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SCIENCE FRAMEWORK FOR PHILIPPINE BASIC EDUCATION.pptx
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- 13. Science isimportant to everyone. School science education should support the development of scientific literacy in all students as well as motivate them to pursue careers in science, technology, and engineering. These statements were drawn from a series of consultation meetings and focus group discussions with different sectors of society held in 2006: industry, university, scientists, parents, teachers, school administrators, community leaders, media, students, and many others.
- 14. Science isuseful because of its links to technology and industry, which, from a national perspective, are areas of high priority for development. Science provides ways of making sense of the world systematically. It develops students’ scientific inquiry skills, values and attitudes, such as objectivity, curiosity, and honesty and habits of mind including critical thinking. All these are useful to the individual student for his own personal development, future career, and life in general. These skills, values, attitudes, and dispositions are likewise useful to student belongs to, and are further useful to the country that the community that an individual lives in.
- 15. The learningof science is also important for the nation’s cultural development and preservation of its cultural identity. Science is most useful to a nation when it is utilized to solve its own problems and challenges, keeping a nation's cultural uniqueness and peculiarities intact. Thus in many countries, science teaching and learning is linked with culture.
- 16. Students in far-flungrural schools scoring much higher than the international mean in the case of the Third/Trends in International Mathematics and Science Study (TIMSS) or have gone beyond the 75% mastery level in the case of the National Achievement Test (NAT). Some Filipino students have gained recognition for their high level of accomplishments in the International Science and Engineering Fair, Robotics Competition, and Physics Olympiad
- 17. • UP NISMEDhas three major functions: 1. curriculum development 2. training in Sci & Math 3. research in Sci & Math Purpose: To focus its efforts on the science curriculum to improve the quality of education at the elementary and secondary school levels. Filipino students have: -low retention of concepts -have limited reasoning and analytical skills -poor communication skills (UP NISMED, 2004) Grade 6 and fourth year students in selected schools: -cannot apply concepts to real-life problem solving situations -cannot design an investigation to solve a problem (UP NISMED, 2005). Consistently poor performance of Filipino students in international assessment studies and national assessment studies
- 18. Quality of Teachers TheTeaching-learning Process The School Curriculum Instructional Materials Administrative Support
- 19. The Guiding Principles Of Science Curriculum Framework Scienceis for everyone. Science is both content and process. School science should emphasize depth rather breadth. School science should nurture interest in learning. School science should demonstrate a commitment to the development of a culture of science. School science should promote the strong link between science and technology, including indigenous technology School science should recognize that science and technology reflect, influence, and shape our culture Science should be relevant and useful.
- 20. • This principlerecognizes the proactive relationship between science and society. This means putting science into the service of individuals and society. Science education should aim for scientific literacy that is operational in understanding oneself, common human welfare, social, and civic affairs. 1. Science is for everyone. • Science content and science process are intertwined. The value of science processes is to advance content or the body of knowledge. Without content, students will have difficulty utilizing the science process skills. Science processes cannot exist in a vacuum. They are learned in context. 2. Science is both content and process. • School science should highlight coherence rather than fragmentation, and use of evidence in constructing explanation. 3. School science should emphasize depth rather breadth.
- 21. • To berelevant and useful, the teaching of science should be organized around situations, problems or projects that engage the students both as an individual and a member of a team. 4. School science should be relevant and useful. •Students are generally interested in problems that puzzle them. They have a natural urge to find solutions. •Organizing the curriculum around problems or phenomena that puzzle students helps motivate them to learn. 5. School science should nurture interest in learning. • A culture of science is characterized by excellence, integrity, hard work, and discipline. 6. School science should demonstrate a commitment to the development of a culture of science.
- 22. School science shouldpromote the strong link between science and technology, including indigenous technology. • The science curriculum should recognize the place of science and technology in everyday human affairs. It should integrate science and technology in the civic, personal, social, economic, and the values and ethical aspects of life. School science should recognize that science and technology reflect, influence, and shape our culture.
- 23. The curriculumframework is the overall structure for organizing learning and teaching. It ensures that learning experiences provided to students are commensurate with their abilities at different stages and with their ways of perceiving and learning about the world. The framework is NOT the curriculum itself. Rather, it is a skeleton that provides the basis for a strong, organized, and cohesive curriculum.
- 24. It isnot a syllabus, but a framework. According to Bybee (1990), “a framework is like the broad sketches of an architect’s plan. The framework gives an initial picture of the program and is based on certain specifications. The architect’s plan has to fulfill certain requirements. At the same time, the more specific details are left to the contractors and the carpenters. Everyone knows there will be modifications as the framework is developed and implemented, but there should be some fidelity to the original intentions, specifications, and design.”
