The Science Curriculum Framework: An Enrichment Activity: #What'Sexpectedofyou?
The Science Curriculum Framework: An Enrichment Activity: #What'Sexpectedofyou?
#What’sExpectedOfYou?
At the end of the lesson, you are expected to demonstrate understanding of the science
curriculum framework.
#WhatYouNeedToLearn?
Science education aims to develop scientific literacy among students that will prepare
them to be informed and participative citizens who are able to make judgments and decisions
regarding applications of scientific knowledge that may have social, health, or environmental
impacts.
The science curriculum recognizes the place of science and technology in everyday
human affairs. It integrates science and technology in the civic, personal, social, economic, and
the values and ethical aspects of life. The science curriculum promotes a strong link between
science and technology, including indigenous technology, keeping our country’s cultural
uniqueness and peculiarities intact.
Whether or not students pursue careers that involve science and technology, the K to 12
science curriculum will provide students with a repertoire of competencies important in the
world of work and in a knowledge-based society. The K to 12 science curriculum envisions the
development of scientifically, technologically, and environmentally literate and productive
members of society who manifest skills as critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators.
This curriculum is designed around the three domains of learning science: understanding and
applying scientific knowledge in local setting as well as global, context whenever possible,
performing scientific processes and skills, and developing and demonstrating scientific attitudes
and values. The acquisition of these domains is facilitated using the following approaches:
multi/interdisciplinary approach, science–technology society approach, contextual learning,
problem/issue-based learning, and inquiry-based approach. The approaches are based on sound
educational pedagogy namely: constructivism, social cognition learning model, learning style
theory, and Gestalt psychology.
Science content and science processes are intertwined in the K to 12 curriculum. Without
the content, learners will have difficulty utilizing science process skills since these processes are
best learned in context. Organizing the curriculum around situations and problems that challenge
and arouse students’ curiosity motivates them to learn and appreciate science as relevant and
useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on
activities will be used to develop students’ interest and let them become active learners.
Assessment
Educational Pedagogy
• Constructivism is a theory that says learners construct knowledge rather than just
passively take in information. As people experience the world, they build their own
representations and incorporate new information into their pre-existing knowledge
(schema).
• Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the 1960s
by Albert Bandura. It developed into the SCT in 1986 and posits that learning occurs in a
social context with a dynamic and reciprocal interaction of the person, environment and
behavior (LaMorte, 2019).
• The term ‘‘learning styles’’ refers to the concept that individuals differ in regard to what
mode of instruction or study is most effective for them (Jaleel & Thomas, 2019, p. 4).
• Gestalt psychology is a school of thought that looks at the human mind and behavior as a
whole. When trying to make sense of the world around us, Gestalt psychology suggests
that we do not simply focus on every small component (Cherry, 2019).
#WhatHaveYouLearned?
This calls for a deeply integrated approach to practice that supports the whole child in schools
and classrooms that function coherently and consistently to build strong relationships and
learning communities; support social, emotional, and cognitive development; and provide a
system of supports as needed for healthy development, productive relationships, and academic
progress. This holistic approach must necessarily connect with family and community contexts:
developing strong, respectful partnerships to understand and build on children’s experiences
and, as needed, to strengthen any aspects of the developmental system where there are
challenges to children’s health and well-being.
#References
• DepEd. (2015). Policy Guidelines on Classroom Assessment for the K-12 Basic
Education Program (DepEd Order No. 8, s. 2015). www.deped.gov.ph
• S. Jaleel & A.M. Thomas. (2019). Learning Styles - Theories and Implications for
Teaching Learning. Horizon Research Publishing