TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

COMMISSION ON HIGHER EDUCATION

REGION V
OAS COMMUNITY COLLEGE
OAS, Albay
College of Education
A.Y. 2022-2023
First Semester

Name of Instructor: JOSE POCHOLO N. GUMBA

Course and Year: BEED Second Year
Subject Code: MC Sci 101
Title: Teaching Science in the Primary Grades (Bio & Chemistry)

The Nature of Science and Goals of

Elementary Science
Module 1

Hello future Science Teacher!!!

Welcome to our subject, Teaching Science in
Primary Grades (Chemistry and Biology).

This course includes understanding of

spiralling/spiralling basic science concepts and
application of science inquiry in Chemistry and
Biology, strategies in teaching elementary science,
development of instructional materials and
assessment. Content topics in Chemistry and
Biology in Primary Grades will also be discussed.
Ultimately, the pre-service teachers will be
equipped with the pedagogical content knowledge
in science as well as skills in instructional
materials development and knowledge of the
design, selection, organization and use of
appropriate assessment strategies for the primary
elementary grades (1-3).

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

 INTRODUCTION

What were you curious about the world around you when you were younger?
When you were very little, did you explore your hands, feet, fingers, and toes? When you
were old enough to run, did you chase bubbles? Did you play with a blanket? Were you
busy throwing, looking at, or manipulating things? Did you ever wonder how things
work? Or how things are related to each other?

What questions did you ask in wonder? Did you ask questions like: “Why do birds
fly?”, “Where does the rain come from?”, “Why is it hot during summer?”, “Why can fish
breathe in water?”, “Why do fruits eventually get rotten?”, or “Why is the sky blue?”
What questions do you remember making?

You were filled with natural curiosity and inquisitiveness. Perhaps even up to
now. You were wondering about the things around you, just like the scientists. Your
future pupils have also been wondering about the world around them as they grew up.

When one talks about scientific knowledge, it is very common to think about
teaching basic concepts of “science content.” However, aside from content, the other
dimension of scientific knowledge are processes by which science is done, known as the
“science process skills,” and the attitudes and disposition of science, asl called “scientific
attitude, like being curious, imaginative, inquisitive (love of asking question), having a
desire to solve problems, and having respect for scientific methods and values. As
teachers, we should enhance the learning of all these dimensions of scientific knowledge
among our students.

LEARNING OBJECTIVES

At the end of the module, the students are expected to:

1. define and inquire into the nature of science --- the scientific enterprise,
products, applications, and attitudes --- and what this looks like in the primary
classroom; and

2. identify and explain goals appropriate for the quality elementary science program;
and

3. describe the science framework in the K to 12.

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

 LECTURE and DISCUSSION

ACTIVATE

Activity A.1. Defining Science

Do you remember how your teachers, readings, and classes define science?
Create a word cloud below to illustrate/show these definitions or keywords. Be guided
by the sample word cloud on “learning” below.

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

Activity A.2. Explain the Importance of Science Education

Make a graphic organizer or infographics on the importance of science

education in elementary curriculum.

ANALYZE
ssEXPLOREANAL
Activity B.1. The Facets of Science

Science means several things to various individuals and institutions. You can see
the various facets of science in the first column below. On the opposite column, write
your insights and reflection about each of the facets of science.

Facets of Science Insights and Reflection

1. Science as a broad body of knowledge

2. Science as a set of skills

3. Science as an intellectual activity

4. Science as a social activity

5. Science as problem-solving

6. Science as a career

7. Science as a global human endeavor

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

8. Science as a process

DISCUSSION

The word “science” is derived from the Latin word scientia meaning knowledge.
Science is commonly referred to as a systematic and organized body of knowledge in
any area of inquiry that is acquired using “scientific method.”

Science has many facets and definitions that can be summarized into the
following:

• Science as a broad body of knowledge – Physical sciences consist of discipline

such as physics (the science of physical object), chemistry (the science of matter),
and astronomy (the science of celestial objects). Earth sciences consist of
discipline such as geology (the science of Earth).

• Science as a set of skills – The science process skills from the foundation of
scientific methods. There are six basic science processes: observation,
communication, classification, measurement, inference, and prediction. These
basic skills are integrated when scientist design and carry out experiments. All
six basic skills are important individually as well as when they are integrated.

• Science as an intellectual activity – Science is the intellectual, practical, and

systematic study of the structure and behavior of the physical and natural world
through observation and experimentation.

• Science as a social activity – Science is a social activity shaped by history,

institutions, beliefs, and values. Society shapes science and vice versa.

• Science as problem-solving – Problem-solving skills are necessary in all areas

of life, and the science class provides the students opportunity to develop and
utilize their problem-solving skills, which include the ability to critically analyze
a problem, determine all its elements, and prepare a feasible solution. These are
valuable skills one can acquire in life.

