DOMINICAN COLLEGE OF TARLAC

COLLEGE OF EDUCATION
Bachelor of Elementary Education
1st Semester | Prelims
ELEM 9: TEACHING SCIENCE IN THE ELEMENTARY GRADES

Lesson 1: The Science Framework in the K-12

Science

• The word “science” is derived from the Latin word scientia meaning KNOWLEDGE.

• Science is valued because it has helped in satisfying many basic human needs and
improving conditions. Advances in science and technology are transforming our world.

• Science is our way of understanding the world – its wondrous structure, natural events,
interrelated elements and systems, and processes.

The Science framework in the k to 12

• Science as whole, as provided by the national framework of the Department of Education

(DepEd) responds to the 21st Century Literacy which is the Science and Technology
Literacy.

Three (3) components of the Science framework in the k to 12

1. Understanding and Applying Scientific Knowledge;

- Science literacy starts with acquisition of knowledge (ideas, concepts,

generalizations, theories). However, such knowledge should be understood and
applied.

2. Developing and Demonstrating Scientific Attitudes and Values; and

- The development and demonstration of scientific attitudes and values is very

important component of scientific literacy.

• A Scientist must be curious about the world. (Curiosity)

• A Scientist admits failures and recognizes that there are better ideas. (Humility)
• A Scientist listens and respects ideas of others. (Open-mindedness)
• A Scientist is intellectually honest. (Intellectual Honest)
• A Scientist works hard and is persistent. (Perseverance)
• A Scientist does not jump to conclusions. (Skepticism)
• A Scientist is creative and critical thinker. (Creative and Innovative)
 • A Scientist uses reason or logical thinking before giving answers. (Rational)
• A Scientist is willing to suspend judgement until he is sure of his result.
(Objectivity)
• A Scientist tries new approaches to arrive at solutions. (Innovative)

3. Performing Scientific Inquiry Skills

- Scientific inquiry skills can be seen as a set of skills to be learned by the students
to include the science processes.
- A science oriented mind is a questioning mind. To inquire is to ask a series of
questions and find answers to the questions asked.

Goals:

1. Critical and Creative Problem Solver;

- Learners have developed skills that enable them to analyze and find solutions to
any questions of problems. They have other ways of solving problem.

2. Responsible steward of nature;

- Learners demonstrate concern in keeping the environment safe for themselves and
for everybody. They become citizens who take responsibility of their actions in
protecting and preserving the environment.

3. Innovative and Inventive thinker;

- Learners will create and innovate something simple for humanity. They will
become scientists and inventors of the future.

4. Informed decision maker; and

- As the science learners are growing up, they should be able to develop the ability
to make informed decisions. Most especially if they become independent learners.

5. Effective communicator

- Science literacy also develops the ability of the learners to convey correct
message to others, whether written or oral, from their fund of knowledge, results
of inquiry, investigations and many more. There is a need for science learners to
share their findings and ideas.
Approaches:

1. Multidisciplinary-Interdisciplinary Approach;

- Interrelationship and interaction of different disciplines like science and

mathematics, science and social studies, science and history and many more.

2. Science-Technology Society (STS) Approach;

- One way to appreciate science is to link it technology and how it influence

people, and their ways of life.

3. Problem/Issue Based Learning;

- Making use of the identified problem or issues surrounding the environment will
more meaning in learning science.

4. Inquiry-based approach;

- The basic principle of inquiry-based approach the learners’ take ownership of a

problem or a need the desire to solve it.

5. Constructivism;

- Constructivist teaching is based on the belief that learning occurs as learners are
actively involved in the process of meaning and knowledge construction.

6. Social Cognition Learning Model; and

- Learning can be directed to observing others while interacting and experiencing.

7. Learning Style Theory

- The VARK model identifies Visual, Auditory, Reading/Riting and Kinesthetic

learners who respond to different kinds of learning.

Lesson 2: SCIENCE EDUCATION

Science education - is concerned about learning, teaching, and understanding science.

There are three (3) dimensions of science that are all important in science education:

• Science knowledge;

• Process of doing science; and

• Scientific attitudes and values

Science - is one of the most important subjects that must be learned because of its relevance to
the students’ lives.

• In the science class, the students use and develop life skills such as problem-solving and
critical thinking, which they need to succeed in school, career, and beyond. These
lifelong skills allow students to generate ideas, weigh decision objectively, and
understand the evidence.

Why teaching is SCIENCE important?

- Teaching science is important because of several reasons.

• The nation is dependent on the technical and scientific abilities of its citizens for
its economic growth and national activities.
• Science is a significant part of human culture and represents one of the highlights
of human capacity.
• It provides a laboratory of common experience for development of language,
logic, and problem-solving skills.
• For some of the students, it will become a lifelong vocation or career.

Lesson 3: Constructivist theory in teaching science

Constructivist teaching - is anchored on the fundamental belief that learning occurs as

individuals are actively involved in meaning-making and knowledge-construction processes.

- Dewey’s idea of transformative education suggests that education must foster the
development of critical thinking among the learners via reflection, exploration of the
environment, and hands-on experience.
- Piaget’s role in the constructivist teaching highlights that we learn by expanding our
knowledge through experiences. These experiences are generated through playing from
infancy to adulthood, which is necessary for learning.

In the constructivist classroom, the teacher’s role is to prompt and facilitate meaningful
exchange of ideas and learning. The learner’s main focus is guiding the students by asking
questions that will lead them to develop their own insights and 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 assessments to diagnose and guide the student learning