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THE NATURE OF SCIENCE

Study the following images and quotes that pertain to science. Reflect on what each
says about the nature of science.

Procedure

Hypothesis
Conclusion

Quotes:
1. “Science does not know its debt to imagination.” ~ Ralph Waldo Emerson
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2. “The important thing in science is not much to obtain new facts as to discover new ways
of thinking about them.” ~ William Lawrence Bragg
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3. Every great advance in science has issued from a new audacity of imagination”.
~ John Dewey, The Quest for Certainty, 1929
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4. “Men love to wonder, and that is the seed of science.” ~ Ralph Waldo Emerson
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The Nature of Science

1. Science is a wonderful world. It deals with nature and natural phenomena. Science leads
you to discover the mystery of a thin electric wire, why the cells of your eyes are not on
your lips, why you can communicate with a loved one across the miles through
Facetime, why An-225 Mriya, the world’s largest aircraft with its more than five hundred
(500) passengers, can fly up in the air.
2. Science is evidence-based. It deals with the observable, the verifiable. It deals with
empirical data. It accepts as true only that which has been positively and empirically
proven to be true. “To see is to believe.” That is science. It generates knowledge through
the scientific method.
3. Science has limits. Not all of reality is verifiable by the physical senses. The things of the
spirit cannot be proven by the physical senses and yet are real as material reality. God’s
existence cannot be proven by looking through even the most powerful electron
microscope. Antoine Exupery of The Little Prince said: It is only with the heart that one
can see rightly. What is essential is invisible to the eye.”
4. Science knowledge is inherently uncertain. Scientific knowledge is tentative. Although
scientific knowledge is supported by a wealth of hard data from repeated trials, it is not
considered the final word. The laws of science are never viewed as fixed eternal truths.
Even the most established and universal laws of science are always regarded as
temporary, subject to modification in the light of new observations, experiments and
analysis.
5. This fundamental uncertainty makes science a dynamic and expanding body of
knowledge. Science is a field of scientific inquiry.
6. Science is both a product and a process. It is information presented and also the way in
which the information has been collected.
7. As a field of study, science demands eyes keen for observing, analytical, synthesizing
and bias-free minds, traits such as perseverance, diligence and sacrifice. A scientific
 study means long hours of meticulous study, arduous research, sleepless nights, etc.

That is science, the field of specialization you have chosen.

Action and Reflection:

1. Do I have to experiment before I can draw conclusions?
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2. Compose a song expressing the wonderful world of science. A song involves taking a
popular song everyone knows (like Old McDonald) and changing the words to fit your
own content. Kindly upload your song on my FB Page Aubrey Ginelle Marasigan
Portillo Rallos.
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The GOALS, STANDARDS and SCOPE of the TEACHING OF SCIENCE

Note: HAVE A COPY OF K-12 CURRICULUM GUIDE FOR SCIENCE.

Goal
Based on the K to 12 Curriculum Guide for Science, the main goal of Science teaching is
scientific literacy. Study this rubric and identify the indicators of scientific literacy. Score
yourself. Reflect on your score.

Rubric on Scientific Literacy

Ability to understand and apply scientific knowledge in order to pose and evaluate arguments
based on evidence and to make decisions and express positions that are scientifically and
technologically informed. A scientifically literate person is able to evaluate the quality of
scientific information on the basis of its source and methods used to generate it.
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Learning Area Standard

