EGE 12: TEACHING SCIENCE IN THE ELEMENTARY GRADES (PHYSICS)

STUDY GUIDE FOR MODULE NO. 1 - REVIEW OF THE NATURE, GOALS, AND PROCESSES OF SCIENCE

MODULE OVERVIEW

Science education is concerned about learning, teaching, and understanding science. There are three
dimensions of science that are all important in science education: science knowledge, processes of doing science,
and scientific attitudes. Science is one of the most important subjects that must be learned because of its
relevance to the students’ lives. In the science class, the students use and develop life skills such as problem-
solving and critical thinking, which they need to succeed in school, career, and beyond. These lifelong skills allow
students to generate ideas, weigh decisions objectively, and understand the evidence.

What is SCIENCE?

The word “science” is derived from the Latin word “scientia” meaning knowledge. Science is commonly referred to
as a systematic and organized body of knowledge in any area of inquiry that is acquired using the “ scientific
method”. Science has many facets and definitions that can be summarized into the following:

 Science as a broad body of knowledge – Physical sciences consist of disciplines such as physics (the
science of physical objects), chemistry (the science of matter), and astronomy (the science of celestial
objects). Earth sciences consists of disciplines such as geology (the science of the earth).
 Science as a set of skills – the science process skills form the foundation of scientific methods. There are
basic science process skills: observation, communication, classification, measurement, inference, and
prediction. These basic skills are integrated when scientists design and carry out experiments. All six basic
skills are important individually as well as when they are integrated.
 Science as intellectual – Science is the intellectual, practical, and systematic study of the structure and
behavior of the physical and natural world through observation and experiment.
 Science as a social activity – Science is a social activity shaped by history, institutions, beliefs, and values.
Society shapes science and vice versa.
 Science as problem-solving – Problem solving skills are necessary in all areas of life, and the science class
provides the students opportunity to develop and utilize their problem-solving skills, which include the
ability to critically analyze a problem, determine all its elements, and prepare a feasible solution. These
are valuable skills one can acquire in life.
 Science as a career – Individuals who have devoted themselves in studying and doing science have
established careers in science, such as biologists, chemists, environmentalists, astronomers, medical
practitioners, among others.
 Science as a global endeavor – Science is a result of human imagination, ingenuity, and creativity.
Individuals and teams from many nations and cultures have contributed to science and to advances in
technology.
 Science as a process – the scientific method is a set of steps for verifying and building scientific
knowledge. When performing this process, one employs skills necessary to reach a topic, develop a plan
and timeline, and draw conclusions from research results.

Science is valued because it has helped in satisfying many basic human needs and improving living
conditions. Advances in technology and science are transforming our world at an incredible and unimaginable
pace. We cannot escape from, and we cannot measure the significance of science. Science has shaped the world.
Technology and products of scientific knowledge surround us every day. Public and private policy decisions that
impact every aspect of our lives are driven by scientific process and scientific evidence. Being “science literate” has
become not just an advantage but an absolute necessity in the 21st century.
 Science is our way of understanding the world -its wondrous structure, natural events, interrelated
elements and systems, and processes. It is an exciting and, at the same time, a useful endeavor that benefits our
community and society at large. Another important goal of science has emerged during the past decades: to find a
way to responsibly and ethically use natural resources to guarantee their continuity and that of humanity itself; an
endeavor and advocacy that is referred to as “sustainability”.

Aside from sustainability movement, education could become the most important application of science
in the next decades (“Importance of Science…,”2017). It is crucial to provide humanity with a basic understanding
of how science has shaped the world and human civilization. It is for this reason that education institutions need to
constantly equip science educators with the tools and competence to advance science education and to engage
the learners in the love for learning and doing science.

Scientific Method

Scientific method refers to a set of steps for verifying and building scientific knowledge. Steps include
making valid observations, interpreting the results, and generalizing the results. The scientific method allows
researchers and scientists to independently and impartially test preexisting knowledge and prior findings and
subject them to scrutiny enhancements.

