LESSON 3: SCIENCE EDUCATION IN THE PHILIPPINES
OBJECTIVES:
After this lesson, you should be able to:
1. discuss the concept of science education; and
2. identify science schools established to promote science education in the Philippines.
LEARNING EXPERIENCES
I. ENGAGE
The Philippines is trying its best to improve the state of science education in the country. This lesson will
discuss the concept of science education and will identify some strategies to promote science education in the
country. One of the strategies is to establish science schools that will encourage students to pursue their career in
science and technology and to nurture their gifted potential in science.
II. EXPLORE
Science education focuses on teaching, learning, and understanding science. Teaching science involves
developing ways on how to effectively teach science. This means exploring pedagogical theories and models in
helping teachers teach scientific concepts and processes effectively. Learning science, on the other hand, includes
both pedagogy and the most interesting aspects, which is helping students understand and love science.
Understanding science implies developing and applying science-process skills and using science literacy in
understanding the natural world and activities in everyday life.
Getting deeper into the discourse of science education, John Dewey (2001) according to Serafica, Pawilen,
Caslib, and Alata (2018), stressed the importance of utilizing the natural environment to teach students.
Accordingly, nature must indeed furnish its physical stimuli to provide wealth of meaning through social activities
and thinking. It is not surprising therefore that science education is important. In fact, Marx (1994), also from
Serafica, Pawilen, Caslib, and Alata (2018), opines that science is going to be one of the most important school
subjects in the future.
Science education is justified by the vast amount of scientific knowledge developed in this area that
prepares citizens in a scientifically and technologically driven world. Science education provides skills and
knowledge that are necessary for a person to live in what Knight (1986), as stated by Tilghman (2005), describes as
the age of science and to develop a citizenry that will meet the goals of science in the society. Developing a science
culture is therefore an immune responsibility for schools (Serafica, Pawilen, Caslib, and Alata, 2018).
III. EXPLAIN
Science Education in Basic and Tertiary Education (Serafica, Pawilen, Caslib, and Alata, 2018)
A. Basic Education
- Carale and Campo (2003), Meador (2005), and Worth and Grollman (2003) believes that science education
helps students learn important concepts and facts that are related to everyday life
- Chaille and Britain (2002) believes that science education helps students learn important skills such as process
skills, critical thinking skills, and life skills that are needed in coping up with daily life activities.
- Lind (1997) believes that science education also develops positive attitude such as: the love of knowledge,
passion for innovative things, curiosity to study about nature, and creativity.
- Science education will develop a strong foundation for studying science and for considering science-related
careers in the future. This is an investment for the country to develop a scientifically cultured and literate
citizenry.
B. Tertiary Education
- Science education deals with developing students’ understanding and appreciation of science ideas and
scientific works. This is done through offering basic science courses in the General Education Curriculum.
- Science education in the tertiary level also focuses on the preparation of science teachers, scientists, engineers,
and other professionals in various science-related fields such as engineering, agriculture, medicine, and health
sciences.
- The states provides scholarships and encourage more students to pursue science courses.
K to 12 Science Curriculum of the Department of Education (DepEd)
Science education aims to develop scientific literacy among learners 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 social, economic, personal and ethical aspects of life. The science
curriculum promotes a strong link between science and technology, including indigenous technology, thus
preserving our country’s cultural heritage.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the
world of work and in a knowledge-based society. It envisions the development of scientifically, technologically, and
environmentally literate and productive members of society who are critical problem solvers, responsible stewards
of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum
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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 brain-based learning.
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 learners’ 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 learners’ 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 in spiral progression, thus paving
the way to a deeper understanding of core concepts. The integration across science topics and other disciplines will
lead to a meaningful understanding of concepts and its application to real-life situations.