This goal of scientific literacy or science teaching is reflected in the learning
area/program standard:
The learner demonstrates understanding of basic science concepts and application of
science inquiry skills. They exhibit scientific attitudes and values to solve problems critically,
innovate beneficial products, protect the environment and conserve resources, enhance the
integrity and wellness of people, make informed decisions, and engage in discussions of
relevant issues that involve science, technology and environment.
The learning area standard for science teaching is wholistic. It embraces the cognitive
(understanding of basic science concepts), psychomotor (application of science inquiry skills)
and affective domains (exhibit scientific attitudes and values). Scientific attitudes and values that
Science teaching wants to integrate are: 1) critical problem solving, 2) innovation of beneficial
products, 3) environmental care, 4) conservation of resources, 5) enhancement of integrity and
wellness, 6) informed decision-making and 7) discussions of relevant issues that involve
science, technology and environment. Science teaching wants the students become critical
problem solvers, innovative, wellness-conscious, informed decision-makers, care for the
environment, conserve resources and are involved in the discussions of relevant scientific ,
technological and environmental issues. These attitudes and values are those of the person
with scientific literacy.
 Science teaching is also expected to develop in the students’ scientific attitudes and
values such as:
1. Beliefs. A scientist believes that everything that happens in this world has a cause or
reason.
2. Curiosity. A scientist shows interest to dig into the “why” of phenomena. He/she pays
particular attention to objects or events. He/she asks questions and seeks answers. 3.
Objectivity. A scientist is objective. She/he does not allow his/her feelings and biases to
influence his/her recording of observations, interpretation of data, and formulation of
conclusions.
4. Critical-mindedness. A scientist bases suggestions and conclusions on evidence. When
in doubt, he/she questions the veracity of a statement in relation to the evidence
presented.
5. Open-mindedness. A scientist listens to and respects the ideas of others. He/she
accepts criticism and changes his/her mind if reliable evidence contradicts his/her
beliefs.
6. Inventiveness. A scientist can generate new and original ideas.
7. Risk-taking. a scientist is willing to take risks but calculated risks. He/she expresses his
opinions and tries new ideas even at the risk of failure or criticism.
8. Intellectual honesty. A scientist gives a truthful report of observations. He/she does not
withhold important information just to please himself/herself or others. He/she does not
sanitize reports. He/she reports them as they were found.
9. Humility. A scientist is humble when he/she admits that he/she is not free from
committing errors. He/she recognizes that there may be better ideas and realizes that
there are individuals whom he/she may have to consult to arrive at correct observations
and conclusions.
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10. Responsibility. A scientist actively participates in the task of making this world more
safe and more human by caring for the environment. He/she also dutifully performs
tasks assigned to him/her.

Learning Area Standard as Value-laden

Science teaching in the K to 12 curriculum is meant to be value-laden. The phrase “…
innovative beneficial products, protect the environment and conserve resources, enhance the
integrity and wellness of people…” are evidence that scientific knowledge must be used for the
welfare of all citizens in this planet. This is scientific literacy.

Key Stage Standards

The K to 12 Curriculum Guide for Science also describes specifically the kind of science
students that teachers are supposed to help form. Here are the descriptors: 1) with repertoire of
competencies important in the world of work and in a knowledge-based society; 2) scientifically,
technologically, and environmentally literate and productive member of society; 3) critical
problem solvers; 4) responsible stewards of nature; 5) innovative and creative citizens; 6)
informed decision-makers and 7) effective communicators.

Based on the Science Curriculum Guide of K-12, supply the following:

Key Stage Standards: (Standards for Science Learning Areas for K-3, 4-6, 7-10 and 11-12)
K-3 4-6 7-10 11-12
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Gra Grade Level Standards
de
Lev
el

1
2

8
6

7
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SCOPE of SCIENCE
Identify the sequence of subject matter for science in the K-12 Curriculum. Does it follow
the spiral progression approach?
Grade Level

G3 G4 G5 G6 G7 G8 G9 G10

1st
Q

2nd
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 3rd
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4th
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Spiral Progression Approach

In spiral progression approach, teaching begins with the basics but these basics become
more complex in treatment as they are taught across the grades. The basic science concepts
are revisited again and again as teacher teaches science across the grades.

Action and Research

1. Would you consider the science standards developmentally appropriate? For instance,
are there standards in Grade 3 which are advanced for Grade 3 pupils or standards in
Grade 10 which are supposed to be in Grade 7?
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2. Science teaching in the K-12 Curriculum is a rich opportunity for value integration. Select
content and performance standards from the Science Curriculum Guide where you can
integrate values inherent in the teaching of the natural sciences.
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3. Would you go for spiral progression approach in Science teaching? Why or why not?
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4. With the use of the Science Curriculum Guide, give examples/competencies that can be
taught with the thirteen (13) science process skills from the Science Curriculum Guide.
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THEORIES, APPROACHES, GUIDING

PRINCIPLES AND METHODS OF TEACHING
SCIENCE
Educational Theories on which Science Teaching is Grounded
The framework is supported by the following underlying learning educational theories:
a) constructivism, b) social cognition, c) learning style theory and d) brain-based learning.

Bandura’s (1986) social learning theory states that learning as a cognitive process takes
place in a social context and can occur through observation or direct instruction. This
emphasizes the importance of observation and modelling in instruction. This implies that
science teachers must model scientific literacy or do science processes for science students to
learn and develop scientific literacy and science processes.

Learning styles theory explains that students have preferential individual learning styles
and therefore people may vary in their response to learning opportunities and how they learn
(Kolb, 1984; Honey & Mumford, 1992).

