Science Framework and Teaching Approaches in the K to 12 Curriculum

The Science Framework in the K to 12

The National Framework provided by the Department of Education (DepEd) for science education is designed to respond to 21st Century Literacy, specifically focused on Science and Technological Literacy. This framework is anchored on three core components:

  • Understanding and Applying Scientific Knowledge: This involves grasping scientific concepts and applying them in both local settings and global contexts whenever possible.
  • Performing Scientific Processes and Skills: This refers to the active execution of methods used in scientific inquiry.
  • Developing and Demonstrating Scientific Attitudes and Values: This focuses on the internal disposition and ethical considerations of a learner regarding science.

The Vision of the K to 12 Science Curriculum

The curriculum envisions the development of members of society who are scientifically, technologically, and environmentally literate. These productive citizens should possess five specific traits:

  • Critical Problem Solvers: Individuals who analyze and attempt to solve problems in both common and uncommon innovative ways.
  • Responsible Stewards of Nature: Individuals who responsibly use and protect the natural environment while learning and practicing conservation and environmental sustainability.
  • Innovative and Inventive Thinkers: Individuals who utilize various techniques to produce creative ideas, such as brainstorming. They apply creativity, analysis, and evaluation to create solutions that are tangible and useful to society. They also possess the ability to work collaboratively and communicate effectively.
  • Informed Decision Makers: Individuals who use evidence to make sound judgments and decisions. They develop arguments, claims, and beliefs, evaluate various points of view, synthesize information, and make logical connections among them.
  • Effective Communicators: Individuals who can clearly articulate their thoughts in verbal, non-verbal, or written forms. They are skilled listeners who understand that communication can be used for conveying information, instruction, motivation, or persuasion across various media, environments, and languages.

Components of Scientific and Technological Literacy

Scientific and technological literacy is built upon the following pillars:

1. Understanding and Applying Scientific Knowledge

Science is defined as consisting of two things: a body of knowledge and the process by which that knowledge is produced. Science literacy begins with the acquisition of this knowledge, but emphasizes that such knowledge must be understood and applied to be meaningful.

2. Developing and Demonstrating Scientific Attitudes and Values

A scientific attitude is defined as a way of thinking, feeling, acting, and a general disposition towards science. It is a way of viewing things with a curiosity to know the "who’s and why’s" of occurrences while maintaining an open mind regarding governed facts. Key scientific attitudes include:

  • Curiosity
  • Humility
  • Open-mindedness
  • Perseverance
  • Rationality
  • Skepticism
  • Objectivity
  • Intellectual Honesty
  • Innovation (Innovative)
  • Creativity (Creative and Innovative)

Progression of Scientific Inquiry Skills

The framework outlines specific inquiry skills expected of learners as they progress through different grade levels:

Kindergarten to Grade 44 Learners
  • Ask questions about objects, organisms, and events in the environment.
  • Plan and conduct simple investigations.
  • Employ simple equipment and tools to gather data and extend the senses.
  • Use data to construct reasonable explanations.
  • Communicate investigations and explanations.
Grade 55 to Grade 88 Learners
  • Identify questions that can be answered through scientific investigations.
  • Design and conduct simple scientific investigations.
  • Use appropriate tools and techniques to gather, analyze, and interpret data.
  • Develop descriptions, explanations, predictions, and models using evidence.
  • Think critically and logically to establish the relationship between evidence and explanations.

Learning Theories and Teaching Approaches

The acquisition of scientific domains is facilitated through diverse pedagogical approaches and theories:

  • Multi/interdisciplinary Approach: Integrating multiple disciplines to provide a holistic view of science.
  • Science-Technology-Society (STS) Approach: Examining the interface between scientific advancement, technological application, and social impact.
  • Contextual Learning: Relating scientific concepts to real-world situations and the learners' personal lives.
  • Problem/Issue-Based Learning: Using complex, real-world problems as the vehicle to promote student learning of concepts and principles.
  • Inquiry-Based Approach: Founded on the basic principle that learners take ownership of a problem or a need and develop a desire to solve it.
  • Constructivism: Based on the belief that learning occurs as learners are actively involved in the process of meaning and knowledge construction. In this view, learners are the "makers" of meaning and knowledge.
  • Social Cognition Learning Model: Suggests that learning can be directed through observing others while interacting and experiencing the environment.
  • Learning Style Theory (VARK Model): Identifies four primary types of learners: Visual, Auditory, Reading/Writing, and Kinesthetic. This model operates on the principle that "All learners are created equally but learn differently."

Characteristics of Scientifically and Technologically Literate Persons

  1. Critical and Creative Problem Solver: Developed skills enable the analysis and solution of perplexing questions or problems.
  2. Responsible Steward of Nature: Demonstrated concern for keeping the environment safe for themselves and the collective.
  3. Innovative and Inventive Thinker: The discipline of science enables learners to create and innovate simple solutions for the benefit of humanity.
  4. Informed Decision Maker: The ability to make informed decisions grows as the learner moves toward independence.
  5. Effective Communicator: The ability to convey correct messages (written or oral) based on a fund of knowledge, results of inquiry, and investigations. There is an explicit need for science learners to share their findings with others.