The Science Curriculum Framework: An Enrichment Activity

#What’sExpectedOfYou?

At the end of the lesson, you are expected to demonstrate understanding of the science
curriculum framework.

#WhatYouNeedToLearn?

The Conceptual Framework of Science Education

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 and decisions
regarding applications of scientific knowledge that may have social, health, or environmental
impacts.

The science curriculum recognizes the place of science and technology in everyday
human affairs. It integrates science and technology in the civic, personal, social, economic, and
the values and ethical aspects of life. The science curriculum promotes a strong link between
science and technology, including indigenous technology, keeping our country’s cultural
uniqueness and peculiarities intact.
 Whether or not students pursue careers that involve science and technology, the K to 12
science curriculum will provide students with a repertoire of competencies important in the
world of work and in a knowledge-based society. The K to 12 science curriculum envisions the
development of scientifically, technologically, and environmentally literate and productive
members of society who manifest skills as critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators.
This curriculum is designed around the three domains of learning science: understanding and
applying scientific knowledge in local setting as well as global, context whenever possible,
performing scientific processes and skills, and developing and demonstrating scientific attitudes
and values. 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 sound
educational pedagogy namely: constructivism, social cognition learning model, learning style
theory, and Gestalt psychology.

Science content and science processes are intertwined in the K to 12 curriculum. Without
the content, learners will have difficulty utilizing science process skills since these processes are
best learned in context. Organizing the curriculum around situations and problems that challenge
and arouse students’ curiosity motivates them to learn and appreciate science as relevant and
useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on
activities will be used to develop students’ interest and let them become active learners.

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

emphasizing the use of evidence in constructing explanations. Concepts and skills in Life
Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of
complexity from one grade level to another (spiral progression), thus paving the way to deeper
understanding of a few concepts. These concepts and skills are integrated rather than discipline-
based, stressing the connections across science topics and other disciplines as well as
applications of concepts and thinking skills to real life.

Assessment

• Assessment is a process that is used to keep track of learners’ progress in relation to

learning standards and in the development of 21st-century skills; to promote self-
reflection and personal accountability among students about their own learning; and to
provide bases for the profiling of student performance on the learning competencies and
standards of the curriculum (DepEd, 2015, p. 1).
• Classroom assessment is an integral part of the curriculum implementation. It allows the
teachers to track and measure learners’ progress and to adjust instructions accordingly.
Classroom assessment informs the learners, as well as their parents or guardians, of their
progress (DepEd, 2015).

Approaches in Teaching Science

• Multidisciplinary approach is an approach to curriculum integration which focuses

primarily on the different disciplines and the diverse perspectives they bring to illustrate a
topic, theme or issue. A multidisciplinary curriculum is one in which the same topic is
studied from the viewpoint of more than one discipline. Frequently multidisciplinary and
crossdisciplinary are used as synonyms describing the aim to cross boundaries between
disciplines (UNESCO-IBE, n.d.).

• Interdisciplinary approach is an approach to curriculum integration that generates an

understanding of themes and ideas that cut across disciplines and of the connections
between different disciplines and their relationship to the real world. It normally
 emphasizes process and meaning rather than product and content by combining contents,
theories, methodologies and perspectives from two or more disciplines (UNESCO-IBE,
n.d.).

• National Science Teachers Association (NSTA) in the US has defined Science-

Technology-Society (Approach) as the teaching and learning of science in the context of
human experience (International Council of Associations for Science Education, 1992).

• Inquiry-based teaching is a pedagogical approach that invites students to explore

academic content by posing, investigating, and answering questions. Also known as
problem-based teaching or simply as ‘inquiry,’ this approach puts students’ questions at
the center of the curriculum, and places just as much value on the component skills of
research as it does on knowledge and understanding of content.

• Contextual Learning is reality-based, outside-of-the-classroom experience, within a

specific context which serves as a catalyst for students to utilize their disciplinary
knowledge, and which presents a forum for further formation of their personal values,
faith, and professional development (K12academics, n.d.).

Educational Pedagogy

• Constructivism is a theory that says learners construct knowledge rather than just
passively take in information. As people experience the world, they build their own
representations and incorporate new information into their pre-existing knowledge
(schema).

• Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the 1960s
by Albert Bandura. It developed into the SCT in 1986 and posits that learning occurs in a
social context with a dynamic and reciprocal interaction of the person, environment and
behavior (LaMorte, 2019).

• The term ‘‘learning styles’’ refers to the concept that individuals differ in regard to what
mode of instruction or study is most effective for them (Jaleel & Thomas, 2019, p. 4).