Learners perform best when teaching style fits the learning style. The number of learning
styles is as many as the number of students in class. This does not mean, however, that the
Science teacher will cater to every learning style at one time in the classroom. This is next to
impossible. What is expected is that Science teachers make use of a variety of teaching
activities to cater to various learning styles.

Brain-based learning theory is another theory on which Science teaching in the K to 12

Curriculum is founded. Brain-based learning is the purposeful engagement of strategies based
on how our brain works.
Brain-based Learning Principles
1. The brain is a parallel processor. The brain processes thoughts, intuitions, pre depositions
and emotions simultaneously. Teacher must orchestrate students’ thoughts, intuitions,
predispositions and emotions for effective teaching-learning.
2. The search for meaning is innate. This means that we are naturally programmed to
search for meaning. Lessons need to be exciting and meaningful. Allow students to have
rich experiences and then give them time and opportunities to make sense of their
experiences. They have to have a chance to reflect, to see how things relate.
 3. The search for meaning occurs through “patterning”. Patterning refers to the organization
and categorization of information. The brain resists having meaningless patterns impose
upon it. By “meaningless” we mean isolated and unrelated pieces of information. In
teaching, evoke the brain’s natural capacity to integrate vast amounts of seemingly
unrelated or random information and activities for meaningful learning. There are lot of
patterns that can be discerned in science.

Thematic and integrative teachings are based on this principle of looking for patterns
and seeing interrelated patterns. One topic can be related to all kinds of different topics,
and when we do this, the brain tends to remember many more things. The K to 12
Curriculum Guide offers a lot of opportunities for thematic teaching.
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4. Emotions are critical to patterning. In the brain you can’t separate emotion from cognition.
It is an interacting web of factors. Everything has some emotion to it. In fact, many brain
researchers now believe there is no memory without emotion. Emotions are what
motivate us to learn, to create. They are in our moods. They are our passion. They are a
part of who we are as human beings. We need to understand more about them and
accept them. Give your Science lessons an emotional touch.
5. Learning is enhanced by a challenge and inhibited by threat. Then make your learning
task challenging but not threatening. If it is too easy, it may not be challenging. If you
make it very difficult, it may turn off or threaten students’ desire to succeed.

Experiential learning as advocated by David Kolb (1975) is learning that occur by making
sense of direct everyday experiences. According to Kolb, concrete experience provides the
information that serves as a basis for reflection. From these reflections, we assimilate the
information and form abstract concepts. We then use these concepts to develop new theories
about the world, which we then actively test. Through the testing of our ideas, we once again
gather information through experiences, cycling back to the beginning of the process.

Situated learning, theorized by Lave and Wenger (1990), is learning in the same context
in which concepts and theories are applied. Workshops, kitchens, gardens and farms are used
in classrooms. Research has shown that real-life applied activities and problem-solving activities
establish a contextual setting for many lessons, providing motivation and encouraging curiosity
(Hiebert and Carpenter, 1992)

Reflective learning refers to learning that is facilitated by reflective thinking. It is not

enough that learners encounter real-life situations. Deeper learning occurs when learners are
able to think about their experiences and process these, allowing them the opportunity to make
sense of and derive meaning from their experiences.

Discovery learning takes place in problem solving situations where the learner draws on
his/her own experience and prior knowledge to solve a problem. As a method of instruction,
teacher makes students interact with one another, with instructional materials or with their
environment by exploring and manipulating objects, wrestling with questions and controversies,
or performing experiments.

Guiding Principles in the Teaching of Science

In addition to creating a positive atmosphere, developing mastery and understanding
and extending learning by giving real-world situation where students can apply what they learn,
observe the following guiding principles:
 1. Constructivist principle – Find out leaner’s idea and consider them in your teaching. Give
contextual setting for lessons, providing motivation and encouraging curiosity (Hiebert
and Carpenter, 1992).
2. Discovery principle; learning by doing principle – Don’t tell the answer. Make children
learn science by doing science not teaching about science. Make children discover
answers to their own questions with your guidance. Make them do “hands-on-minds-on
hearts-on” activities.
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3. Brain-based principles – Teach for meaning. Make your teaching meaningful. Integrative
and thematic teaching is more meaningful than teaching facts and concepts in isolation.
Give your lesson an emotional touch. Keep learning atmosphere challenging but non
threatening. According to brain-based learning theory all these practices make students
perform.
4. Make students work together. Encourage collaborative learning. It is less threatening. 5.
Consider multiple intelligences and learning styles. Make use of varied teaching methods
and activities. Make use of cooperative learning but opportunity for twinning or individual
work.

