social pharmacy d-pharm 1st year by Pragati K. Mahajan
Science for tot
1. Science in the K to 12
Merle C. Tan, PhD
Science Education Specialist
and Convenor for Science
National Institute for Science and Mathematics
Education Development
University of the Philippines
merle.tan06@gmail.com
2. Some Background
Information
About Learners in
Basic Education
3. Performance in the National Achievement Tests
Subject 2004 2005 2007 2008
Science 36.8% 39.49 % 51.58 % 57.90%
Math 46.2% 50.7 % 60.29% 63.89%
4. Performance in International Assessment Studies
(e.g., Trends in Math and Science Study-TIMSS)
Science 1995 1999 2003
Grade 4 23rd (25)
Grade 7 41st (42)
Grade 8 36th (38) 42nd (45)
Note: UP NISMED managed the TIMSS: cultural adaptation, test
administration, checking of items, analysis of results, and
writing the report
5. TIMSS 1999 Micro Analysis (UP NISMED, 2003)
Factual Knowledge Conceptual Understanding
100
100
75
75
50
50
25
25
0
NS LS Envi ES Chem Phys 0
NS LS Envi ES Chem Phys
100
Reasoning & 100
Analysis 75
75 Mastery
Mastery
Near Mastery
50
Near Mastery
50 No Mastery
No Mastery
25
25
0
NS LS Envi ES Chem Phys
0
NS LS Envi ES Chem Phys
6. Percent Correct Responses for
Earth Science Topics (TIMSS 2003, Grade 8) )
Topic Cognitive Test Percent
Domain Format Correct
Overall*
Time temperature table RA MC 33 (73)
True statement of mountain age CU MC 13 (30)
Changes in river shape or speed RA MC 33 (52)
Appearance of Jupiter and Moon CU CR 39 (65)
Location of jungle on RA MC 24 (46)
temperature/elevation diagram
Position of Moon during solar CU CR 44 (53)
eclipse
RA (Reasoning & Analysis); CU (Conceptual Understanding); MC (Multiple choice);
CR (Constructed –response); Numbers in parentheses (3rd column) is the international
average
7. Reasons given for the poor performance in TIMSS*
Students who took the TIMSS test
NOT familiar with the format of the test items
Have NOT taken Biology, Chemistry, and Physics
NOT exposed to inquiry-based instruction.
Have NOT developed higher level thinking
Have NOT retained or mastered concepts and skills due to
‘jumping’ sequence of topics in different grade levels
NOT exposed to questions that show connections across
science topics or across disciplines
Have poor communication and comprehension skills; most
constructed-response items were not answered.
NOT familiar with literacy-based assessment
* Based on interviews with teachers and principals and NISMED
observations during school visits
10. Comparing
Science in the
BEC and in
K to12:
Addressing the
Concerns
Entry in the early grades
Sequence of learning
Breadth and depth of content
Approaches to teaching & learning
Classroom assessment
11. Entry in Early Grades
BEC K to 12
Science is NOT a Science is still NOT a separate subject in K
separate subject in to Gr2
Grades 1 & 2
Science content and Science content and process skills are
process skills are integrated in Mother Tongue, Filipino
integrated in English and English, Math, Health, Music & Art,
AP and Edukasyon sa Pagpapakatao,
Edukasyon sa Pagpapalakas ng Katawan
Science is separate Science is separate subject in G1 & G2 in
subject in G1 & G2 in special science ES, some private schools
special science ES, and University lab schools
some private schools
and University lab
schools
12. Sequence of Learning
BEC K to 12
For G3-6: Topics from various Spiral progression; Content
branches of science are revolves around four science
revisited in each grade disciplines, one each per
(People, Animals, Plants, grading period with horizontal
Materials, Energy, Earth, and vertical integration
Sun, Moon, & Solar System)
For HS-Y1: Integrated No need to wait for Y2, Y3 and
Science (Biology, Chemistry, Y4 to learn concepts and their
Physics, Earth Sciences, applications in Biology,
Environmental Science) Chemistry & Physics,
For HS-Y2-4: One branch of respectively.
science in each year level
(Biology, Chemistry and
Physics, respectively)
13. Breadth and Depth of Content
BEC K to 12
Wide range of topics from Decongested and incremental
elementary to secondary school delivery
but superficial treatment Concepts in every grade level
are based on their cognitive
level demand, or if they are
prerequisite to another
concept, and if possible, have
applications to real life.