SCIENCE EDUCATION

Teaching science is important because of several reasons. First, the nation is dependent on the technical
and scientific abilities of its citizens for its economic growth and national activities. Moreover, science is a
significant part of human culture and represents one of the highlights of human capacity. Also, it provides a
laboratory of common experience for development of language, logic, and problem-solving skills. Finally, for some
students, it will become a lifelong vocation or career.

Understanding science is multifaceted. Current research indicates that proficiency in one aspect of science
is closely related to proficiency in others. Like strands of a rope, the strands of scientific proficiency are linked. The
National Academy of Sciences developed the strands of scientific proficiency that address the knowledge and
reasoning skills that the students must acquire to be considered fully proficient in science. The students who are
proficient in science:

 Know, use, and interpret scientific explanations;

 Generate and evaluate scientific evidence and explanations;
 Understand the nature and development of scientific knowledge; and
 Participate productively in scientific practices.

SUMMARY

 Science is a systematic and organized body of knowledge in any area of inquiry that is acquired using
scientific method.
 Science is our way of understanding the world – its wondrous structure, natural events, interrelated
elements and systems, and processes.
 Scientific method refers to a set of steps for verifying and building scientific knowledge.
 Science education is about learning, teaching, and understanding science.

STUDY GUIDE FOR MODULE NO. 2: DOMAINS OF LEARNING SCIENCE

MODULE OVERVIEW

Science education aims to develop scientific literacy among Filipino learners that will prepare them to be active
and engaged citizens in the society. As a whole, the 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 level 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).

The Science Framework in the K to 12

Science as a whole, as provided by the national framework of the DepEd responds to the 21st Century Literacy
which is Science and Technological Literacy. This curriculum is designed around three domains of learning science:

a. Understanding and applying scientific knowledge in local setting as well as global context,

b. Performing scientific processes and skills, and

c. Developing and demonstrating scientific attitudes and values.

Based on these domains, all science learners who aim to be scientifically and technologically literate should be:

• Critical and Creative Problem Solver

• Responsible steward of nature

• Innovative and Inventive thinker

• Informed decision maker, and

• Effective communicator

The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary
approach approach, science-technology-society approach, contextual learning approach, 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-12 curriculum. Organizing the curriculum
around situations and problems that challenge the learners’ curiosity and motivates them to learn and appreciate
science. The aim of the K-12 science curriculum is for the 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 in discussions of relevant issues that involve science,
technology, and environment” (K to 12 Curriculum Guide, 2016).

Historical Development of Science Education in the Philippines

The table below, adapter from Pawilen (2005), lists some of key events in the development of science education in
the Philippines.

1960s

- Printing and distribution of science textbooks by the United States Operations Mission-National Economic Council
(USOM-NEC) Project and UP Science Teaching Center

1970s

- Teaching of Integrated Science and Health in schools

- Development of the Elementary Learning Continuum (ELC)

1980s

- Introduction of Science, Technology, and Society (STS) approach to teaching

- Development of science and technology textbooks for secondary schools

- Recognition of the UPISMED

- Start of the Needs-Based Curriculum Project

1990s

- Development of “Science Made Easy” video course and television program like “Sine Eskuwela” for science in the
elementary level

2000

- Development of an Indigenous Curriculum for science in selected local communities

- Integration of language and science for Grades I and II

- Increased time for learning science

2011

- Development of Science Framework for Philippines Basic Education by Department of Science and Technology
Science Education Institute and University of the Philippines National Institute for Science and Mathematics
Education Development

2013

- President Benigno Aquino III approved Republic Act (RA) 10533, signing into law the K-12 program

DOMAINS OF LEARNING SCIENCE

Science and Technological Literacy is the ultimate goal of science learning. Its development starts early and
formally begins in K to 12 to a completion of a degree and throughout life. A country whose citizens are science
and technological literate will be educationally and scientifically advanced.