- 25. Being interrelated, these componentsare woven together in order to support the holistic development of a scientifically literate individual! To provide a structure around which educators, curriculum developers, textbook writers, and teachers can develop instructional materials incorporating coherent learning activities and experiences that prepare students to become scientifically literate in a dynamic, rapidly changing, and increasingly technological society. Purpose: Three Interlocking Components (1) inquiry skills (2) scientific attitudes (3) content and connections
- 27. G1-10 approach adopted bythe Framework provides a picture of the total span of the basic education of students. It encourages a developmental and integrated approach to curriculum planning, teaching, and learning. It addresses the need to develop students’ understanding of the big ideas of science over the years. It enables students to progress smoothly through the grade levels and avoids the major disjunctions between stages of schooling. It provides the basis for continuity and consistency in the students’ basic education.
- 28. Three Overarching Themes maintaining good health andliving safely utilizing energy and coping with changes conserving and protecting the environment The latter is in keeping with the pervasive trend in science education where the focus of the curriculum is from content-focused science to one that prepares students for better understanding and use of science in their everyday life (Fensham, 2006).
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- 30. Science isa way of thinking about and investigating the world in which we live. This component addresses those skills scientists use to discover and explain physical phenomena. Skills Activities • asking questions about the world • designing and conducting investigations • employing different strategies to obtain information • communicating results EXPERIMENT S Scientific investigations Project Work FIELD WORK group discussion DEBATES
- 31. Other Inquiry SkillsStudents Should Develop • identifying and controlling variables • collect and organize data • formulate explanations or models • analyzing and evaluating information, procedures, and claim • make decisions based on sound judgment and logical reasoning • They should develop skills to design and conduct investigations addressing self-, as well as teacher- generated questions. • A person should not accept every piece of information offered to him as true without some analysis. • People have to decide on many things in the course of a single day.
- 32. • These inquiryskills are summarized in the following chart.
- 35. Scientific attitudes–These refer to values and habits of mind which are especially important in science and are necessary if students are to become lifelong learners and productive citizens. How they are important? 1. Critical Thinking 2. Curiosity 3. Creativity 4. Intellectual Honesty 5. Accuracy 6. Objectivity 7. Active Listening 8. Assuming Responsibility 9. Taking Initiative 10. Perseverance
- 36. Development of inquiryskills contribute towards development of critical thinking in learners. Critical thinking skills are developed through inquiry activities that students engage in and through their attempts to explain the outcomes of their investigations using evidence and logical argument. School should be a place where students are encouraged to be curious. A curious person is someone who desires to know or to learn. One must also possess an active desire to explore and tinker, to investigate and learn from the results. Many people think that creativity resides only in artists. But anyone can be creative, no matter which field he is in, so long as he is able to use his imagination. A creative person is someone who is always trying to cook up something new or different. a. Critical Thinking b. Curiosity c. Creativity
- 37. If the studentsare careless in their measurements and sloppy in their recordkeeping, then the results of their inquiry may not be reliable. An objective person is able to deal with facts or conditions as they are, without being swayed by his personal feelings, prejudices, and expectations. An objective person always validates observations and explanations. d. Intellectual Honesty e. Accuracy f. Objectivity Being honest means being truthful. Thus, being intellectually honest means not copying someone else’s work and claiming it to be one’s own. It means recording each and every observation and not selecting only those that support one’s hypothesis.
- 38. g. Independent Thinking h. Active Listening i.Assuming Responsibility An independent thinker is one who tries to answer questions on his own, using his own observations and experiences. He does not simply accept the ideas and opinions of others. He looks for relevant data and information and then makes up his own mind. In a team, everyone has an important role to play. Each member is required to perform a certain task. A responsible person will not simply accomplish what he is assigned to do. He will carry it out to the best of his ability. Participating in discussions with other people is one way of learning new things. But in a discussion people are often interested only in expressing their own views, neglecting to give the other person the chance to be heard and understood.
- 39. j. Taking Initiative k. Perseverance A personwith initiative is a source of delight to his fellow workers. When he sees something that needs to be done, he does not go and look for someone to do it. He simply goes ahead and does it himself, without being told. He does not wait for orders, memos, or requests. A person who perseveres is someone who persists despite difficulties, who keeps on trying in the face of failures, who carries on regardless of disappointments.
