The document discusses the challenges of science education in the Philippines, highlighting causes for poor student performance and outlining guiding principles for an effective science curriculum. It emphasizes the need for relevance, inclusivity, and a focus on both scientific and technological literacy, as well as pedagogical approaches that foster engagement and contextual learning. Additionally, it identifies essential qualities of effective science teachers and encourages continuous professional development to enhance teaching practices.

2. Observe-Analyze-Reflect-Share

3. What are the causes of the poor science
education in the Philippines?
What are the factors behind the low
performance in Science of Filipino students?

4. GUIDING PRINCIPLES OF SCIENCE
CURRICULUM FRAMEWORK
1. Science is for everyone.
2. Science is both content and process.
3. School science should emphasize depth
rather than breadth, coherence rather
than fragmentation, and use of evidence
in constructing explanation.
4. School science should be relevant and
useful.

5. GUIDING PRINCIPLES OF SCIENCE
CURRICULUM FRAMEWORK
5. School science should nurture interest in
learning.
6. School science should demonstrate a
commitment to the development of a culture of
science.
7. School science should promote the strong link
between science and technology, including
indigenous technology.
8. School science should recognize that science
and technology reflect, influence, and shape our
culture.

6. IMPLEMENTING RULES AND REGULATIONS OF THE
ENHANCED BASIC EDUCATION ACT OF 2013
Standards and Principles
a) The curriculum shall be learner-centered,
inclusive and developmentally
appropriate;
b) The curriculum shall be relevant,
responsive and research-based;
c) The curriculum shall be gender- and
culture-sensitive;

7. IMPLEMENTING RULES AND REGULATIONS OF THE
ENHANCED BASIC EDUCATION ACT OF 2013
d) The curriculum shall be contextualized
and global;
e) The curriculum shall use pedagogical
approaches that are constructivist, inquiry-
based, reflective, collaborative and
integrative;

8. IMPLEMENTING RULES AND REGULATIONS OF THE
ENHANCED BASIC EDUCATION ACT OF 2013
f) The curriculum shall adhere to the
principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE)
which starts from where the learners are and
from what they already know proceeding
from the known to the unknown; instructional
materials and capable teachers to
implement the MTB-MLE curriculum shall be
available.

9. IMPLEMENTING RULES AND REGULATIONS OF THE
ENHANCED BASIC EDUCATION ACT OF 2013
g) The curriculum shall use the spiral
progression approach to ensure mastery of
knowledge and skills after each level; and
h) The curriculum shall be flexible enough to
enable and allow schools to localize,
indigenize and enhance the same based on
their respective educational and social
contexts.

10. Conceptual Framework of Science
Education
S A A H S S C I E N C E A R E A

11. AIM OF SCIENCE EDUCATION
Scientific, Technological
and Environmental
Literacy

12. AIM OF SCIENCE EDUCATION
Scientific literacy
is the ability to engage with science-related
issues, and with the ideas of science, as a
reflective citizen.
(https://www.oecd-ilibrary.org)

13. A scientifically literate person is willing to engage in reasoned
discourse about science and technology, which requires the
competencies to:
• Explain phenomena scientifically – recognise, offer and
evaluate explanations for a range of natural and
technological phenomena.
• Interpret data and evidence scientifically – analyse and
evaluate data, claims and arguments in a variety of
representations and draw appropriate scientific conclusions.
• Evaluate and design scientific enquiry -– describe and
appraise scientific investigations and propose ways of
addressing questions scientifically.
(https://www.oecd-ilibrary.org)

14. Technological Literacy
“Technological Literacy is the ability to use, manage, assess, and
understand technology” (Gallop Poll, 2004, p. 1).
Technology Literacy is the ability to safely, responsibly, creatively, and
effectively use appropriate technology to:
• communicate;
• access, collect, manage, integrate, and evaluate information;
• endeavor to predict future needs, solve problems and innovatively
create solutions;
• build and share knowledge;
• improve and enhance learning in all subject areas and experiences;
• apply technology and critical thinking to real-world experiences;
• develop the knowledge and skills to adapt to changing technologies;
and
• use technology to meet personal needs, interests, and learning
styles. (https://www.estrellamountain.edu)

15. Environmental Literacy
An individual’s understanding, skills and motivation to
make responsible decisions that considers his or her
relationships to natural systems, communities and future
generations.
(https://oelp.oregonstate.edu)

16. Components of the Framework
1. Demonstrating Scientific Inquiry Skills
2. Developing and demonstrating Scientific
Attitudes and Values
3. Understanding and Applying Scientific
Knowledge

17. Quick Check!
What are the characteristics of a good
Science Teacher?
Why do we teach science?
How do we teach it?
How do we know if our curriculum is relevant
and effective?
How do we know if we properly implemented
our science curriculum?

18. Qualities of a Good Science Teacher
• Engages students at a high level
• Knows students’ learning styles
• Brings science lessons to life with real-world
applications
• Understands student sensitivities and differences
• Is committed to continual professional
improvement
• Adjusts science lesson plans based on students’
assessment evaluations

20. Quick Check!
Why do we teach science?
How do we teach it?
How do we know if our curriculum is relevant
and effective?
How do we know if we properly implemented
our science curriculum?