To achieve this goal, there are three intervening domains that need to be addressed:

a. Understanding and applying scientific knowledge in local setting as well as global context. Science literacy
starts with acquisition of knowledge (ideas, concepts, generalizations, and theories). However, such knowledge
should be understood and applied. Thus, in teaching science, teachers should remember that although
memorization of facts is important, however, these facts, knowledge, generalization, and theories should be
understood and used in daily lives.

b. Performing scientific processes and skills. Other than understanding and applying science knowledge, it is also
the foundation of scientific and technological literacy to perform inquiry skills. Scientific inquiry skills can be seen
as a set of skills to be learned by the students to include the science processes of the AAAs, the performance of the
scientific investigations and the cognitive outcomes the students will achieve.

c. Developing and demonstrating scientific attitudes and values. The development and demonstration of scientific
attitudes and values and is a very important component of scientific literacy.

SUMMARY

• Science and Technological Literacy is the ultimate goal of science learning.

• K – 12 Philippines Science curriculum is designed around three domains of learning science: understanding and
applying scientific knowledge in local setting as well as global context, performing scientific processes and skills,
and developing and demonstrating scientific attitudes and values.

• The aim of the K-12 science curriculum is for the learners to demonstrate understanding of basic science
concepts and application of science inquiry skills.

STUDY GUIDE FOR MODULE NO. 3-4 : BASIC CONCEPTS AND PRINCIPLES FOR THE ELEMENTARY SCIENCE
EDUCATION PROGRAM: PHYSICS, SPACE AND EARTH SCIENCE

MODULE OVERVIEW

How do the teachers know if learning plans are effective and if the students are learning? It is crucial that the
teachers take steps to reflect not only on their delivery of instruction but on quality of learning that is taking place
in the classroom. Great teachers reflect on their practice and keep learning. They keep building on their strengths
and working on their weaknesses. They are not afraid to learn about their weaknesses and areas for improvement.
They make reflection and constant growth.

Constructivist Theory in Teaching Science

Constructivist teaching is anchored on the fundamental belief that learning occurs as individuals are
actively involved in meaning-making and knowledge-construction processes. Dewey’s idea of transformative
education suggests that education must foster the development of critical thinking among the learners via
reflection, exploration of the environment, and hands-on experiences. Piaget’s role in the constructivist teaching
highlights that we learn by expanding our knowledge through experiences. These experiences are generated
through playing from infancy to adulthood, which is necessary for learning.

In the constructivist classroom, the teacher’s role is to prompt and facilitate meaningful exchange of ideas
and learning. The teacher’s main focus is guiding the students by asking questions that will lead them to develop
their own insights and conclusions on the subject. Constructivist teaching is governed by the following principles:

 Engage the students in the discovery and examination of relevant and meaningful problems
 Organize the students in the discovery and examination of relevant and meaningful problems
 Organize curriculum into activities and broad primary concepts
 Explore and value the students’ perspectives
 Encourage the students to investigate and challenge their assumptions
 Use assessment to diagnose and guide the student learning

INSTRUCTIONAL PLANNING

Instructional planning refers to the ability of the teacher to visualize and forecast into the future of what, why and
how of the teaching-learning process.

Importance of Instructional Planning

• Develops a sequence of well-organized learning experiences

• Economizes cost – time and energy

• Provides for a variety of instructional objectives

• Creates the importunity for higher level questions

• Guides the teachers

• Prepares students for the day’s activities

COMPONENTS OF INSTRUCTIONAL PLANNING

• The teachers’ attitudes, beliefs, orientation and social background

• The students’ age, background, knowledge, motivational level of interest

• The type of content that influences the planning process, textbook and instructional materials (tools for teaching)

• Time frame

All teachers engage in the process of planning, managing, delivering, and evaluating instruction. Planning
instruction involves three steps: (1) deciding what to teach, (2) deciding how to teach, and (3) communicating goals
and expectations to the learners. Each of these steps includes specific tasks. Examine the table below.