- 40. In thisFramework, there are three content areas covered: (1) Life Science; (2) Physical Science; and (3) Earth and Space Science. This framework does NOT spell out all of the science content that can be included in a school science curriculum. Rather, it is organized around core or big ideas, which are broad, important understandings that students should understand and retain long after they have completed their basic education. These big ideas link seemingly different, isolated and unrelated facts and phenomena to a coherent whole. They help unify the curriculum to avoid a loosely connected array of topic-driven lesson.
- 41. In thisFramework, the term enduring understandings is used to refer to these big ideas. These enduring understandings have the following characteristics: a) enduring value beyond the classroom; b) reside at the heart of the discipline; c) require uncoverage of abstract ideas; d) and offer the potential for engaging students (Wiggins and McTighe, 2005).
- 43. These arefollowed by related essential questions which are listed after the enduring understandings. Wiggins and McTighe (2005) give four different but overlapping meanings which characterize essential questions: 1) important questions that recur throughout our lives; 2) point to the core of big ideas in a subject and to the frontiers of technical knowledge; 3) help students effectively inquire and make sense of important but complicated ideas, knowledge, and know- how; and 4) will most engage a specific and diverse set of learners
- 45. The focusquestions are more specific to the concepts that will eventually lead the students to grasp the big ideas.
- 46. The scienceideas for each content area include the fundamental concepts in the discipline that have not changed over time and are similar to concepts found in the basic education science curricula in different countries.
- 47. The samplelearners’ performance is a statement that describes an activity, skill, and outcome which students are expected to do and carry out. These will demonstrate their understanding of the concept and their ability to apply the science ideas in various contexts.
- 49. The applicationof knowledge and skills may start with familiar contexts. It is important that students participate in activities and experiences that enable them to build accurate and powerful conceptual connections.
- 50. In thisFramework, students are introduced to numerous real-life applications of science concepts. Embedding these concepts in the context of students’ daily life helps them develop a more coherent understanding of the concept or process they are learning. Without such connections students are likely to view science ideas as unrelated and discrete instead of unifying and holistic.
Editor's Notes
- #4 Forgive and forget
- #5 Equal rights..
- #6 Growing economy..
- #7 Win with ease..
- #8 Falling in love..
- #9 Life begins at 40..
- #10 For instance..
- #11 Center of the gravity..
- #12 Opinion
- #13 I understand..
- #14 Since, the K to 12 curriculum has now a program which we call STEM that stands for science, technology, engineering, and mathematics, we need to further promote the science for the people program of our government because science has a great contribution in our country especially in terms of research and development through science and technology. Our country is in need of different professionals in science-related fields and experts in technology. In a deeper sense, science helps further in nation-building and when we say nation-building we are creating a functioning country with globally competent citizens. Ibig sabihin bubuo tayo ng bansa na kayang makipagsabayan sa technological advancements ng ibang bansa upang mapalago natin yung ekonomiya ng Pilpinas at mapataas natin yung kalidad ng buhay ng bawat isa.
- #17 Some Filipino students have gained recognition for their high level of accomplishments in the International Science and Engineering Fair, Robotics Competition, and Physics Olympiad, to name a few. There are also reports of students in far-flung rural schools scoring much higher than the international mean in the case of the Third/Trends in International Mathematics and Science Study (TIMSS) or have gone beyond the 75% mastery level in the case of the National Achievement Test (NAT).
- #18 Studies reveal that Filipino students have low retention of concepts, have limited reasoning and analytical skills, and poor communication skills (they cannot express ideas or explanations of events and phenomena in their own words) In addition, a large percentage of Grade 6 and fourth year students in selected schools cannot apply concepts to real-life problem solving situations nor design an investigation to solve a problem (UP NISMED, 2005). There are many efforts by various stakeholders in science education to address these concerns. The UP National Institute for Science and Mathematics Education Development with three major functions–curriculum development, training and research in science and mathematics (UP Board of Regents, 1997), designated as the National Center for Innovations and Research (DOST SEI, 2005), deemed it wise to focus its efforts on the science curriculum to improve the quality of education at the elementary and secondary school levels. The curriculum dictates how instruction and assessment of student learning should be done and guides service providers in designing professional development programs for teachers
