Framework Science

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REPUBLIKA NG PILIPINAS
REPUBLIC OF THE PHILIPPINES
KAGAWARAN NG EDUKASYON
DEPARTMENT OF EDUCATION
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA DEL SUR
K to 12 Science Education
Pre-Planning Conference of Trainers for

the Division Training of Teachers on
Critical Content in Science G4 and G8 -
Phase II
REPUBLIKA NG PILIPINAS
REPUBLIC OF THE PHILIPPINES
KAGAWARAN NG EDUKASYON
DEPARTMENT OF EDUCATION
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA DEL SUR
K to 12 Science Education
Conceptual Framework of
Science Education
Science Education
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depedzds
Science Education
Scientific Literacy Technological Literacy
Understanding
Demonstrating and applying
Scientific Scientific
Inquiry Skills Knowledge
Developing
and demonstrating
Scientific Attitudes
and Values
Environmental Literacy
Conceptual Framework of Science Education
Understanding
Demonstrating
and applying
Developing
and demonstrating
and Values
Constructivism
Constructivism
states that learning is an active,
contextualized process of constructing
knowledge rather than acquiring it.
Knowledge is constructed based on
personal experiences and hypotheses of
the environment.
Understanding
Demonstrating
and applying
Developing
and demonstrating
and Values
Constructivism
Social Cognition Learning

Model
Social Cognition Learning Model
Bandura’s Social Learning Theory

posits that people learn from one
another, via observation,
imitation, and modeling.
Understanding
Demonstrating
and applying
Developing
and demonstrating
and Values
Constructivism
Social Cognition Learning Learning Style Theory

Model
Learning Style
The term “learning styles” speaks to the

understanding that every student learns
differently. Technically, an individual’s learning
style refers to the preferential way in which the
student absorbs, processes, comprehends and
retains information. For example, when learning
how to build a clock, some students understand
the process by following verbal instructions,
while others have to physically manipulate the
clock themselves.
Understanding
Demonstrating
and applying
Developing
and demonstrating
Learning Style Theory and Values
Constructivism
Social Cognition Learning Inquiry-Based Approach

Model
Inquiry-Based
Learning
adopts an investigative approach to teaching

and learning where students are provided with
opportunities to investigate a problem, search
for possible solutions, make observations, ask
questions, test out ideas, and think creatively
and use their intuition.
Understanding
Demonstrating
and applying
Constructivism Developing
and demonstrating
Learning Style Theory and Values
Inquiry-Based Approach
Multi/Interdisciplinary
Model Approach
Approach
In this approach, teachers

collaborate to invent more
effective means of teaching by
associating the subjects and
activities of a school subject in
the curriculum with other
subjects.
Understanding
Demonstrating
and applying
Developing
and demonstrating
Multi/Interdisciplinary Scientific Attitudes
and Values Learning Style Theory
Approach
Constructivism

Model
Brain-Based Learning
Brain-Based
Learning
Brain-Based Education is the

purposeful engagement of
strategies that apply to how our
brain works in the context of
education.
Understanding
Demonstrating
and applying
Developing
and demonstrating Learning Style Theory
and Values
Approach
Constructivism

Problem/Issue-Based
Model Learning
Problem/Issue-
Based Learning
It is student-directed as opposed to
teacher-directed. It allows the student (or
group of students) to explore and make
deeper inquiries into the topic that the
teacher or instructor has presented to
them.
Understanding
Demonstrating
and applying
Problem/Issue- Inquiry-Based Approach

Based Learning
Developing
and demonstrating Learning Style Theory
and Values
Approach
Constructivism

Model
Contextual Learning
Contextual
Learning
occurs only when students process new
information or knowledge in such a way that it
makes sense to them in their own frames of
reference (their own inner worlds of memory,
experience, and response). The mind naturally
seeks meaning in context by searching for
relationships that make sense and appear
useful.
Scientific, Technological, and Environmental Literacy
Eﬀective Demonstrating
Scientific
Understanding
and applying Critical/Creative
Scientific
Communicator Inquiry Skills Knowledge Problem Solver
Innovative/
Responsible Developing
Inventive Thinker
Steward of Nature and demonstrating
and Values
Approach Constructivism Learning Style Theory
Problem/Issue-
Model Inquiry-Based Approach Contextual Learning Based Learning
Scientific, Technological, and Environmental Literacy
MONITORING
MONITORING
Eﬀective Demonstrating Understanding
Critical/Creative
and applying
Communicator Scientific
MONITORING
Scientific
Inquiry Skills Knowledge Problem Solver
Innovative/
Responsible Developing
Inventive Thinker
Steward of Nature and demonstrating
and Values
Approach
MONITORING Brain-Based Learning
Constructivism Learning Style Theory
Problem/Issue-
Model Inquiry-Based Approach Contextual Learning Based Learning
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Open play store in your cellphone

S earch QR CODE SCANNER AND

REPUBLIC OF THE PHILIPPINES

REGION IX, ZAMBOANGA PENINSULA

DIVISION OF ZAMBOANGA DEL SUR

Pre-Planning Conference of Trainers for

REPUBLIC OF THE PHILIPPINES

REGION IX, ZAMBOANGA PENINSULA

DIVISION OF ZAMBOANGA DEL SUR

Scientific Literacy Technological Literacy

Scientific Literacy Technological Literacy

Social Cognition Learning

Bandura’s Social Learning Theory

Scientific Literacy Technological Literacy

Social Cognition Learning Learning Style Theory

The term “learning styles” speaks to the

Scientific Literacy Technological Literacy

Social Cognition Learning Inquiry-Based Approach

adopts an investigative approach to teaching

Scientific Literacy Technological Literacy

In this approach, teachers

Scientific Literacy Technological Literacy

Social Cognition Learning

Brain-Based Education is the

Scientific Literacy Technological Literacy

Social Cognition Learning

Scientific Literacy Technological Literacy

Problem/Issue- Inquiry-Based Approach

Social Cognition Learning

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