The Inquiry-based Approach

Inquiry (scientific inquiry to be specific), refers to the “diverse ways in which scientists
study the natural world and propose explanations based on the evidence derived from their
work.
Essential Features of Inquiry
1. Learner engages in scientifically-oriented questions. Teachers and students ask
“why” questions. “Why do clouds form?” “Why do plants need sunlight?” in the science
classroom these can be changed into “how” questions that lend themselves to scientific
inquire. “How do clouds form?” “How does sunlight affect plants?” Students are engaged
in inquiry when they form testable questions.
2. Learner gives priority to evidence in responding to questions. Science uses
evidence from observations as the basis for explanations about how the natural world is.
To make observations, scientists take measurements in natural settings or in
laboratories. The accuracy of the evidence collected is verified by checking
measurements, repeating the observations. Evidence collected is subjected to
questioning and further investigations.
3. Learner formulates explanations from evidence. Scientific explanations are based on
reason. They provide evidence collected to support their conclusions. Students develop
answers to questions based on their actual observations, not on textbooks.
4. Learner connects explanations to scientific evidence. Explanations can be revised or
even discarded as new evidence is uncovered.
5. Learner communicates and justifies explanations. Scientists communicate their
explanations and evidence with one another through scientific journals.

By providing time for students to share their answers/explanations, others can ask
questions, examine the evidence, identify errors and point out alternative explanations or
conclusions that are not justified by evidence – just as real scientists do.

Different Levels of Inquiry in the Classroom

Open
 Guided

Structured
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Structured – Teacher gives students problems to investigate during hands-on activities as well
as procedures and materials. Students determine the outcomes. Here, teacher specifies
laboratory activities, materials and questions.

Guided – Teacher gives students the problem or question and materials. Students have to
determine the processes and outcomes.
Example: Students are given half-ripe bananas, a box and old newspapers. Students are
asked to pack the half-ripe bananas to be transported from Ilocos to Manila in such a way that
they remain intact after an eight-hour land trip.

Open – Students determine the problems, investigations, procedures and outcomes. Example:
Students are taken to a vegetable garden. Teacher gives them several minutes to explore the
vegetable garden. Working with partners, students formulate researchable problems and
conduct investigations based on their observations.

Action and Research

1. Is the inquiry method the same as the scientific method? Do an exhaustive research on
that.
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2. Do scientists follow the scientific method step by step? Do they always arrive at answers?
Explain your answer.
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Doing Science
Science is a process. Teachers are advised to teach Science by doing science not only
by knowing science concepts. The following process skills may be of help in developing science
process skills and literacy – the goal of Science teaching.

1. Observing
∙ Observe objects or events in a variety of ways, using one or more of the senses. ∙
Identify properties of an object (e.g., shape, color, size and texture).

e.g. Go outside to observe cloud patterns, weather, events, natural surroundings

(dirt, rocks, plants, insects, etc.); handle natural objects in the classroom; spray air
freshener in one corner of the room and have students signal when they smell it;
have students observe the cycle of the moon every other day for a month.

Count the number of legs on a bug; compare sand to potting soil; estimate the
number of steps it takes to get to the playground and then count them; measure
student height at the beginning of each year; practice measuring and counting with
nearly every science lesson.

2. Classifying
∙ Identify properties useful for classifying objects.
∙ Group objects by their properties or similarities and differences.
∙ Construct and use classification system.

e.g. Given several different vegetables and fruits, have students come up with
several ways to group them (color, flavour, seeds or no seeds, edible outside, etc.).

Figure out how many ways students can be grouped (gender, month of birth,
eye/hair/skin color/likes/dislikes, athletic or not, musical or not.

3. Inferring
∙ Suggest explanations for events based on observation.
∙ Distinguish between an observation and an inference.

e.g. Explain why the moon seems to change shape, what causes the seasons, how a
battery or magnet works, why some people are tall/blue-eyed/have small feet, or why
birds can fly.

4. Predicting
∙ Forecast a future event based on prior experience, e.g., observations, or
experiments.

e.g. Predict what would happen to a toy car if it was run down a ramp at a 5-, 45- or
90-degree angles; guess the weather within a one-hour time period; predict the
outcome of a time-dependent experiment if you ran it twice as long or half as long.
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5. Measuring
∙ Compare and order objects by length, area, weight, volume, etc.
∙ Measure properties of objects or events by using standardized units of measure.

e.g. Give students different-sized containers and compare which one holds the most
liquid or rice. (Rice is less messy to measure.)