- #21 Science should diffuse to all levels of society. Whether or not students pursue a university education, they should leave school with a level of understanding and scientific literacy that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding science applications that may have social, health, or environmental impacts. So, dito nman sa pangalawa guys pumapasok yung nature of science. Science is both a process and a product.. In deep terms tinatawag na syntactical yung nature ng science kapag ang tinutukoy nito ay yung mga methods and processes of science kabailang na rito yung mga scientific inquiry, scientific methods, at science process skills, samakatwid tinatawag naman na substantive yung nature of science kapag ang tinutukoy naman nito ay yung scientific products na gaya ng mga science concepts, laws, ideas, theories, principles, at yung mismong content. At doon sa third dimension ng nature of science tinutukoy nman nito yung social aspect of science kung gaano ito kahalaga sa society at environment at an-ano yung mga naitutulong nito sa pagpapalago ng ating bansa at pagtaas ng kalidad ng ating pamumuhay. Kaya ilan lamang sa mga approaches ng science education nga ay pagkakaroon ng interdisciplinary approach, contectual learning at science-technology-and-society approach na layuning magbigay ng meaningful learning experiences and mga estudyante sa pamamagitan ng scientific application.. Ang ibig sabihin naman ng pangatlong guiding principle ay ang pagkakaroon na ng mas malalim na pag-aaral yung mga estudyante imbes na gamitin ang malawak na scope ng science. Nagkakaroon ng coherence or logical sequence and order yung body of knowledge or science content.. Kumbaga halimbawa sa old curriculum nag-kakaroon lang ng emphasis yung isang component ng science sa isang grade level at pagkatapos ng isang taon hindi na nya ito mairelate sa panibagong component na nman ng science na aaralin kapag napromote na yung bata sa mas mataas na grade level.. Biology sa grade 1 at physics halimbaawa sa grade 2.. So, nagkakaroon ng fragment sa knowledge ng mga students. Although lahat nga ng scope ng biology naaaral nila sa grade 3 pero ang tendency naman ay nakakalimutan rin nila ito dahil hindi nagagamit yung ibang mga konsepto ng biology sa pag-aaral n ng physics pagdating ng grade 4.
- #22 4. It is more on how the students are giving value or worth with what they learn. They must see na yung examples na binabato natin sa kanila ay nakikita nila sa tunay na buhay at sa pamamagaitan non nagkakaroon sila ng realization dahil nagagamit nila yung knowledge na naimpart sa kanila to apply it in their daily lives at sa ganon mas nagkakaroon sila ng understanding sa science content. To make sense of what they have learned, they must see the concept into the context or in real-life situation. The knowledge of science is useful for future use like it prepares the students for standardized testing like board exams, college admission test, civil service exam, national achievement test, among others. 5. Rather than relying solely on textbooks, teachers are encouraged to use hands-on learning activities to develop students’ interest and let them become active learners. This also actually talks about understanding the affective domain of learning which focuses on how students perceive learning and display their behavior, how much they putting values and worth with what they learn, their commitment and passion also in learning.. It is also on the part of the teachers how they really influence or trigger the interest of the students and how well they are in managing their students. It is further the matter on how we enhance the characters of our students. By creating an attention-capturing instructional materials and student-centered learning activities, using motivational and encouraging words of wisdom, and strategic lesson objectives, we may able to see that “driving force” and passion, desire, and commitment of our students to learn.. 6. To develop our students in the culture of science, we should enhance their skills well and we should able to use their full potential and capabilities. It takes a commitment and hard work to attain academic success among our students, but the hardships will always pay off in the end. We should mold their behavior and make them a tough intellectual being who always works with excellence, integrity, discipline and hard work.
- #26 The Framework sets out what all students should know, understand, value, and be able to do from Grade 1 to Grade 10. The Technical Working Group deems it best to use Grades 1-10 (G1-10) instead of Grades 1-Year 4 to emphasize that there is no break in the continuum of the curriculum from elementary school to high school.
- #29 > So, these are themes in the context of science that should be manifested in the students application of scientific knwoledge.
- #35 So, we can able to see here the transition of the inquiry skills from grade 1 to grade 6
- #36 Such attitudes should be developed from Grade 1 up to Grade 10 as they are crucial in helping students appreciate the pleasure of learning to learn and to reduce their dependency on transmission of knowledge. Being scientifically literate goes beyond mere understanding of the basic concepts of science. Students learn the skills and methods of science by doing science. They learn the values and attitudes of science by applying them to science. Actively engaging students in science helps them develop good attitudes and dispositions.
- #37 a. The development of critical thinking in the elementary grades begins when the teacher asks the students “How do you know?” and they give reasonable answers. They accept answers that are supported by observations, facts found in books or from other reliable sources. They learn to rely on evidence to support their statements. Critical thinking skills are not taught directly. They are developed through inquiry activities that students engage in and through their attempts to explain the outcomes of their investigations using evidence and logical argument. b. In the lower grades, the highest priority is to encourage student’s curiosity about the world around them. They should be encouraged to explore their immediate environment and to ask questions that can be answered descriptively over those requiring abstract explanations. Teachers can help them select questions that they can answer by collecting, sorting, counting, drawing, taking things apart, or making something.