IV. ELABORATE
Standards for Science Learning Areas for K-3, 4-6, 7-10 and 11-12
Grade/Level Grade-Level Standard
KINDERGARTEN The learners will demonstrate an emerging understanding of the parts of their body and their
general functions; plants, animals and varied materials in their environment and their
observable characteristics; general weather conditions and how these influence what they
wear; and other things in their environment. Understanding of their bodies and what is around
them is acquired through exploration, questioning, and careful observation as they infer
patterns, similarities, and differences that will allow them to make sound conclusions
GRADE 1 At the end of Grade 1, learners will use their senses to locate and describe the external parts of
their body; to identify, external parts of animals and plants; to tell the shape, color, texture,
taste, and size of things around them; to describe similarities and differences given two
objects; to differentiate sounds produced by animals, vehicles cars, and musical instruments;
to illustrate how things move; to, describe the weather and what to do in different situations;
to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw,
take things apart, or make something out of the things; to practice healthy habits (e.g.,
washing hands properly, choosing nutritious food) and safety measures (e.g., helping to clean
or pack away toys, asking questions and giving simple answers/ descriptions to probing
questions).
GRADE 2 At the end of Grade 2, learners will use their senses to explore and describe the functions of
their senses, 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 , and tell short stories about what
they do, what they have seen, or what they feel.
GRADE 3 At the end of Grade 3, learners can describe the functions of the different parts of the body
and things that make up their surroundings --- rocks and soil, plants and animals, the Sun,
Moon and stars. They can also classify these things as solid, liquid or gas. They can describe
how objects move and what makes them move. They can also identify sources and describe
uses of light, heat, sound, and electricity. Learners can describe changes in the conditions of
their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
GRADE 4 At the end of Grade 4, learners can investigate changes in some observable properties of
materials when mixed with other materials or when force is applied on them. They can
identify materials that do not decay and use this knowledge to help minimize waste at home,
school, and in the community. Learners can describe the functions of the different internal
parts of the body in order to practice ways to maintain good health. They can classify plants
and animals according to where they live and observe interactions among living things and
their environment. They can infer that plants and animals have traits that help them survive in
their environment. Learners can investigate the effects of push or pull on the size, shape, and
movement of an object. Learners can investigate which type of soil is best for certain plants
and infer the importance of water in daily activities. They learned about what makes up
weather and apply their knowledge of weather conditions in making decisions for the day.
They can infer the importance of the Sun to life on Earth.
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GRADE 5 At the end of Grade 5, learners can decide whether materials are safe and useful by
investigating about some of their properties. They can infer that new materials may form
when there are changes in properties due to certain conditions. Learners have developed
healthful and hygienic practices related to the reproductive system after describing changes
that accompany puberty. They can compare different modes of reproduction among plant and
animal groups and conduct an investigation on pollination. They have become aware of the
importance of estuaries and intertidal zones and help in their preservation. Learners can
describe the movement of objects in terms of distance and time travelled. Learners recognize
that different materials react differently with heat, light, and sound. They can relate these
abilities of materials to their specific uses. Learners can describe the changes that earth
materials undergo. They can make emergency plans with their families in preparation for
typhoons. They can observe patterns in the natural events by observing the appearance of the
Moon.
GRADE 6 At the end of Grade 6, learners recognize that when mixed together, materials may not form
new ones thus these materials may be recovered using different separation techniques. They
can prepare useful mixtures such as food, drinks and herbal medicines. Learners understand
how the different organ systems of the human body work together. They can classify plants
based on reproductive structures, and animals based on the presence or lack of backbone.
They can design and conduct an investigation on plant propagation. They can describe larger
ecosystems such as rainforests, coral reefs, and mangrove swamps. Learners can infer that
friction and gravity affect how people and objects move. They have found out that heat, light,
sound, electricity, and motion studied earlier are forms of energy and these undergo
transformation. Learners can describe what happens during earthquakes and volcanic
eruptions and demonstrate what to do when they occur. They can infer that the weather
follows a pattern in the course of a year. They have learned about the solar system, with
emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade
level.
GRADE 7 At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided
investigations. They realize the importance of air testing when conducting investigations.
After studying how organ systems work together in plants and animals in the lower grade
levels, learners can use a microscope when observing very small organisms and structures.