• Science as a career – Individuals who have devoted themselves in studying and

doing science have established careers in science, such as biologists, chemists,
environmentalist, astronomers, medical practitioners, among others.

• Science as a global human endeavor – Science is a result of human imagination,

ingenuity, and creativity. Individuals and teams from many nations and cultures
have contributed to science and to advances in technology.

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

 • Science as a process – The scientific method is a set of steps for verifying and
building scientific knowledge. When performing this process, one employs skills
necessary to research a topic, develop a plan and timeline, and draw conclusions
from the research results.

Science has a particular way of understanding the world of understanding the world,
trying to connect the past with the present. It is based on the premises that we can
understand things by receiving accurate information about the world around us through
our senses. When we do science, we ask ourselves three basic questions: (1) “What is
this?, (2) How does it work?, and (3) How did it become like this?

Scientific Ways

Science works in specific ways. We have to remember that:

1. Science relies on evidence from the natural world. This evidence is logically
examined and interpreted by scientists using reasoning.

2. Although we must be flexible in our thinking, we should still follow the scientific
process guided by some parameters.

3. Science is embedded within the times, so that as man continuously develops

technology and instruments for discovering the nature of the world around us,
so does our understanding of the world improve. Therefore, is no conclusion to
science. It is always a work in progress and always tries to correct itself.

Scientific Principles

Science has the following principles:

1. Science assumes that we can learn about the world by gathering evidence using
our senses and extensions of our senses, such as tools or equipment.

2. Science uses and tests evidence from the natural world in order to explain science
concepts or phenomenon substantially.

3. Science is a process of continuous learning about the world around us. Just like
knowing about the existence of an atom even if no one has ever seen one. Or
knowing that creatures have lived in the past, thousands of years ago, even if no
person has seen these creatures in their own lifetime.

4. Scientific claims are tested and accepted based on observations and rejected if
these fail the test. In other words, scientific claims are subject to peer review and
replication, from which scientific theories may be developed.

The Guiding Principles of Science Curriculum Framework

Science is for everyone. This principle recognizes the proactive relationship

between science and society. This means putting science into the service of individuals
and society. Science education should aim for scientific literacy that is operational in

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

understanding oneself, common human welfare, social, and civic affairs. Science should
permeate all levels of society. Whether or not students pursue a university education,
they should leave school with a level of understanding and scientific literacy that will
prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding science applications that may have social, health, or
environmental impacts.

Science is both content and process. Science content and science process are
intertwined. The value of science processes is to advance content or the body of
knowledge. Without content, students will have difficulty utilizing the science process
skills. Science processes cannot exist in a vacuum. They are learned in context.

School science should emphasize depth rather breadth, coherence rather

than fragmentation, and use of evidence in constructing explanation.

School science should be relevant and useful. To be relevant and useful, the
teaching of science should be organized around situations, problems or projects that
engage the students both as an individual and a member of a team.

School science should nurture interest in learning. Students are generally

interested in problems that puzzle them. They have a natural urge to find solutions.
Organizing the curriculum around problems or phenomena that puzzle students helps
motivate them to learn.

Rather than relying solely on textbooks, teachers are encouraged to use hands-
on learning activities to develop students’ interest and let them become active learners.

School science should demonstrate a commitment to the development of a

culture of science. A culture of science is characterized by excellence, integrity, hard
work, and discipline.

School science should promote the strong link between science and
technology, including indigenous technology.

School science should recognize that science and technology reflect,

influence, and shape our culture. The science curriculum should recognize the place
of science and technology in everyday human affairs. It should integrate science and
technology in the civic, personal, social, economic, and the values and ethical aspects
of life.

FRAMEWORK OF K to 12 SCIENCE CURRICULUM

In the K to 12 BEP, science education aims to develop scientific literacy among

students/pupils that will prepare them to be informed and participative citizens who are
able to make judgements and decisions regarding applications of scientific knowledge
that may have social, health, or environmental impacts. To preserve the country’s distinct
culture, the curriculum is strongly linked with science and technology, including
indigenous technology.

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

 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 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.

Characteristics of 21st Century Learners

1. Critical/Creative Thinker
2. Effective Communicator
3. Informed Decision Maker
4. Innovative/Inventive Thinker
5. Responsible Steward of Nature

3 Domains of Learning Science

1. Understanding and Applying Scientific Knowledge – this includes BIOLOGY,
PHYSICS, CHEMISTRY, Force, Motion & Energy, Living Things and the
Environment, and Earth & Space.

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

 2. Demonstrating Scientific Inquiry Skills – these are the prerequisite skills in order
to understand and apply scientific knowledge.
- It includes (a) Classifying, (b) Communicating, (c) Comparing and Contrasting,
(d) Creating Models, (e) Gathering and Organizing Data, (f) Measuring, (g)
Observing, and (h) Predicting.
-
3. Developing and Demonstrating Attitudes and Values – Scientific knowledge and
skills are two essential domain of learning science. In order to achieve the
ultimate goals of science education learners should also possess or manifest the
following values and attitudes: (a) reliability, (b) testability, (c) accuracy, (d)
precision, (e) generality, (f) simplicity of concepts, and (g) heuristic.