- #38 d. It means reporting the actual results of an investigation and not leaving out those that challenge one’s premises. Being intellectually honest means not misleading others to achieve personal goals. While it may be impossible for someone to be totally impartial, people should be aware that their personal biases may color their judgment, and the observations and findings that they report may be tainted with distortions arising from personal beliefs or preconceived notions. e. Students should strive to be accurate at all times, which may be broadly defined as free from mistakes or blunders as the result of being careful. f. Objectivity is just the concept of truth which is independent from individual subjectivity.. The students should learn to set aside their personal feelings in accepting facts and information that have undergone further studies.
- #39 g. Independent thinking does not mean you do not need the help of others. It just means one does not form an opinion or conclusion based on what others think or say. Just because everybody believes in something does not mean one has to believe in it, too. An independent thinker uses his own mind, even if that leads to mistakes. h. Communication is two-way. Thus, one should listen actively, not simply wait for others to finish so that he can jump in and resume talking. Even if he holds an opposite viewpoint, an active listener must exert every effort to understand what other people are saying. And to demonstrate understanding, he must be able to state in his own words what they have said.
- #40 j. When confronted with a problem, he analyzes it, makes a decision, and acts on it. When volunteers are needed, he is among the first to raise his hand. When action is needed, a person with initiative is keen on providing it. k. A persevering person treats each difficulty, each failure, each disappointment as a learning experience. They pursue a problem until a satisfactory solution is found.
- #42 When students grasp the enduring understandings in the content areas, they could rethink other ideas they thought they already know, raise more questions and generate new ideas. Thus, students are empowered to think in new ways and are enabled to transfer the ideas meaningfully in appropriate contexts. Also, the students can relate or connect their existing knowledge form their prior knowledge because the abstract or complex ideas are now being unfolded.
- #43 We can notice here that the enduring understandings give the general or big ideas of each content and connections such as Earth and Space Science.
- #45 So, here is an example of Essentials Questions that would allow the learners to make sense of the big ideas or knowledge they have learned. As we can see, they are made up mostly of divergent questions that would help the learners to develop their critical thinking skills.
- #46 These focus questions are designed to relate to questions students may have about the world around them or questions they need to answer in order to understand emerging scientific, technological, and environmental issues.
- #47 These science ideas are key concepts that provide a foundation for the acquisition of deeper understanding of scientific knowledge as students progress through the curriculum from Grade 1 to Grade 10. Thus, in this Framework, the science ideas are developed systematically to build students’ understanding across Grade 1 to Grade 10, where they gradually learn concepts at increasing levels of complexity
- #48 Most of science teaching is so compartmentalized that students are seldom given the opportunity to make connections that allow them to develop a fuller understanding of the importance and application of science and technology in their everyday life.
- #49 At these grade levels, students begin to appreciate the living and nonliving things that make up their surroundings. Students learn that many things they use everyday come from the natural surroundings so that there is a need to protect and use them wisely. They also become more conscious about some natural events (e.g., typhoons and earthquakes), and the hazards associated with them. They observe changes in the weather, including when the rainy season and dry season occur in their locality. They watch objects in the sky more often so that they can observe changes in their appearance.
- #50 It is the role of the science teacher to help students connect what they already know whenever they encounter a new idea or application. Further, the science teacher should facilitate the transfer of students’ knowledge and skills to unfamiliar contexts. As their inquiry skills are developed and their ability to access and use concepts and information are honed, they are able to make the connections between these concepts and their applications. They begin to describe and explain the relationships between seemingly disconnected phenomena and events. As the interactions among science, technology and society are learned, students begin to appreciate that technological design and problem solving involve many other factors besides the scientific. They begin to develop an understanding of natural hazards, the role of technology in relation to personal, health and societal issues, and learn about risks and sound decision-making. Teachers need to communicate that science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should appreciate what science and technology can reasonably contribute to society and what these cannot do. For example, new technologies often will decrease some risks but increase others. Teachers need to develop student understanding with concrete examples that avoid an exclusive focus on problems.
- #51 Connecting learning to events and activities in students’ lives enables them to develop understandings that will last a lifetime. Many science concepts can be taught using environmental and economic connections. Students’ motivation improves when the science they are learning enables them to influence and take courses of action such as those deemed important in preventing disasters, promoting safe and healthy living, protecting the environment and making wise decisions in daily life. Students can also learn and develop through active participation in organized experiences that meet community needs. These are opportunities where they can use their acquired knowledge and skills in real life situations in their own communities. In so doing, they realize the importance of having a good understanding of science concepts, of being productive citizens, and being able to help improve the quality of life in their communities.