• Gestalt psychology is a school of thought that looks at the human mind and behavior as a
whole. When trying to make sense of the world around us, Gestalt psychology suggests
that we do not simply focus on every small component (Cherry, 2019).

#WhatHaveYouLearned?

A. Answer the following questions briefly.

1. Based on the conceptual framework of science education, what is the main goal of
(K-12) science education?
To develop scientific literacy among students that will prepare them to be informed and
participative citizens who are able to make judgments and decisions regarding applications of
scientific knowledge that may have social, health, or environmental impacts.
 2. Why did the science curriculum developers adopt the following approaches in
teaching science: multi/interdisciplinary approach; science–technology society
approach; contextual learning; problem/issue-based learning and inquiry-based
approach?

This calls for a deeply integrated approach to practice that supports the whole child in schools
and classrooms that function coherently and consistently to build strong relationships and
learning communities; support social, emotional, and cognitive development; and provide a
system of supports as needed for healthy development, productive relationships, and academic
progress. This holistic approach must necessarily connect with family and community contexts:
developing strong, respectful partnerships to understand and build on children’s experiences
and, as needed, to strengthen any aspects of the developmental system where there are
challenges to children’s health and well-being.

3. What do you think are the importance of having a learner-centered science

curriculum?
This approach to curriculum gives power to learners. Students see their needs clearly reflected in
the classroom, which is very motivating. It creates a direct link between classwork and the
learner’s needs. Learners can easily transfer new skills in day to day activities. It encourages
learners persistence.

B. Complete the table below by providing appropriate information.

Educational Implications to:
Pedagogy
Teaching Learning Assessment
1. Constructivism Interactive Require students Real-life
relationship to form constructs; simulations. By
between the that is require simulating real-life
learner, the task, them to form their situations and
and the teacher own meaning or immersing the
who will largely act interpretation of students in these
as a facilitator of the material being setups, the teacher
learning without studies. successfully gives a
depriving the very practical and
students of useful venue for
experiencing the students to do
learning and their critical
discovering thinking and
knowledge on their exploring.
own.
2. Social Helping students An intervention Group role play and
Cognitive become self- procedure engaged group
Theory regulated learners designed to help discussion
students to
become self
regulated thinkers
and learners while
simultaneously
supporting their
 belief that they can
achieve. Through
enhanced self
regulated learning
and improved self-
efficacy, these
children will gain a
sustain capacity to
take charge of and
and enjoy learning
by becoming by
active constructers
of their own
learning
3. Learning Styles Be inquisitive and Students learn Combination of
ask them what they faster and more traditional
think about a effectively when assessment and
concept/topic/idea. instruction is authentic
Ask them to matched to their assessment to
bounce ideas off of individual assess different
each other and preferred styles learning styles of
compare their the students.
ideas with others'.
Allow them to
discuss and share
stories.
Include group
work.
Engage in a role-
play.

4. Gestalt Encourage their Maintain an Performance task

Psychology students to emotionally
discover the harmonious and
relationship of the non threatening
elements that atmosphere during
make up a problem the teaching and
incongruities, gaps, learning process
which
or disturbances are
consequently caters
essential stimuli in
exchange of ideas
the learning and learning
process.
 #WhatElseCanBeLearned?

Why You Need a Philosophy of Education. Retrieved on July 18, 2020.

http://www.metalearn.net/articles/ philosophy-of-education

#References

• DepEd. (2013). K to 12 Curriculum Guide (Science). www.deped.gov.ph

• DepEd. (2015). Policy Guidelines on Classroom Assessment for the K-12 Basic
Education Program (DepEd Order No. 8, s. 2015). www.deped.gov.ph

• S. Jaleel & A.M. Thomas. (2019). Learning Styles - Theories and Implications for
Teaching Learning. Horizon Research Publishing

• W.W. LaMorte. (2019). The Social Cognitive Theory. https://shtphweb.bumc.edu/MPH-

Modules/SB/BehavioralChangeTheories

• K12academics. (n.d.). Contextual Learning. https://www.k12academics.com/alternative-

education/contextual-learning

• International Council of Associations for Science Education. (1992). The Status of

Science - Technology - Society Reform Efforts around the World.
https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.icaseonline.net/robert_yager.pdf&ved=2ahU
KEwjl6tfEl-brAhWG-

• UNESCO-IBE. (n.d.). Multidisciplinary Approach.

http://www.ibe.unesco.org/en/glossary-curriculum-terminology/m/multidisciplinary-
approach

• UNESCO-IBE. (n.d.). Interdisciplinary Approach.

http://www.ibe.unesco.org/en/glossary-curriculum-terminology/m/interdisciplinary-
approach