Output 1 Integrated Approaches and Technology in Teaching Science

Philippine Normal University
The National Center for Teacher Education

Faculty Science, Technology, and Mathematics
Taft, Avenue, Manila
Integrated Approaches and Technology

in Teaching Science
Noralyn C. Sultan BSciE - Biology
OUTPUT 1 III - 20
3. Write a brief discussion of the components seen in the Science frameworks of

MATATAG curriculum.
The MATATAG Science Curriculum is built around a balanced integration of three core content
strands:
● Performing scientific inquiry skills,
● Understanding and applying scientific knowledge, and
● Developing and demonstrating scientific attitudes and values.
These components are designed to be interrelated, ensuring that students not only learn
scientific facts and theories but also engage in the processes of science and adopt the values that
underpin scientific inquiry. The curriculum's design also incorporates inquiry-based
approaches, such as applications-led learning and problem-based learning, to further
reinforce these components.
Furthermore, the curriculum provides Content standards for each Domain and Grade to support
teachers to identify the level of science knowledge, skills, and values to be taught and learned. It
also clearly articulates Performance standards to support the teacher to assess the levels of
knowledge, skills, and values that learners demonstrate in relation to the Content and Learning
Competencies addressed during and at the end of each quarter of teaching and learning.
The Science curriculum is structured using the following organizers:

● Content – signaling the key areas of focus for a Quarter;
● Content Standards – indicating the conceptual level expected for the Quarter;
● Learning Competencies – identifying the specific aspects of content for learners to
achieve;
● Performance Standards – providing a level for teachers to use to judge learner
achievement at the end of each quarter; and
● Performance Tasks – samples of tasks where the learner applies their knowledge,
understanding, skills and processes, values and attitudes, through which teachers can judge the
levels of achievement of the performance standard for each quarter in the domain.
4. Enumerate and explain the elements of the Science curriculum guide.
The Science Curriculum Guide in the MATATAG Curriculum is organized into several key
elements that support teaching and learning. These elements provide a clear structure for both
teachers and students, ensuring that the curriculum is delivered effectively.
A. Big Ideas
- The curriculum is grounded in Big Ideas, which are central concepts that link various
understandings into a coherent whole. These Big Ideas are designed to progress in
complexity from one grade level to the next, helping students develop a deep
understanding of key scientific concepts.
B. Cross-Cutting Science Concepts

- These concepts unify the study of science across different fields. They include ideas such
as structure and function, stability and change, and cause and effect. By connecting these
concepts across science domains, the curriculum helps students see the
interconnectedness of scientific ideas.
The Science curriculum recognizes the importance of utilizing internationally accepted

cross cutting ideas that recur across the different science domains and across grade
levels.
These crosscutting concepts include the following:
● Structure and function,

● Stability and change,
● Systems and system models,
● Energy and matter: flows, cycles, and conservation, Page 9 of 69
● Scale, proportion and measurement, ● Patterns,
● Cause and effect, and
● The nature and practices of Science.
Crosscutting concepts connect the small ideas in the different science domains as the
learning areas are introduced in every quarter.
C. Developmental Sequence of Concepts
The curriculum is structured to progressively build conceptual understanding by

introducing new ideas in a developmentally appropriate way. It takes into account
factors such as students' prior experiences, stages of cognitive development, and the
language demands of new scientific concepts.
1. Vertical Articulation
- Concepts in science are arranged in increasing complexity from Grades 3 to 10,
reinforcing new ideas through key concepts that build towards a comprehensive
understanding of science.
2. Horizontal Articulation: The curriculum interconnects science with other learning
areas, such as languages and mathematics, emphasizing the importance of literacy,
numeracy, and essential skills like communication and critical thinking. It also highlights
the integration of science with subjects like Technology Livelihood Education (TLE),
Araling Panlipunan (AP), and others to develop problem-solving and 21st-century skills.
D. Development of the 21st Century Skills
The goal of 21st-century education is to equip learners with the knowledge, skills, and
competencies needed to thrive in a rapidly changing world, driven by digitization, artificial
intelligence, and evolving job market demands. Preparing students to navigate these challenges
is essential for their future success.
E. Social Issues and Government Priorities
The Science curriculum aligns with government priorities by raising learners' awareness of
current social issues through relevant and meaningful content. It helps students develop the
understanding, skills, and values needed to become responsible citizens, contributing to
national goals.
● Reduction and management of risks and disaster;

● Fighting against climate change;
● Environmental protection and conservation;
● Sustainable development of resources and energy, including the Green economy,
Renewable energy, Sustainable mining; and
● Comprehensive Sexuality Education (CSE).
F. Science, Technology, Engineering, and Mathematics (STEM)

- STEM is a government priority crucial for developing problem solvers, innovative
thinkers, and entrepreneurs who can drive inclusive economic development. The
curriculum integrates Science, Mathematics, and Technology and Livelihood Education
(TLE), employing the Engineering Design Process (EDP) to solve real-world problems
through an interconnected approach.
G. Pedagogies, Assessment, and Resources

- The Science Curriculum Framework emphasizes various pedagogical approaches,
including inquiry-based learning, applications-led teaching, Science Technology Society
(STS) approach, and problem-based learning (PBL), all aimed at enhancing students'
understanding of science in real-world contexts. It also supports a multidisciplinary
design, promoting curriculum integration across different disciplines to provide a
holistic understanding of scientific concepts and their applications.

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Philippine Normal University

The National Center for Teacher Education

Integrated Approaches and Technology

3. Write a brief discussion of the components seen in the Science frameworks of

The Science curriculum is structured using the following organizers:

4. Enumerate and explain the elements of the Science curriculum guide.

B. Cross-Cutting Science Concepts

The Science curriculum recognizes the importance of utilizing internationally accepted

These crosscutting concepts include the following:

● Structure and function,

C. Developmental Sequence of Concepts

The curriculum is structured to progressively build conceptual understanding by

D. Development of the 21st Century Skills

E. Social Issues and Government Priorities

● Reduction and management of risks and disaster;

F. Science, Technology, Engineering, and Mathematics (STEM)

G. Pedagogies, Assessment, and Resources

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