They recognize that living things are organized into different levels: Cells, tissues, organs,
organ systems, and organisms. These organisms comprise populations and communities,
which interact with non-living things in ecosystems. Learners can describe the motion of
objects in terms of distance and speed, and represent this in tables, graphs, charts, and
equations. They can describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the
archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and how these
weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
GRADE 8 At the end of Grade 8, learners can describe the factors that affect the motion of an object
based on the Laws of Motion. They can differentiate the concept of work as used in science
and in layman’s language. They know the factors that affect the transfer of energy, such as
temperature difference, and the type (solid, liquid, or gas) of the medium. Learners can
explain how active faults generate earthquakes and how tropical cyclones originate from
warm ocean waters. They recognize other members of the solar system. Learners can explain
the behaviour of matter in terms of the particles it is made of. They 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. Learners recognize reproduction as a process of cell division resulting in
growth of organisms. They have delved deeper into the process of digestion as studied in the
lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in
activities that protect and conserve economically important species used for food.
GRADE 9 At the end of Grade 9, learners have gained a a deeper understanding of the digestive,
respiratory, and circulatory systems to promote overall health. They have become familiar
with some technologies that introduce desired traits in economically important plants and
animals. Learners can explain how new materials are formed when atoms are rearranged.
They recognize that a wide variety of useful compounds may arise from such rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can
explain how energy from volcanoes may be tapped for human use. They are familiar with
climatic phenomena that occur on a global scale. They can explain why certain constellations
can be seen only at certain times of the year. Learners can predict the outcomes of interactions
among objects in real life applying the laws of conservation of energy and momentum.
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GRADE 10 At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same
places in the world and that these are related to plate boundaries. They can demonstrate ways
to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions.
Learners can explain the factors affecting the balance and stability of an object to help them
practice appropriate positions and movements to achieve efficiency and safety such as in
sports and dancing. They can analyze situations in which energy is harnessed for human use
whereby heat is released, affecting the physical and biological components of the
environment. Learners will have completed the study of the entire organism with their deeper
study of the excretory and reproductive systems. They can 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. Learners can explain the
importance of controlling the conditions under which a chemical reaction occurs. They
recognize that cells and tissues of the human body are made up of water, a few kinds of ions,
and biomolecules. These biomolecules may also be found in the food they eat.
Science, Technology, Engineering, and Mathematics (STEM) Strand Science and Technology Subjects
Grade 11 Grade 12
1st Sem 2nd Sem 1st Sem 2nd Sem
Core Subjects - Earth Science - Statistics and
- General Probability
Mathematics - Disaster
Readiness and
Risk Reduction
(DRRR)
Contextualized - Empowerment - Practical - Practical - Inquiries,
Subjects Technologies (E- Research 1 Research 2 Investigations, and
tech): ICT for Immersions (I,I, &
Professional I)
Tracks
Specialized Subject - Pre-Calculus - Basic Calculus - General - General Physics 2
- General Physics 1 - General Biology 2
Chemistry 1 - General - General
Biology 1 Chemistry 2
- Capstone/
Research Project
Some Science Schools in the Philippines
1. Philippine Science High School System (PSHSS)
2. Special Science Elementary Schools (SSES) Project
3. Quezon City Regional Science High School
4. Manila Science High School
5. Central Visayan Institute Foundation
Some Science Schools in Baguio City
1. University of Baguio Science High School
2. Baguio City Science Foundation
3. Baguio City National Science High School
4. Pines City National High School – Special Science Class
5. Philippine Science High School-CAR
V. EVALUATION
Activity 7
FILL-IN THE BOX. Bagiuo City is known as the “Education Capital of the North” as quoted by the Baguio
Midland Courier in their published article dated August 28, 2020 with a title Sustaining Baguio City as education
capital of the north. Given this, research on the science education offered by the following universities in Baguio
City: University of the Philippines—Baguio Campus (UPB), University of the Cordilleras (UC), University of
Baguio (UB), Saint Louis University—Main Campus (SLU), and Benguet State University. As you do your
research, fill-in the box with the information needed. You may use another sheet(s) of paper or use the back portion
of your module for your answers if the space below is not enough. (50 points)
UNIVERSITY DEGREES OFFER COURSES/ VISION, MISSION AND
RELATED TO SCIENCE SUBJECTS OFFERED OBJECTIVE OF THE
AND TEHCNOLOGY DEPARTMENT
Ex.
Saint Louis University, Bachelor of Science in Bio 1: Anatomy and (The Vision, Mission, and
4
Main Campus Biology (B.S.Bio.) Physiology Objectives of the School
of Natural Sciences)
