Exam 1 Week 3

UNIT 1: THE ELEMENTARY SCIENCE CURRICULUM
Alata, E. J. P., Alata, E. J. P., & Pawilen, G. T. (2020). A Course Module for Teaching Strategies for
Elementary Science (Physics, Earth, and Space Science). Rex Book Store, Inc.
LESSON: 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 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. 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).
Indigenous technology refers to the traditional knowledge, skills, and practices that are
developed and used by a particular culture or community to solve problems and meet their
needs. It is usually passed down from generation to generation through oral tradition or hands-
on training, and is often tied to the local environment and available resources.
Indigenous technology can include things like farming techniques, herbal medicine,
artisanal crafts, and methods of construction or transportation that are specific to a particular
culture or region. It can also involve the use of natural materials and sustainable practices that
have been developed over centuries of trial and error.
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 skills, and demonstrating scientific attitudes and values.
The acquisition of these domains is facilitated using the following approaches:
multi/interdisciplinary approach, science-technology-society-approach, contextualized
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 to 12 curriculum.
Organizing the curriculum around situations and problems that challenge the learner’s curiosity
motivates them to learn and appreciate science. The aim of the K to 12 science curriculum is for
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 discussions of relevant issues
that involve science, technology, and environment” (K to 12 Curriculum Science Guide, 2016)
The Department of Science and Technology developed the Science Framework

for Basic Education. Included in this document are the GUIDING PRINCIPLES for the formulation
of the science framework.
The Guiding Principles of Science Curriculum Framework
1. Science is for everyone.

This principle recognizes 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. Science should permeate 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.
2. Science is both content and process.

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.
3. School science should emphasize depth rather than breadth, coherence rather than
fragmentation, and use of evidence in constructing explanation.
- Instead of covering a wide range of topics superficially, science education should focus
on a smaller number of topics in greater depth
- Science education should emphasize the interconnectedness of scientific concepts and
principles, rather than treating them as isolated pieces of information
- Science education should emphasize the importance of evidence-based reasoning and
explanation, rather than relying on intuition or preconceived notions.
4. School science should be relevant and useful.

To be relevant 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.
5. School science should nurture interest in learning.

School science should nurture interest in learning. 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.
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.
6. School science should demonstrate a commitment to the development of a culture of

science.
A culture of science is characterized by excellence, integrity, hard work, and discipline. and
encouraging students to adopt these values and behavior.
This means that science education should promote excellence by setting high standards and
challenging students to reach their full potential. It should promote integrity by emphasizing
the importance of ethical conduct and academic honesty. It should promote hard work and
discipline by encouraging students to work diligently and persistently to achieve their goals.
7. School science should promote the strong link between science and technology, including
indigenous technology.
Science and technology are closely linked, as scientific knowledge often leads to technological
advances, and technological advances often drive new scientific discoveries. Therefore, science
education should emphasize the link between science and technology and help students
understand how they are connected.
In addition, science education should recognize the value of indigenous technology, which is
the knowledge and skills developed by indigenous communities over generations. This
knowledge often incorporates sustainable practices and a deep understanding of the local
environment. Incorporating indigenous technology into science education can help students
understand the importance of diverse perspectives and the relevance of local knowledge in
scientific understanding.
8. School science should recognize that science and technology reflect, influence, and shape
our culture.
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.

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UNIT 1: THE ELEMENTARY SCIENCE CURRICULUM

LESSON: Elementary Science Curriculum Physics, Earth, and Space Science

In spiral progression, thus paving the way to a deeper understanding of core

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

The Department of Science and Technology developed the Science Framework

The Guiding Principles of Science Curriculum Framework

1. Science is for everyone.

2. Science is both content and process.

4. School science should be relevant and useful.

5. School science should nurture interest in learning.

6. School science should demonstrate a commitment to the development of a culture of

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