Approaches in Teaching Science

1. Multi/Interdisciplinary Approach – Interdisciplinary is the use of two or more

subject areas in one lesson or activity. For example Science and History can go
altogether when topic is about discoveries and inventions.

2. Science-Technology Society Approach Contextualize Learning – is an

interdisciplinary field that examines how science and technology shape societies,
cultures and environments and how social, cultural and environmental factors
that shape the development of science and technology.
3. Problem/Issue based Learning – Problem-based learning (PBL) is a method of and
teaching which allows students to focus on how and what they will learn. An
unfamiliar problem, situation or task is presented to the students and students
are encouraged to determine for themselves how they will go about solving the
problem. This usually occurs through small group work and allows students to
utilize their prior knowledge in the topic area and identify the gaps in their
knowledge as they attempt to solve the problem. PBL is a student-centered
approach to learn that encourages students to be self-directed, interdependent
and independent as they attempt to solve the set problem.

4. Inquiry-Based Approach – Science is a way of thinking and investigating the

world we live. This approach addresses skills to discover and explain physical
phenomena. These includes asking questions about the world, designing and
conducting investigations, employing different strategies to obtain information,
and communicating results.

Principles/Theories in Teaching Science

1. Constructivism – is a theory that explains about people learn by constructing

their own understanding and knowledge of the world through prior experiences
and reflecting on those experience. When something new is learned, this has to
be compared with the previous experiences, perhaps discarding the old if the new
information is relevant. Thus constructivism, there is a continuous asking of
questions, exploration, and assessment. In the teaching-learning it means
encouraging to use active learning as experimental and real-world problem
solving to create more knowledge. Discussing about what the students are doing

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

 themselves, will allow then to realize that their understanding may also be
changing, thus constructing their own knowledge.

2. Social Cognition Learning Model – has been introduced by Lev Vygotsky where
he asserts that culture is the primary factor of individual development. First
through culture, children acquire much of the content of their thinking which is
their knowledge and second, the surrounding culture provides the learners the
means or process of thinking. In short in social cognition learning model, culture
teaches the learners both what to think and how to think. Thus, since children
learn much through interactions, lessons should be designed to emphasize
interaction between learners and learning tasks. Further appropriate adult help
or scaffolding is needed for independent problem solvers.

3. Learning Style Theory – “All learners are created equally but learn differently.”
This is the premise of the learning style theory. That each individual has a
preference in how they learn. Individual learning style depends on cognitive,
emotional, environmental factors and one’s previous knowledge. Individualized
teaching and learning or differentiated instructions are likewise anchored on
learning styles of learners.
The most accepted understandings of the learning styles fall into three
categories:
a. Visual learners prefer to use images, maps and graphics organizers to
access and understand new information.
b. Auditory (Oral-Aural) learners best understand new concepts through
speaking and listening. Mnemonic devices, use of repetition, music,
discussion, and lectures are some of the strategies learners prefer.

c. Kinesthetic (Tactile) learners prefer to touch, move, or manipulate.

They learn best through hands-on activities, practicum, and other
similar activities.

4. Gestalt Psychology - Gestalt theory emphasizes that the whole of anything is

greater than its parts. That is, the attributes of the whole are not deducible from
analysis of the parts in isolation. In a learning environment, the Gestalt Theory
applies to problem solving and perception. However, it can be used in all aspects
of education. The primary goal of the Gestalt Theory is to encourage the brain to
view not just the whole, but also the parts that make up that whole. For example,
when someone is looking at a tree, is he just staring at this tree, or does he also
see the leaves, the branches, and the trunk? The whole and the sum of its parts
are two entirely different things, and learning can be achieved if learners are able
to cognitively process how parts can make up this whole.

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

 APPLY

How can you merge the teaching of science content and the science process?

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What is the role of teacher in teaching science?

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EVALUATE

Look at the diagram below and answer the following questions.

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221

a. What is the ultimate goal of science education?
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b. What are the characteristics of scientifically, environmentally, and

technologically literate learners? Explain briefly.
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c. What are the three domains of learning science?

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d. What are the approaches in teaching science? Elaborate your answer.

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e. What are the underlying principles and theories in teaching science?

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REFERENCES

T.R. Mingoa, I.M. Duka & J.A. Ching (2021), A Course Module for Teaching Science
in the Primary Grades, Rex Bookstore, Inc., Quezon City, Philippines

P.P. Bilbao, S.R. Jusayan, L.N. Morano & L.C. Tingson (2019), Teaching Science in
the Elementary Grades, Lorimar Publishing, Inc., Quezon City, Metro Manila,
Phuilippines

TEACHING SCIENCE IN THE PRIMARY GRADES | Sc101Ed221