Some topics in elementary are Topics are revisited to
repeated in high school, almost determine prior knowledge;
at the same depth; Some key reduced overlap
learning areas are not covered;
some prerequisites are not
introduced
Many topics in HS 1-4 are for Integrated content enables
college bound; Discipline based learners to explore
does not enable students to boundaries and connections
14. Approaches to Teaching & Learning
BEC K to 12
Recipe or confirmatory type of Varied inquiry-based activities;
activities; Science investigations guided to semi-structured to
are not explicit, Not inquiry based open-ended investigations
Real-life applications of concepts More real-life applications of
are minimal concepts ; Connections across
science topics are emphasized
Connections across science topics
are NOT emphasized
Mathematics skills needed for Mathematics skills needed to
science are NOT provided at learn science are integrated
appropriate grades
ICT integration is NOT explicit. Varied ICT tools are used;
Appropriate and indigenous
technology are utilized
15. Classroom Assessment
BEC K to 12
Mainly paper and pencil tests; Varied assessment formats used:
more on selected- response selected- response (SR) and
type; constructed-response type constructed-response (CR) types;
rare rubrics provided for CR questions
Use of rubrics not common,
giving rise to inconsistent and
subjective evaluation
Many competencies are not Suggested assessment aligned
aligned with assessment; Some with competencies
competencies are high level but
assessments are mainly recall
Focus on summative Results of formative test are used
assessment rather than to improve instruction;
formative assessment (A4L) suggestions on how to do these
are in the TG
16. Science in the
K to 12:
Vision,
Philosophy &
Curriculum
Components
17.
18. Core Science Standard (for the entire K to 12)
The learner demonstrates understanding of basic
science concepts, applies science process skills, and
exhibits scientific attitudes and values to solve
problems critically, innovate beneficial products,
protect the environment and conserve resources for
sustainability, enhance the integrity and wellness of
people, and make informed and unbiased decisions
about social issues that involve science and
technology.
This understanding will lead to learner’s
manifestation of respect for life and the environment,
bearing in mind that Earth is our ONLY HOME.
19. Curriculum Components
Component 1: Inquiry Skills
Asking questions about the natural world
(materials, events, phenomena, and experiences)
Designing and conducting investigations using
appropriate procedure, materials, tools, and
equipment
Employing different strategies to obtain
information from different sources
Communicating results of investigations using
appropriate presentation tools
20. Basic Science Integrated Higher Order
Processes Skills Thinking Skills
Formulating
Observing hypothesis
Asking Fair testing Critical thinking
questions - Identifying Creative thinking
Measuring variables Problem solving
Classifying - Controlling Decision making
Inferring variables
Finding patterns Collecting and (Real-life context)
Predicting organizing data
Communicating Interpreting data
Making
conclusions
Scientific Inquiry Skills STE Literacy
Skills
21. Component 2: Content and Connections
Living Things & Force, Motion and
Their Environment Energy
Characteristics Movement
Structure and Effects of Force
Function Forms of Energy and
Processes Transformation
Science
Interactions
Content
(G1-10)
Matter Earth and Space
Diversity of Surroundings: Land,
materials Properties Water, Air,
and Structure Weather and Climate
Changes Solar system
Interactions
Sequence may vary from grade to grade. Ensure horizontal
integration of topics across grading periods.
22. Component 3: Scientific Attitudes and Values
Intellectual honesty
Objectivity
Perseverance
Active listening
Assuming responsibility
Taking initiative
Independent learning
Analyzing and evaluating information,
procedures, and claims.
Making decisions based on sound
judgment and logical reasoning.
