Course Title: •Course Overview: This course includes spiraling basic science concepts

GE006 Teaching and application of Science inquiry in Physics, Earth, and Space,
strategies in teaching elementary science, development of instructional
Science in the materials, and assessment. This course focuses on developing
Elementary elementary school teacher’s pedagogical knowledge and skills in
teaching science concepts related to Physics, Earth, and Space Science.
Grades (Physics, •Course Objectives:
Earth, and • Demonstrate deep understanding of essential concepts in Physics,
Earth, and Space Science relevant to elementary education
Space Science)
• Design and implement effective inquiry-based science lessons and
activities for elementary students
• Integrate technology and hands-on learning experiences into
science instruction
• Develop appropriate assessments to measure student’s
understanding of science concepts
 •Course Overview: This course focuses on developing elementary
school teacher’s pedagogical knowledge and skills in teaching
Course Title: science concepts related to Biology and Chemistry. The course will
cover basic principles in Biology and Chemistry
GE009 Teaching •Course Objectives:
Science in the • Demonstrate deep understanding of essential concepts in
Elementary Biology and Chemistry relevant to elementary education
• Design and implement effective inquiry-based science lessons
Grades (Biology and activities for elementary students
and Chemistry) • Integrate technology and hands-on learning experiences into
science instruction
• Develop appropriate assessments to measure student’s
understanding of science concepts
 Course Outline
Module 1
What is Science? / Nature of Science
Module 2
The Elementary Science Curriculum
Module 3
Basic Concepts in (Physics, Earth and Space Science) (Biology and
Chemistry)
Module 4
Instructional Planning and Instructional Strategies
Module 1

WHAT IS SCIENCE?

Learning Objectives:
1. 1 Define Science
1. 2 Describe the nature of science
1. 3 Discuss the processes of science.
1. 4 Explain and make scientific observations
and inferences.
 1. 1 What is Science?
Science has many definitions:

a. Science as a broad body of

knowledge

b. Science as a set of skills

What is Science?

c. Science as an intellectual
activity

d. Science as a social activity

What is Science?

e. Science as a career

f. Science as problem-solving
What is Science?

g. Science as a global human

endeavor
What is Science?

h. Science as a
process
 Ask a QUESTION Make a Hypothesis Test the

ACTIVITY A. hypothesis/Conduct
an experiment
Procedure:

Recall a problem or challenge

that you were able to solve
recently. Identify the steps you
did or went through. Write
the steps on the
Record the Results:
corresponding box in the
worksheet.

“The Scientific Method” Draw a Conclusion:

Activity B.
Science means several things. You can see the various facets of science in the first column below. On the
opposite column, write your insights and reflection about each of the facets of science.

Facets of Science Insights and Reflection

Science as a broad body of knowledge
Science as a set of sk
Science as an intellectual activity
Science as a social activity
Science as problem solving
Science as a career
Science as a global human endeavor
Science a process
Activity C
List down the science topics that you find most interesting to learn from your previous science classes. Write the teaching
strategies used by the teacher on each topic.

Favorite/Most Interesting Lessons in Teaching and Learning Strategies

Science
1. 2 Describe the Nature of Science
Empirical Observation and Evidence:
Science relies on empirical evidence obtained through observation, measurement, and experimentation. This
means that scientific claims should be based on objective data and observations that can be verified by others.
Systematic Inquiry:
Scientific investigations are conducted in a systematic and organized manner. This involves formulating
hypotheses, designing experiments, collecting data, and drawing conclusions based on evidence.
Testability and Falsifiability:
Scientific hypotheses and theories must be testable, meaning that there must be a way to experimentally
determine whether they are accurate or not. Additionally, scientific claims should be potentially falsifiable, meaning
that there must be a way to demonstrate that they are incorrect.
Openness to Revision:
Scientific knowledge is not static. It is subject to revision based on new evidence or improved methodologies.
This allows science to adapt and refine its understanding of the natural world over time.
Predictive Power:
Science aims to make accurate predictions about future events or phenomena based on existing knowledge.
The ability to make successful predictions provides strong support for scientific theories.
Empirical Generalization:
Scientific findings aim to be generalizable. This means that the conclusions drawn from specific experiments or
observations are applicable to broader contexts or similar situations.
Objectivity and Impersonality:
Scientists strive for objectivity, attempting to minimize personal bias and emotion when conducting
experiments or interpreting data. This is achieved through rigorous methodology, peer review, and replication of
experiments.
Tentativeness:
Scientific knowledge is always considered tentative, meaning that it is subject to change or refinement as new
evidence emerges. No theory or hypothesis is considered absolute or final.
Naturalistic Explanation:
Science is concerned with understanding natural phenomena through natural processes. It does not invoke
supernatural or metaphysical explanations.
Cumulative Process:
Scientific knowledge builds upon previous discoveries. New research is often based on existing theories and
evidence, contributing to the cumulative growth of scientific understanding.
Ethical Considerations:
Scientists are expected to adhere to ethical standards in their research, including considerations for the well-
being of subjects, the environment, and the responsible use of technology.
Community Involvement:
Science is a collaborative endeavor. Scientists share their findings through publications and engage in peer
review, allowing the broader scientific community to scrutinize and validate research.
1.3 The Six
Basic Science
Process Skills
Observing:

