scientific literacy refers to an
individual’s …
Awareness of how science and technology
shape our material, intellectual and cultural
environments
Willingness to engage in science-related issues,
and with the ideas of science, as a reflective
citizen
Programme for International Student
Assessment (PISA), 2009
Whether or not students pursue
careers that involve science and
technology,
the science curriculum will
provide students with a repertoire of
competencies important in the world
of work and in a knowledge-based
society.
Science
Framework,
Philosophy &
Curriculum
Components
The science curriculum is
designed around three domains of
learning science.
The science curriculum is
constructed around the development of
scientifically, technologically and
environmentally literate Filipinos who
are
• critical problem solvers
• responsible stewards of nature
• innovative and creative citizens
• informed decision makers
• effective communicators.
Monitoring the implementation of the
curriculum and its effects is necessary
because in time, its design will
become obsolete.
Monitoring should answer the following:
1. Does the actual curriculum match the
design?
2. Are the students acquiring the knowledge,
skills, and attitudes through the designed
curriculum?
3. Are the learners able to demonstrate the
acquired knowledge, skills, and attitudes?
Component 1:
Inquiry Skills
observing
comparing/
classifying
communicating
asking
Basic
questions
Process
skills
making
models measuring &
recording
data
inferring
Applying findings to
new situations
Communicating Stating a
results problem
Integrated
Drawing Thinking Formulating
conclusion Skills hypothesis
Finding Designing a
patterns Procedure to
Collecting test hypothesis
data
Higher Order Thinking Skills
• Critical thinking
• Creative thinking
• Problem solving
• Decision making
(Real-life context)
Component 2:
Content &
Connections
Living Things & Force, Motion and
Their Environment Energy
Characteristics Movement
Structure and Effects of Force
Function Forms of Energy and
Processes Transformation
Science
Interactions
Content
(Gr3-10)
Matter
Properties and Earth and Space
Structure Surroundings: Land,
Changes Water, Air,
Interactions Weather and Climate
Solar system
Sequence may vary from grade to grade.
Component 3: Scientific Attitudes
and Values
Intellectual honesty
Objectivity
Perseverance
Active listening
Assuming responsibility
Taking initiative
Independent learning
Analyzing and evaluating information,
procedures, and claims.
Making decisions based on sound
judgment and logical reasoning.
Salient Features of Science in the K to 12
Curriculum
Learner-centered
Inquiry-based
Shows spiral progression
The focus of scientific inquiry is proposing
explanations for observations about the
world around us.
Inquiry into authentic questions generated
from student experiences is the central
strategy for teaching science.
National Science Education Standards, p. 31
Inquiry-based science teaching
enables students to …..
ask
questions and use evidence to answer
them;
conductan investigation and collect
evidence from a variety of sources;
develop an explanation from the data; and
communicate and defend their conclusions.
Source: NRC, 1997
Spiral Progression Approach
Inspired by Bruner’s model of the ‘spiral
curriculum’
Revolves around the understanding that
- human cognition evolved in a step-by-step
process of learning, which relied on
environmental interaction and experience to
form intuition and knowledge
- students continually return to basic ideas new
subjects and concepts are added over
thecourse of a curriculum
One learns best through the repeated
experience of a concept.
Spiral curriculum is also aligned with
Bruner's theory of discovery learning,
which posits that students learn best
by building on their current
knowledge.
Spiral progression approach
The scope and sequence of the
content are developed such that
concepts and skills are revisited at
each grade level with increasing depth.
As more facts and principles on each
topic are encountered, the
understanding grows in breadth and
depth, creating a metaphorical spiral.
Spiral progression approach
Progression is not only vertical
(e.g., increasing complexity), but
also horizontal (e.g., broader range
of applications).
Learning is extended, reinforced
and broadened each time a concept
is revisited.
Criteria for Prioritizing Content &
Placement in Grade Levels
Macro to micro; simple to complex
Appropriate to the cognitive level of learners
Suitability to cognitive level demand of topic
Prerequisite to succeeding topics & concepts
Alignment with Math skills
Supported by research
Sequence of Strands: Grades 7 & 8
Quarter Grade 7 Grade 8
1st Force, Motion &
Matter
Energy
2nd Living Things
and Their Earth & Space
Environment
3rd Force, Motion
Matter
& Energy
4th Living Things and
Earth & Space
Their Environment
MATTER
Grade 7 Grade 8
• Doing Scientific • Particle model of matter
Investigations the behavior of matter in
Ways of acquiring terms of the particles it is
knowledge made of
• Diversity of Materials in the
Environment • Atomic structure
- Solutions
- Substances & Mixtures • Periodic table of elements
- Elements & Compounds
- Acids & Bases
- Metals & Nonmetals
FORCE, MOTION & ENERGY
Grade 7 Grade 8
• Motion in One Dimension • Newton’s Laws of Motion
• Different forms of energy explain why objects move (or
travel in different ways do not move) the way they
• Waves do (as described in Grade 7).
Transverse vs. Longitudinal
Waves • Transferred energy may
Mechanical vs. cause changes in the
electromagnetic waves properties of the object.
• Characteristics of waves
LIVING THINGS & THEIR ENVIRONMENT
Grade 7 Grade 8
• Microscopy • Biodiversity, the collective
• Levels of Organization variety of species living in an
• Asexual and sexual ecosystem
reproduction in plants • Interactions: explaining the food
• Cells in humans, animals chain in an ecosystem
& plants • Parts & function: digestive
system and how enzymes affect
digestion
• Cellular reproduction & genetics
EARTH & SPACE
Grade 7 Grade 8
• The Philippine Environment • Earthquakes & Faults
- Location of the Philippines how active faults generate
using a coordinate earthquakes
system, • Tsunami
• Interactions in the • Typhoons
Atmosphere - how tropical cyclones
• Seasons in the Philippines originate from warm ocean
• Eclipses waters
• Comets, Asteroids & Meteors
- recognize other members
of the solar system