24. Key Stage Standards
End of G3 End of G6
The learner should have The learner should have developed
acquired healthful habits the essential skills of scientific
and developed curiosity inquiry – designing simple
about self and their investigations, using appropriate
environment using basic procedure, materials and tools to
process skills of observing, gather evidence, observing patterns,
communicating, determining relationships,drawing
comparing, classifying, conclusions based on evidence, and
measuring, inferring and communicating ideas in varied ways
predicting. This curiosity to make meaning of the observations
will help learners value and/or changes that occur in the
science as an important environment. The content and skills
tool in helping them learned will be applied to maintain
continue to explore their good health, ensure the protection
natural and physical and improvement of the environment,
environment. and practice safety measures.
25. Key Stage Standards
End of G10 End of G12
The learner should have developed The learner should have gained skills
scientific, technological and environmental in obtaining scientific and
literacy so that “they will not be isolated technological information from varied
from the society where they live, will not be sources about global issues that have
overwhelmed by change, and can make impact on the country. They should
rational choices on issues confronting have acquired attitudes that will allow
them” (UNESCO, 1993). Having been them to innovate and/or create
exposed to scientific investigations related products useful to the community or
to real-life, they recognize that the central country. They should be able to
feature of an investigation is that if one process information to get relevant
variable is changed (while controlling all data for a problem at hand. In
others), the effect of the change on another addition, learners should have made
variable is measured. The context of the plans related to their interests and
investigation can be problems at the local expertise, considering the needs of
or national level to allow them to their community and the country — to
communicate with students in other parts pursue either employment,
of the Philippines or even from other entrepreneurship, or
countries using appropriate technology.
26. The Approach:
Spiral Progression
The scope and sequence of the content are developed
carefully from one grade level to the next. Concepts
and skills are revisited at each grade level with
increasing depth.
New concepts are built on pupils’ prior knowledge and
skills to allow gradual mastery from one grade level to
the next.
WHY SPIRAL PROGRESSION?
27.
28. INTEGRATED CONTENT OF TIMSS TEST
Content Domain Percentage Percentage
Correct Correct
Answers Answers
International Philippines
Life Sciences 43 30
Chemistry 45 30
Physics 40 24
Earth Sciences 46 32
Environmental 38 25
Sciences
29. SCIENCE CURRICULUM OF DEVELOPED OR HIGH
PERFORMING COUNTRIES
• Basic education cycle: min 12 years, max 14 years
(compulsory up to G9, for some G10)
• Inquiry-based and learner-centred
• Spiral progression; emphasis on depth rather than breadth
• Emphasis on connections across topics and disciplines;
developing literacy
Integrated rather than discipline-based, at least up to
Grade 9
International tests have integrated questions
* Australia (2 states) Brunei, England, Japan, Singapore, New Zealand,
USA (3 states)
30. Living Things and Their Environment
(Parts & Function, Processes, Interactions)
G3 G4 G5 G6
External parts: Major internal Organ systems: Interactions among
humans, plants organs: stomach, respiratory (path of organ systems
and animals heart, bones and air); circulatory (flow (respiratory and
muscles; care of blood); digestive circulatory; digestive
(path of food); and circulatory;
nervous, muscular digestive and
and skeletal (path of excretory)
message from
sense organs to
brain then muscle
Growth and and bones; Care for
development: organ systems
human, animals
plants (includes life Reproduction in
cycle of some plants, animals,
animals) humans
Needs of Plant and animal Diversity of plants and
humans, plants adaptations animals
and animals Feeding relationships
(biotic)
31. Living Things and Their Environment
G7 G8 G9 G10
Levels of Processes Chemical Removal of
organizations in (nutrients as raw changes in food wastes,
organisms; materials for as it undergoes detoxification,
populations, energy, growth and digestion maintenance of
communities maintenance) glucose balance
ecosystems Digestive (kidneys, liver )
Nutrient deficiency enzymes