Determine the area of a table top, the classroom, or the blackboard.

6. Communicating
∙ Construct and use written reports, diagrams, graphs or charts to transmit
information learned from science experiences.
∙ Verbally ask questions about, discuss, explain, or report observations.

e.g. Groups report on their findings to the whole class. Include discussion about their
observations.

Students draw pictures illustrating how to wire batteries to make light bulbs light up,
explaining how they determined the correct way to make them light.

7. Using space/time relations

∙ Describe an object’s position in relation to other objects (e.g., above, below, or
beside).

e.g. Sketch a picture of a flowering plant (roots, leaves, etc.) and describe where
each part of the plant is located.

Sketch the position of each planet in the solar system with regards to the sun (not to
scale!) and describe which ones are closest to Earth.

8. Defining operationally
∙ State definitions of objects or events in terms of what the object is doing or what are
occurring in the event.
∙ State definitions of objects or events based on observable characteristics.

e.g. State what is happening to the ocean during high tide and low tide by explaining
what the moon, sun and Earth are doing.

Explain how you can tell the differences between a plant and an animal cell under
microscope.

9. Formulating hypotheses
∙ Identify questions or statements which can and cannot be tested.
∙ Design statements (e.g., questions, inferences and predictions) which can be
tested by an experiment.
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e.g. Generate a list of questions that are based on opinions (Who should be our next
president? Which TV show is the best? Which type of music is the worst?)
 Students write testable statements before beginning an experiment (Too little light is
more harmful to plants than too little water.)

10. Experimenting
∙ Design an investigation to test a hypothesis.
∙ Conduct simple experiments.
∙ Recognize limitations of methods and tools used in experiments (e.g., experimental
error).

e.g. Develop a testable question and design a way to test it (Does a magnet make a
compass needle move toward the north?)

Question the students about how they know their measurements are accurate (e.g.,
Can they measure something less than 1/16 of a inch long using regular rulers?)

11. Recognizing Variables

∙ Identify the manipulated (independent) variable, responding (dependent) variable,
and variable-held-constant in an experiment.
∙ Control the variables in an investigation.

e.g. Have each student build a paper airplane and throw them to see which one flies
longest; ask students how to improve their airplanes; list things to test for improving
flight time; type of paper, number of folds, shape of airplane, length of wings, force of
throwing arm, age of student, ect., ask students how to test which variable makes the
biggest different. (Speciifying the independent and dependent variables in more
appropriate for upper elementary and middle grades than lower-elementary students.
For lower-elementary students, discuss the idea that you can only test one change at
a time.)

12. Interpreting Data

∙ Organize and state in his or her own words information derived from a science
investigation.
∙ Revise interpretations of data based on new information or revised data.

e.g. Write a letter to a grandparent explaining why earthquakes happen. Explain how
fluorescent light bulbs use less energy than incandescent light bulbs.

13. Formulating models

∙ Create a mental, physical or verbal representation of an idea, object or event. ∙ Use
models to describe and explain interrelationships among ideas, objects or events.

e.g. Explain photosynthesis; build a diorama of an ecosystem; draw a picture of an

animal cell.
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Assessment Tasks
1. By a PowerPoint presentation, discuss the educational theories on which the teaching
of Science is anchored. Cite the implications of these educational theories to the
teaching of Science. Submit your output in Google classroom with class code:
lxrtfqu.
2. Explain at least three guiding principles in the teaching of Science.
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3. Give examples of at least 2 competencies that can be taught with the thirteen (13)
science process skills from the Science Curriculum Guide.
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Activity: Look for a certain topic in the curriculum guide and supply the

following: 5 - E Lesson Plan

 Template
The lesson title: ______________________________________________________________
Subject: ____________________________________________________________________
Concepts to be attained:
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important to expansion: _______________________________________ Materials needed:
• For explorations
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1. Engagement
What is the focus of the lesson?
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2. Exploration
Which skills will be used?
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What will students do?
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3. Explanation
What is the main idea (concept) ? How will the main idea (concept) be constructed?
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4. Expansion
Which process skills will be used?
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How will the idea be expanded?
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5. Evaluation
How will the students show what they have learned?
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Activity:

Ask from a teacher (preferably active in service and is at least 5 years in teaching
profession) a lesson plan using 7 E’s. Read and analyze how the teacher crafted the lesson
plan. Afterwards, write your own lesson plan using 7 E’s approach. Please submit your output in
Google classroom.