Teaching Science in the Intermediate Grades demonstrate understanding of basic science

(EDSCI2) concepts and application of science-inquiry skills”.

They exhibit scientific attitudes and values to solve
Lesson 3 problems critically, innovate beneficial products,
Elementary Science Curriculum: PHYSICS, protect the environment and conserve resources,
EARTH AND SPACE SCIENCE enhance the integrity and wellness of people, make
informed decisions, and engage in discussions of
Learning Objectives relevant issues that involve science, technology, and
At the end of the lesson, you are expected to: environment” (K to 12 Curriculum Guide
 Explain the intent, content, and structure of Science, 2016).
the basic education science curriculum.
 Discuss the science curriculum framework The Department of Science and Technology
for basic education. (DOST) developed the Science Framework for Basic
 Explain the importance of science education Education. Included in this document are the guiding
to national development. principles for the formulation of the science
 Discuss the historical development of framework.
science education in the Philippines.
 Identify the opportunities and challenges in The Guiding Principles of Science Curriculum
teaching science in the Philippines. Framework
1. Science is for everyone.
Science education aims to develop scientific 2. Science is both content and process.
literacy among the Filipino learners that will prepare 3. School science should emphasize depth rather
them to be active and engaged citizens in the than breadth, coherence rather than
society. As a whole, the K-12 science curriculum is fragmentation, and use of evidence in
learner-centered and inquiry-based, emphasizing constructing explanation.
the use of constructivist pedagogy in teaching. 4. School science should be relevant and useful.
Concepts and skills in life sciences, physics, 5. School science should nurture interest in
chemistry, and earth sciences are presented with learning.
increasing levels of complexity from one grade level 6. School science should demonstrate a
to another in spiral progression, thus paving the way commitment to the development of a culture of
to a deeper understanding of core concepts. The science.
science curriculum promotes a strong link between 7. School science should promote the strong link
science and technology, including indigenous between science and technology, including
technology, thus preserving our country's cultural
indigenous technology.
heritage. (K to 12 Curriculum Guide Science, 2016).
8. School science should recognize that science and
This curriculum is designed around the three technology reflect, influence, and shape our
domains of learning science: (1) understanding and culture.
applying scientific knowledge in local setting as well
as global context, (2) performing scientific processes The Science Curriculum Framework for basic
and skills, and (3) developing and demonstrating education in the Philippines. A curriculum
scientific attitudes and values. The acquisition of framework is a set of standards or learning
these domains is facilitated using the following outcomes that defines the content to be learned in
approaches: multi/ interdisciplinary approach, terms of clear, definable standards of what the
science-technology-society approach, contextual students should know and be able to do.
learning, problem/ issue-based learning, and
inquiry-based approach. The approaches are based Below is the conceptual framework of
on constructivism, social cognition learning model, science education in the Philippines. A conceptual
learning style theory, and brain-based learning. framework is used to understand the place of and
inform the direction of a research project.
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
 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.

What is Constructivism?
• process by which children think and reason
• how children acquire and organize information in
their minds
• how children use available evidence extracted from
Lesson 4 life experiences Based on work of Piaget and
CONSTRUCTIVIST THEORY IN TEACHING Vgotsky
SCIENCE
Constructivist Teaching and Learning
I. Learning Objectives: • Students are viewed as active learners who
At the end of the lesson, you are expected to: construct their own understanding of the world.
 Familiarize yourself with the principles of • Constructivist pedagogy is the creation of a
constructivist teaching. classroom environment that is grounded in the
 Describe how one wishes to be taught in constructivist learning theory.
science class. • It is a theory of learning, not teaching
 Classify teaching strategies as constructivist
or non-constructivist. Constructivist Classroom
 Select appropriate teaching strategies to • A variety of teaching strategies
match target topics and competencies. • direct instruction
 Examine the effectiveness of constructivist • group work
teaching approaches. • inquiry-based learning
• computer based programs • etc.
Constructivist teaching is anchored on the There is no one best teaching approach
fundamental belief that learning occurs as
individuals are actively involved in meaning-making Assisted Instruction
and knowledge-construction processes. Dewey's • Identify student needs
idea of transformative education suggests that • Establish learning goals
education must foster the development of critical • Employ systematic teaching methods What does
thinking among the learners via reflection, it look like.
exploration of the environment, and hands-on • Hands-on, minds-on thinking, activities with
experiences. Piaget's role in the constructivist specific interactions between teacher and students,
teaching highlights that we learn by expanding our students and students.
knowledge through experiences. These experiences • Exploration of a variety of learning materials,
are generated through playing from infancy to questioning, analyzing…construct new concepts
adulthood, which is necessary for learning. and skills

In the constructivist classroom, the teacher's role By 5E Approach • Engagement • Exploration

is to prompt and facilitate meaningful exchange of • Explanation • Elaboration • Evaluation
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
Engagement • enables teacher to discover those who may be
• Three Steps having a problem, or difficulty understanding
• Access prior knowledge concepts
• Connecting what already know to new content
• Develop curiosity and interest Graphic Organizers
• Inspire them to want to figure out something by • Conceptual
creating an intriguing situation • Concept maps
• Establish a clear purpose for learning • Sequential
• “No mystery meat”—they know why they are • One right after another
learning this • Cyclical
• Cycle
Exploration • Hierarchical
• Guide and lead the students as they investigate a • Main topic sub-categories
variety of materials related to the goals
• Bruner’s 3 Models of Knowing
• Enactive (Direct Experience) Reference:
• Iconic (Representations of Reality) Alata, E. J. P.; Alata, E. J. P. (2019). Teaching Strategies
for Elementary Science. A Course Module for Physics,
• Symbolic (Symbols/Abstract)
Earth and Space Science. REX Book Store Inc.
• (Jerome Bruner—1966) #856Nicanor Reyes Sr. St., C. M. Recto Ave. Manila,
Philippines
Balance among the activities.
-Younger students require more direct experiences. Prepared by: IRENE M. MORA, EdD
-Older students are increasingly able to gain IED Instructor
information from abstract sources.
-Teachers must offer clear explanations to help
students obtain a firmer grasp of key ideas.
-Introduce new terms and content judiciously.
-Concisely explain new terms and demonstrate new
tasks as you explicitly teach and clarify the content.

Explanation
• Materials are put into action
• Discussion takes place
• Questions about the material are presented with
guiding questions for student/teacher and
student/student discussions
• Whole group or small group
• Focused/closed-ended questions
• Student generated questions
• Use of graphic organizers to organize thoughts,
see relationships, connect events, etc.

Elaboration
• Extend, elaborate the concepts learned
• Interdisciplinary Activities
• create something, or do something to
demonstrate their learning. For example: Create a
diorama Dramatize a part; write a play Puppetry
Murals Write articles about the event Design
“baseball cards”

Evaluation
• Ongoing Process
• Formative Assessment
• continuously collect evidence and provide
feedback to students