Curriculum Guide in Science

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Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

K to 12 Curriculum Guide

SCIENCE
(Kindergarten to Grade 10)

January 31, 2012

K TO 12 SCIENCE CONCEPTUAL FRAMEWORK
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 a 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. As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of a few concepts. These concepts and skills are integrated rather than disciplinebased, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life.

K to 12 Curriculum Guide Science – version as of January 31, 2012

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K TO 12 SCIENCE

Developing and Demonstrating Scientific Attitudes and Values

The Conceptual Framework of Science Education

K to 12 Curriculum Guide Science – version as of January 31, 2012

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K TO 12 SCIENCE
CORE LEARNING AREA STANDARD: (SCIENCE 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, enhance the integrity and wellness of people, and make informed and unbiased...
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