Plant and animal cell; Effects of harmful Homeostasis
Multi-cellular and uni- substances Transfer of (balance in
cellular organisms nutrients & gases nature)
(Biodiversity-useful in cells (osmosis
and harmful & diffusion)
organisms)
Interrelationships Flow of energy in Decomposition Carrying capacity
among organisms & an ecosystem and nutrient
the physical Impact of human cycling
environment activities on
ecosystems
32. Force, Motion and Energy
G3 G4 G5 G6
How objects Why objects Factors affecting Quantifying motion of
move move (include movement of objects: objects
use of magnets) mass , shape, and
Measuring tools force; Types of force
to report acting on objects
movement
Natural and Uses of sound, Behaviour of light How light interacts with
artificial light, electricity when it strikes an the variety of optical
sources of object devices
sound, light, Echo Forms of energy and Friction
heat, their properties Effect of heat on
electricity Materials that Heat transfer: different materials
block, absorb, or conduction, radiation Simple machines;
Safety transmit light; convection Kinetic and potential
measures shadows Good & poor energy
when exposed conductors of heat Moving air and water
to heat, light, Open & closed as source of electricity;
sound circuits saving electrical
Electromagnets energy; energy-efficient
devices
33. Force, Motion and Energy
G7 G8 G9 G10
Uniform motion Accelerated & Projectile & Effects of force on
(distance and circular motion gravitational motion balance and
displacement; stability
speed and velocity) Three Laws of Laws of
motion Conservation of
Technologies that Energy and
use motion Natural Momentum Electromagnetic
detectors phenomena (quantitative waves;
governed by laws measurements) electromagnetic
of motion induction
Energy transfer; Energy Properties of sound
forms of energy transformation and light Social and
environmental
impacts of ways of
generating
electricity
Uses of radiation
and their impact
34. Matter (Properties, Structure, & Changes)
G3 G4 G5 G6
Properties of Grouping materials Characteristics and
SLG (e.g., based on properties uses of mixtures
weight, shape, other than as SLG
volume) Solvent & solute;
Proper handling of ways of dissolving
Materials that materials; recycling solids faster
make up a materials
particular solid Changes that Types of changes Separating mixtures
and liquid materials undergo that materials
when exposed to undergo Formation of colloids;
Materials can different conditions colloids in real life
exist in SLG Storing materials
depending on Useful and harmful based on
the temperature changes (e.g., in properties
water); making
water safe for Importance of
human use. reading labels of
products
35. Matter
G7 G8 G9 G10
Diversity of Particulate nature Chemical bonding: Gas laws and
Materials of matter vis-a -vis metallic, ionic and their
properties of SLG covalent applications
Solutions;
Concentrations Atomic structure; Chemical Chemical
Acids and atoms & formulas of ionic reactions (types,
bases; molecules & covalent factors affecting
natural compounds rates of chemical
indicators Periodic Table: formed by the first reactions)
Substances and (arrangement of 20 elements
mixtures elements; Applications in
Elements and predicting The mole concept biological and
compounds chemical and its industrial
Metals & behaviour of an applications processes
nonmetals element; affecting life and
technological and Common carbon the environment
industrial compounds and
applications and their uses Biomolecules
impact )
36. Earth and Space (Geology, Meteorology, Astronomy)
G3 G4 G5 G6
Immediate Soil & water as Processes that Other processes
surroundings; resources: types change that change
landforms, & characteristics surroundings: surroundings
bodies of water of soil for plant weathering & soil (earthquakes &
in the growth; sources erosion volcanic
community & of water, using eruptions)
their water wisely,
Importance water as habitat,
the water cycle
Types of weather What makes up Weather Weather
(sunny, rainy, the weather disturbances patterns
windy, & (includes use of (typhoons: effects, (collecting,
combinations) simple changes in the recording and
equipment to weather, storm interpreting
measure weather warning signals, data)
components) preparing Seasons in the
emergency plan Philippines
with family)
37. Earth and Space
G7 G8 G9 G10
The Philippine archipelago: Earthquakes and Volcanoes and Plate
locating places on Earth using faults; intensity and heat inside the tectonics
coordinate system-latitude magnitude Earth (location of
and longitude; location of the Understanding Climate: factors earthquake
