Lesson 1 The Science CurriculumLesson 1 The Science CurriculumLesson 1 The Science CurriculumLesson 1 The Science Curriculum.pdf
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The document discusses the challenges of science education in the Philippines, highlighting causes for poor student performance and outlining guiding principles for an effective science curriculum. It emphasizes the need for relevance, inclusivity, and a focus on both scientific and technological literacy, as well as pedagogical approaches that foster engagement and contextual learning. Additionally, it identifies essential qualities of effective science teachers and encourages continuous professional development to enhance teaching practices.
Lesson 1 The Science CurriculumLesson 1 The Science CurriculumLesson 1 The Science CurriculumLesson 1 The Science Curriculum.pdf
- 3. What are the causes of the poor science education in the Philippines? What are the factors behind the low performance in Science of Filipino students?
- 4. GUIDING PRINCIPLES OF SCIENCE CURRICULUM FRAMEWORK 1. Science is for everyone. 2. Science is both content and process. 3. School science should emphasize depth rather than breadth, coherence rather than fragmentation, and use of evidence in constructing explanation. 4. School science should be relevant and useful.
- 5. GUIDING PRINCIPLES OF SCIENCE CURRICULUM FRAMEWORK 5. School science should nurture interest in learning. 6. School science should demonstrate a commitment to the development of a culture of science. 7. School science should promote the strong link between science and technology, including indigenous technology. 8. School science should recognize that science and technology reflect, influence, and shape our culture.
- 6. IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC EDUCATION ACT OF 2013 Standards and Principles a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; b) The curriculum shall be relevant, responsive and research-based; c) The curriculum shall be gender- and culture-sensitive;
- 7. IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC EDUCATION ACT OF 2013 d) The curriculum shall be contextualized and global; e) The curriculum shall use pedagogical approaches that are constructivist, inquiry- based, reflective, collaborative and integrative;
- 8. IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC EDUCATION ACT OF 2013 f) The curriculum shall adhere to the principles and framework of Mother Tongue- Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available.
- 9. IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC EDUCATION ACT OF 2013 g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts.
- 10. Conceptual Framework of Science Education S A A H S S C I E N C E A R E A
- 11. AIM OF SCIENCE EDUCATION Scientific, Technological and Environmental Literacy
- 12. AIM OF SCIENCE EDUCATION Scientific literacy is the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen. (https://www.oecd-ilibrary.org)
- 13. A scientifically literate person is willing to engage in reasoned discourse about science and technology, which requires the competencies to: • Explain phenomena scientifically – recognise, offer and evaluate explanations for a range of natural and technological phenomena. • Interpret data and evidence scientifically – analyse and evaluate data, claims and arguments in a variety of representations and draw appropriate scientific conclusions. • Evaluate and design scientific enquiry -– describe and appraise scientific investigations and propose ways of addressing questions scientifically. (https://www.oecd-ilibrary.org)
- 14. Technological Literacy “Technological Literacy is the ability to use, manage, assess, and understand technology” (Gallop Poll, 2004, p. 1). Technology Literacy is the ability to safely, responsibly, creatively, and effectively use appropriate technology to: • communicate; • access, collect, manage, integrate, and evaluate information; • endeavor to predict future needs, solve problems and innovatively create solutions; • build and share knowledge; • improve and enhance learning in all subject areas and experiences; • apply technology and critical thinking to real-world experiences; • develop the knowledge and skills to adapt to changing technologies; and • use technology to meet personal needs, interests, and learning styles. (https://www.estrellamountain.edu)
- 15. Environmental Literacy An individual’s understanding, skills and motivation to make responsible decisions that considers his or her relationships to natural systems, communities and future generations. (https://oelp.oregonstate.edu)
- 16. Components of the Framework 1. Demonstrating Scientific Inquiry Skills 2. Developing and demonstrating Scientific Attitudes and Values 3. Understanding and Applying Scientific Knowledge
- 17. Quick Check! What are the characteristics of a good Science Teacher? Why do we teach science? How do we teach it? How do we know if our curriculum is relevant and effective? How do we know if we properly implemented our science curriculum?
- 18. Qualities of a Good Science Teacher • Engages students at a high level • Knows students’ learning styles • Brings science lessons to life with real-world applications • Understands student sensitivities and differences • Is committed to continual professional improvement • Adjusts science lesson plans based on students’ assessment evaluations
- 20. Quick Check! Why do we teach science? How do we teach it? How do we know if our curriculum is relevant and effective? How do we know if we properly implemented our science curriculum?