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Week 3 - SCI2

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17 views23 pages

Week 3 - SCI2

Uploaded by

Kent Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson 2:

Science Education
Prepared by: Kent E. Garcia, LPT
OBJECTIVES
At the end of the lesson, the
students should be able to:

a. Discuss the purpose and


objectives of the science
education; and

b.Reflect on one’s competence in


light of the strands of scientific
proficiency.
Lesson 2: Science Education
• Science education is concerned about learning,
teaching, and understanding science.

• There are three dimensions of science that are all


important in science education: science knowledge,
processes of doing science, and scientific attitudes.

• 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.
Lesson 2: Science Education
• These lifelong skills allow students to generate ideas, weigh decisions
objectively, and understand the evidence.

• Teaching science is important because of several reasons. First, the nation is


dependent on the technical and scientific abilities of its citizens for its
economic growth and national activities.

• Moreover, science is a significant part of human culture and represents one of


the highlights of human capacity. Also, it provides a laboratory of common
experience for development of language, logic, and problem-solving skills.
Finally, for some of the students, it will become a lifelong vocation or career.
Lesson 2: Science Education

• Understanding science is multifaceted. Current research indicates that


proficiency in one aspect of science is closely related to proficiency in others.

• Like strands of a rope, the strands of scientific proficiency are linked. The
National Academy of Sciences developed the strands of scientific proficiency
that address the knowledge and reasoning skills that the students must
acquire to be considered fully proficient in science.
Lesson 2: Science Education
The students who are proficient in science:

1. know, use, and interpret scientific explanations of the natural world;

2. generate and evaluate scientific evidence and explanations;

3. understand the nature and development of scientific knowledge; and

4. participate productively in scientific practices.


Historical Development of Science Education in
the Philippines

The table below, adapted from Pawilen (2005), lists some of the key events in
the development of science education in the Philippines. Read each item
carefully.

With a partner or triad, read print and online sources on other legislations and
events that contributed to the improvement of the quality of science education in
the Philippines.
Historical Development of Science Education in
the Philippines
Lesson 3:
Elementary Science Curriculum
Physics, Earth, and Space
Science
Prepared by: Kent E. Garcia, LPT
OBJECTIVES
At the end of the lesson, the students should
be able to:
a. explain the intent, content, and structure of
the basic education science curriculum;
b. discuss the science curriculum framework
for basic education;
c. explain the importance of science
education to national development;
d. discuss the historical development of
science education in the Philippines; and
e. identify the opportunities and challenges in
teaching science in the Philippines.
Lesson 3: Elementary Science Curriculum Physics, Earth,
and Space Science
• Science education aims to develop scientific literacy among the Filipino
learners that will prepare them to be active and engaged citizens in the
society.

• As a whole, the K-12 science curriculum is learner-centered and inquiry-


based, emphasizing the use of constructivist pedagogy in teaching.

• 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.
Lesson 3: Elementary Science Curriculum Physics, Earth,
and Space Science

• The science curriculum promotes a strong link between science and


technology, including indigenous technology, thus preserving our country's
cultural heritage (K to 12 Curriculum Guide Science, 2016).

• This curriculum is designed around the three domains of learning science:


understanding and applying scientific knowledge in local setting as well as
global context, performing scientific processes and skills, and developing
and demonstrating scientific attitudes and values.
Lesson 3: Elementary Science Curriculum Physics, Earth,
and Space Science
• The acquisition of these domains is facilitated using the following
approaches: multi/ interdisciplinary approach, science-technology-society
approach, contextual learning, problem/ issue-based learning, and inquiry-
based approach.

• The approaches are based on constructivism. social cognition learning


model, learning style theory, and brain-based learning.

• 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.
Lesson 3: Elementary Science Curriculum Physics, Earth,
and Space Science

• The aim of the K-12 science curriculum is for the learners "to demonstrate
understanding of basic science concepts and application of science-inquiry
skills.”

• They exhibit scientific attitudes and values to solve problems critically,


innovate beneficial products, protect the environment and conserve
resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science,
technology, and environment" (K to 12 Curriculum Guide Science, 2016).
Lesson 4:
Constructivist Theory in
Teaching Science
Prepared by: Kent E. Garcia, LPT
OBJECTIVES
At the end of the lesson, the students should be
able to:
a. familiarize yourself with the principles of
constructivist teaching;
b. describe how one wishes to be taught in
science class;
c. classify teaching strategies as constructivist
or non-constructivist;
d. select appropriate teaching strategies to
match target topics and competencies; and
e. examine the effectiveness of constructivist
teaching approaches.
Lesson 3: Elementary Science Curriculum Physics, Earth,
and Space 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 experiences.

• 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.
Lesson 3: Elementary Science Curriculum Physics, Earth,
and Space Science
• In the constructivist classroom, the
teacher's role is to prompt and
facilitate meaningful exchange of
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 conclusions on
the subject.
Lesson 3: Elementary Science Curriculum Physics, Earth,
and Space Science
Constructivist teaching is governed by the following
principles:

1. Engage the students in the discovery and


examination of relevant and meaningful problems,
2. Organize curriculum into activities and broad
primary concepts ,
3. Explore and value the students' perspectives,
4. Encourage the students to investigate and
challenge their assumptions, and
5. Use assessment to diagnose and guide the student
learning.

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