Philippines with respect to the typhoons (PAR, that affect climate epicenters;
continents and oceans of the development , why in a certain area location of
world and major landforms Phil is prone to (latitude, distance volcanoes)
and bodies of water in the typhoons; effect of from the sea,
Philippines: effects on bodies of water and presence of
weather; resources in Phil landforms on mountain range)
and its relation to its location typhoons, disaster Climatic
in the ring of fire; conservation preparedness ) phenomena that
Layers of the atmosphere; occur on a global
how energy of the Sun enters Other members of level (global
the atmosphere; greenhouse the solar system warming, El Nino)
effect; circulation in the (characteristics of Constellations in
atmosphere in relation to land comets, meteors relation to the
and sea breeze, monsoons, asteroids); beliefs revolution of Earth
ITZC) and practices around the Sun
Eclipses; beliefs and practices
38. Earth and Space
G3 G4 G5 G6
Objects in The Sun as Moon & Stars Motion of the
the sky; main source Earth (using
effects on of light and Pattern in the models to show
human heat; effects changes of the how day and
activities on human shape of the night occurs,
activities & Moon in relation connection
growth of to length of a between Earth’s
plants month; beliefs rotation and
Changes in and practices length of a day;
position of connection of
Sun (where it Characteristics of revolution of
rises and stars in terms of Earth and length
sets) brightness and of a year)
color; groups of Solar system
stars (comparison of
eight planets)
39. Focus on Grade 7 (for June 2012 Implementation)
Science Theme Coverage
Areas
Chemistry Diversity of Solutions; Concentrations
Materials Acids and bases; Natural indicators
Substances and mixtures
Elements and compounds
Life Diversity Levels of organizations in organisms
Sciences Among and - Cells, tissues, organs, organ systems
Beyond - Plant and animal cells
Organisms: - Diversity of organisms - multicellular
Levels of and unicellar; useful and harmful
Organization - Modes of reproduction
Levels of organizations in ecosystems
- Organisms, Populations,
Communities, Ecosystems
- Interrelationships among organisms &
with the physical environment
Note: Environmental context integrated in every science
40. Science Theme Coverage
Areas
Coverage of Grade 7
Physics Motion & Uniform motion: distance and displacement;
Energy speed and velocity
Technologies that use motion detectors
Energy transfer- light, sound, heat and
electricity
Earth The Locating places on Earth using coordinate
Sciences Philippine system-latitude and longitude; location of the
Archipelago Philippines with respect to the continents and
oceans of the world and major landforms and
bodies of water in the Philippines: effects on
weather; Resources in the Philippines: their
relation to its location in the ring of fire;
Conservation; Layers of the atmosphere; how
energy of the Sun enters the atmosphere;
greenhouse effect; circulation in the
atmosphere in relation to land & sea breeze,
monsoons, ITZC; Eclipses; beliefs and
practices
Note: Environmental context integrated all science areas
42. At the end of Grade 1, learners will
use their senses to locate and describe the external parts of
their body;
identify external parts of animals and plants
tell the shape, color, texture, taste, and size of things around
them; describe similarities and differences, given two objects
differentiate sounds produced by animals, vehicles cars, and
musical instruments
illustrate how things move
describe the weather and what to do in different situations
use appropriate terms or vocabulary to describe these
features; collect, sort, count, draw, take things apart, or
make something out of the things.
practice health habits (e.g., washing hands properly,
choosing nutritious food) and safety measures (e.g., helping
clean or packing away toys.
ask questions and give simple answer/ descriptions to
probing questions.
43. At the end of Grade 2, learners will
use their senses to compare two or more objects and using
two or more properties
sort things in different ways and give a reason for doing so
describe the kind of weather or certain events in the home
or school and express how these are affecting them.
do simple measurements of length
tell why some things around them are important
decide if what they do is safe or dangerous; give suggestions
on how to prevent accidents at home
practice electricity, water, and paper conservation
help take care of pets or of plants
tell short stories about what they do, what they have seen,
or what they feel.