Instructional Planning Steps

Domain
Deciding what to teach 1. Assess the
students’ skills and
knowledge
2. Analyze the
instructional task
3. Establish a
logical instructional
task
4. Consider the
classroom
elements that may
affect
instruction
5. Identify gaps
between actual and
expected
performance

Deciding how to teach 1. Set instructional

goals
2. Select
instructional
methods and
materials
3. Pace instruction
appropriately
4. Monitor
performance and
re-plan instruction

Communicating goals 1. Involve the

and expectations to the students in learning
learners 2. State
expectations
3. Maintain high
 standards

INSTRUCTIONAL PLANNING CYCLE

Stage 1: Stating the Intended Instructional Outcomes

Effective teachers begin the instructional cycle by identifying the content standards that the lesson or unit will
address. At this stage, the teacher has a clear idea of what the students need to know, understand, and be able to
do to meet the standards.

Stage 2: Planning

In this stage, the teachers design varied, challenging, and appropriate instructional activities. It is also important
that teachers plan ongoing formal (e.g., standardized tests) and informal (e.g., teacher-made tests, portfolios)
assessments to determine the students’ progress.

Stage 3: Assessment

In this third stage, the teachers implement their planned assessments to determine whether the students have
met the intended learning outcomes.

ADDIE MODEL METHODOLOGY

The ADDIE model is an instructional design process used to organize and streamline discussion of course
content/lesson.

Developed in 1970’s and still the most commonly used model for instruction.

STAGE 1: ANALYSIS

- Process of defining what it is to be learned

- Goal-setting stage

STAGE 2: DESIGN

-Process of specifying how it is to be learned

- This stage focuses on how materials will be created and designed and deciding on the selection and use of
technology, such as an LMS, video or social media

STAGE 3: DEVELOPMENT

-Process of writing and producing the materials

- the creation of content, including whether to develop in-house or outsource, copyright clearance for third party
materials, recording videos or audio, loading of content into a web site or LMS, etc.

STAGE 4: IMPLEMENTATION

- Actual delivery of instruction

- Includes prior teacher training and briefing of learners

STAGE 5: EVALUATION

- The process of determining the adequacy, effectiveness, and efficiency of instruction

Five E Model in Planning Science Lessons

In 1962, educators J. Myron Atkin and Robert Karplus propositioned that effective learning cycles involve three key
elements: exploration, concept introduction, and concept application. Exploration allowed the learners to get
interested in the subject, ask questions, and identify points of dissatisfaction with their current understanding.
Introduction to new terms of concepts follow. Finally, the concept application provided the learners with
opportunities to apply their ideas and learning and apply them in new pieces of concept. The findings of Atkin and
Karplus informed the creation of 5E model. This teaching model focuses on providing opportunity to understand a
concept over time through a series of steps or phases: Engage, Explore, Explain, Elaborate, and Evaluate.

The 5E model was developed in 1987 by the biological Sciences Curriculum Study. The model promotes
collaborative, active learning in which the students work together to solve problems and examine new concepts by
asking questions, analyzing, interpreting, evaluating, and drawing conclusions. It is based on the constructivist
approach to instruction. The model is most effective when:

• The students are encountering new concepts for the first time because there is an opportunity for a complete
learning cycle.

• It is used in a unit for two to three weeks in which each phase is the basis for one or more distinct lessons.

SUMMARY

• In the constructivist classroom, the teacher’s role is to prompt and facilitate meaningful exchange of ideas and
learning.

• Planning instruction involves three steps: (1) deciding what to teach, (2) deciding how to teach, and (3)
communicating goals and expectations to the learners.

• The 5E model promotes collaborative, active learning in which the students work together to solve problems and
examine new concepts by asking questions, analyzing, interpreting, evaluating, and drawing conclusions. It is based
on the constructivist approach to instruction.