Definition: Observing involves using the senses to gather information about the world around us. It is a
fundamental skill in science as it forms the basis for making further inquiries.
Importance: Observations provide the raw data that scientists use to formulate questions, make
hypotheses, and conduct experiments. They help in generating accurate and reliable information
about natural phenomena.
Example: In a biology lab, a student observes the behavior of a plant under different light conditions to
understand its response to light.

Communicating:

Definition: Communication in science involves effectively sharing information, data, and findings with
others. This includes written reports, oral presentations, and visual aids like graphs and charts.
Importance: Clear communication is essential for conveying research methods, results, and
conclusions to peers, educators, and the wider scientific community. It allows for collaboration,
replication, and building upon existing knowledge.
Example: A scientist presents their research findings at a conference, using slides and graphs to
illustrate key points.
Measuring:

Definition: Measuring involves determining the quantity or extent of a property or characteristic using
appropriate tools and units. It provides quantitative data for analysis.
Importance: Measurement is crucial for obtaining precise and accurate data. It enables scientists to
compare, analyze, and draw conclusions based on numerical information.
Example: A chemist measures the temperature, volume, and pressure of a chemical reaction to
calculate its rate.

Inferring:

Definition: Inferring involves making educated guesses or drawing logical conclusions based on
available evidence or observations. It often involves using reasoning skills to fill in gaps in information.
Importance: Inferences allow scientists to make predictions, propose explanations, and develop
hypotheses about natural phenomena. They guide further investigations.
Example: Based on observations of a volcano's behavior, a geologist infers that it might be entering an
active phase of eruption.
Predicting:

Definition: Predicting involves using existing knowledge or data to anticipate future outcomes or
events. It is an essential skill for testing hypotheses and planning experiments.
Importance: Predictions allow scientists to plan experiments and investigations to test their
hypotheses. They provide a framework for gathering new data and validating existing theories.
Example: A meteorologist predicts the weather for the next week based on current atmospheric
conditions and weather patterns.

Classifying:

Definition: Classifying involves organizing objects, organisms, or concepts into groups based on shared
characteristics. It helps in understanding relationships and patterns within a set of data.
Importance: Classification aids in simplifying complex information, making it easier to analyze and
draw conclusions. It is a fundamental step in organizing scientific knowledge.
Example: A biologist classifies different species of birds based on common features like beak shape,
wing structure, and nesting habits.
Observing and Inferring
We infer when we try to figure out why and how an event happened, but we’re not able to
observe the event directly as it happened in the past. Just like in a crime investigation, we try to examine
evidence or clues that we find in a crime scene and try to figure out how the crime happened, who did it, and
why.

Activity 1:
Objectives:
Differentiate observation and inference.
Make observations and inferences.
What do we need to make "good" observations and inferences?

Part A. Observation or Inference?

Directions: Read each statement and decide whether it is an observation or an inference. Did the
person making each statement observe or infer what he or she stated? Circle your answers.
1. The container is filled to the 350 mL mark with water. (observation or inference?)
2. The Sun rose at 6:54 this morning (observation or inference?)
3. Based on observations of a volcano's behavior, it might be entering an active phase of eruption.
(observation or inference?)
4. Sound traveled faster through the desk than through the air. (observation or inference?)
5. The plant on the left is growing more because it has been receiving more water. (observation or
inference?)
Part B. Make Observations and Inferences
Directions: Look at the picture below. Then write three observations and two inferences, based on the
picture.

OBSERVATIONS INFERENCES
Answer the following questions?
1. What senses can be used in making an observation?
2. Why is it important to enhance the skill of observing
3. What is communication in science?
4. How can you enhance the skill of communication among your
future students?
5. Why is it important to learn about measurement?
6. How can you teach children what measurement is and why is
it important?
7. Study how supermarkets classify the things they sell? What is
their basis of classification?
8. In your own words, explain what inferring means. Why is it
important to learn how to infer?
9. How is predicting different from inferring? Why is this process
important?