44. At the end of Grade 3, learners will
describe the functions of the different external parts of
the body and things that make up their surroundings --
- rocks and soil, plants and animals, the Sun, Moon
and stars.
learn that things may be solid, liquid or gas while
others may give off light, heat and sound.
observe changes in the conditions of their surroundings
These will lead learners to become more curious about
their surroundings, appreciate nature, and practice
health and safety measures.
45. At the end of Grade 4, learners will
investigate materials that do not decay and use this
knowledge to help minimize waste at home, school, and in
the community; investigate changes in the properties of
materials when these are subjected to different conditions
describe the internal parts of the body and their functions
in order to practice ways to maintain good health; classify
plants and animals according to where they live and observe
interactions among living things and their environment;
infer that plants and animals have traits that help them
survive in their environment.
investigate which type of soil is best for certain plants and
infer the importance of water in daily activities; learn about
what makes up weather and apply their knowledge of
weather conditions in making decisions for the day; infer
the importance of the Sun
investigate the effects of push or pull on the size, shape,
and movement of an object
46. At the end of Grade 5, learners will
investigate whether materials are safe and useful based on
their properties; infer that new materials may form when
there are changes in properties.
develop healthful and hygienic practices related to the
reproductive system after describing changes that
accompany puberty; compare different modes of
reproduction among plant and animal groups and conduct
an investigation on pollination. make decisions about the
preservation of estuaries and intertidal zones.
recognize that different materials react differently with
heat, light, and sound and relate these abilities of
materials to their specific uses.
describe the changes that earth materials undergo; learn
about the effects of typhoons and make emergency plans
with their families in preparation for typhoons; observe
patterns in the natural events by observing the appearance
of the Moon
47. At the end of Grade 6, learners will
explain how the different organ systems work together; classify
plants based on reproductive structures and animals based on the
presence or lack of backbone; design and conduct an investigation
on plant propagation; learn about larger ecosystems such as
rainforests, coral reefs, and mangrove swamps.
recognize that when mixed together, materials do not form new
ones thus these materials may be recovered using different
separation techniques; prepare useful mixtures such as food,
drinks and herbal medicines.
describe what happens during earthquakes and volcanic eruptions
and demonstrate what to do when they occur; infer that the
weather follows a pattern in the course of a year; learn about the
solar system, with emphasis on the motions of the Earth as
prerequisite to the study of seasons in another grade level.
illustrate how friction and gravity affect how people and objects
move; discover that heat, light, sound, electricity, and motion
studied earlier are forms of energy and these undergo
transformation
48. At the end of Grade 7, learners will
recognize the system of classification of matter through semi-guided
investigations but emphasizing fair testing
map out how living things are organized into different levels: cells,
tissues, organs, organ systems, and organisms describe levels of
organization beyond organisms- populations, communities ,
ecosystems; expands the concept of biodiversity
describe the motion of objects in terms of distance and speed and
represent this in tables, graphs, charts, and equations; investigate
how various forms of energy travel through different media
describe what makes up the Philippines as a whole and the resources
found in the archipelago; explain the occurrence of breezes,
monsoons, and ITCZ and how these weather systems affect people;
demonstrate how eclipses occur to dispel superstitious beliefs
49. At the end of Grade 8, learners will
recognize reproduction as a process of cell division resulting in
growth of organisms; deal deeper into the process of digestion
studied in the lower grades giving emphasis on proper nutrition
for overall wellness; participate in activities that will protect and
conserve economically important species used for food.
explain the behavior of matter in terms of the particles it is made
of; recognize that ingredients in food and medical products are
made up of these particles and are absorbed by the body in the
form of ions.
explain how active faults generate earthquakes and how tropical
cyclones originate from warm ocean waters; learn about the
other members of the solar system
investigate the effects of some factors on the motion of an object
based on the Laws of Motion; differentiate the concept of work as
used in science and in layman’s language; investigate factors
that affect the transfer of energy such as the molecular structure
of the medium and temperature difference.
50. At the end of Grade 9, learners will
expand their knowledge of body systems with focus on the
respiratory and circulatory systems to promote overall health.;
learn about some technologies that will introduce desired traits in
economically important plants and animals.
explain how new materials are formed when atoms are rearranged;
recognize that a wide variety of useful compounds may arise from
such rearrangements.
identify volcanoes in the community or region and distinguish
between active and inactive ones.; explain how energy from
volcanoes may be tapped for human use.; learn about climatic
phenomena that occur on a global scale; explain why certain
constellations can be seen only at certain times of the year.
predict the outcomes of interactions among objects in real life
applying the laws of conservation of energy and momentum.
51. At the end of Grade 10, learners will
complete the study of the entire organism with their deeper study of
the excretory and reproductive systems; explain in greater detail
how genetic information is passed from parents to offspring and how
diversity of species increases the probability of adaptation and
survival in changing environments.
recognize the importance of controlling the conditions under which a
phenomenon or reaction occurs; recognize that cells and tissues of
the human body are made up of water, a few kinds of ions, and
biomolecules and that these biomolecules may also be found in the
food they eat.
show that volcanoes and earthquakes occur in the same places in
the world and that these are related to plate boundaries;
demonstrate ways to ensure safety and reduce damage during
earthquakes, tsunamis, and volcanic eruptions.
investigate factors that affect the balance and stability of an object
to enable them to practice appropriate positions and movements to
achieve efficiency and safety such as in sports and dancing; analyze
situations where energy is harnessed for human use whereby heat is
released affecting the physical and biological components of the
environment.
52. Suggested Core Content in G11 and G12
G11 G12
Life Sciences (with Physical Sciences (with
Biotechnology) Technology)
(Systems Thinking (Systems Thinking
e.g., Watersheds; The e.g., Energy Development,
Coconut Industry Climate Change and related
issues
Suggested Specialization in G11 and G12
G11 G12
Genetics Thermodynamics
Biochemistry Materials Science
A Science Team is working on Specialization subjects to align with
CHED’s college readiness and TESDA’s work readiness standards
53. Summary:
The Spiral Progression and
Integrated Science in K to 12
Avoids the major disjunctions between stages of
schooling; provides the basis for continuity and
consistency; Compartmentalization inhibit transfer of
learning across topics; students who exit school early do
not have the basic functioning skills across requisite
areas of science (University of Melbourne, Curriculum
Comparison Study, 2011)
Allows learners to learn Science topics and skills
appropriate to their developmental/cognitive stages;
Shows the interrelatedness of Science topics with each
other and their connections across topics;
Strengthens retention and mastery of topics and skills;
Enables DepED to benchmark Filipino students with
their counterparts in other countries.
54. In addition, the Science Curriculum will
Help nonmajors teach science with confidence because
topics are revisited to deepen their content mastery;
Allows flexibility in sequencing of content in every
quarter; encourages team teaching and other support
mechanism
Address the lack of science equipment because
alternative procedures are provided, student activities
use micro scale chemicals and equipment easily
available
Help teachers address misconceptions
55. Science shows
in the
K to 12 the place of science and
Curriculum technology in everyday
activities
the link between science and
technology, including
indigenous technology
is integration/connections
within science and across
learner-centered disciplines
inquiry-based how science content and
research-based processes are intertwined
decongested
spiral progression
56. Documents Reviewed
BEC- DepEd, 2002 & 2006, Teach Less, Learn More (2010)
BSE,2010) Science Curriculum
Curriculum Comparison Framework for Basic
Report, SEAMEO INNOTECH Education. DOST SEI, UP
Curriculum Comparison NISMED, DepED, Professional
Report, Univ. of Melbourne Teachers Association
Current Challenges in Basic Raising the Bar for Science
Education (2010) UNESCO Teachers (2010) Curriculum
Paris Framework for Science Teacher
Education. DOST SEI, UP
Policy Issues in SME (2007), NISMED, DepED, Professional
ICASE-UNESCO Teachers Associations
Science and Mathematics TIMSS Report: 1999 & 2003;
Curriculum Framework of Math Advanced, 2008
Australia, Brunei , England,
Japan, Singapore, New Scientific, Technological, and
Zealand, and USA Environmental Literacy Study
(2005), UP NISMED
DESD Documents
And many more
CVIF Manual (Bernido’s )
