Science Curriculum Framework For Basic Education

SCIENCE Curriculum
FRAMEWORK FOR
PHILIPPINE BASIC
EDUCATION
Reporters
Danah Mae Diones Eydreian Dioquino Jeremy Engay

Reporter Reporter Reporter
CONTENTS
Importance of the School Science Education
Challenges in Science Education:

Philippine Context
Rationale, Vision Statement, and Output
Guiding Principles
Curriculum Framework
Curriculum Components
Science Framework
for Philippine Basic
Education
contains resources that will help curriculum developers, teachers, school
administrators and policy makers to design and implement science curricula that
empower students to “learn to learn” and cause them to better understand and use
science in their everyday life. The strategies consider only Grades 1-10, however,
because of the progressive nature of the concepts, curriculum development could easily
be extended to cover K-12.
Importance
of School Science
Education
Importance of School Science
Education
Science is useful because of its links to technology and industry, which,

from a national perspective, are areas of high priority for development.
Science provides ways of making sense of the world systematically. It
develops students’ scientific inquiry skills, values and attitudes, such as
objectivity, curiosity, and honesty and habits of mind including critical
thinking. All these are useful to the individual student for his own personal
development, future career, and life in general.
Importance of School Science
Education
The learning of science is also important for the nation’s cultural

development and preservation of its cultural identity. Science is most useful
to a nation when it is utilized to solve its own problems and challenges,
keeping a nation's cultural uniqueness and peculiarities intact. Thus in many
countries, science teaching and learning is linked with culture.
Challenges in
Science
Education:
Philippine Context
Constraints facing Science
Education in Philippine Schools
Shortage of qualified science teachers

Lack of budget on buying quality
textbooks
Inadequate Equipments
Shortage of Qualified
Science Teachers
2004 Project RISE Report
1
Those who have specialization in any science
discipline in their undergraduate degrees
Those who have undergone in-service training
2 programs in the varied science disciplines

equivalent to a major or minor
Those with degrees in science-related
3 professions who opted to go into teaching at

the basic education level, took 18 units of
foundation education subjects, and passed
the licensure examination for teachers.
Table 1: Offerings under the 2005 Teacher Education
Curriculum
Rationale
People are talking about a

science and technology-based
world and a knowledge-based
economy
The current direction of curriculum
development in many countries is
towards scientific literacy, where the
science education needs of all students
are differentiated from those who have
an interest in scientific careers.
Vision
The Philippines’ Grades 1-10 Science Curriculum envisions the
development of scientifically, technologically, and environmentally literate
and productive members of society. They must possess effective
communication and interpersonal and life long learning skills as well as
scientific values and attitudes. These skills will be acquired through a
curriculum that focuses on knowledge relevant to real world and
encompasses methods of inquiry. These will be implemented in a learning
environment that promotes the construction of ideas and instills respect for
others.
The Guiding Principles
Science is for everyone
Science is both content & process.
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.
School Science should nurture
interest in learning.
School science should
demonstrate a commitment to
the development of a culture of
science.
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.
CURRICULUM FRAMEWORK
The science curriculum framework is a
resource for curriculum developers,
faculty of teacher education
institutions, teachers, school
administrators, and policy makers to
design, implement, and assess the
content of the science curricula.
The curriculum framework is the overall
structure for organizing learning and
teaching. It ensures that learning
experiences provided to students are
commensurate with their abilities at
different stages and with their ways of
perceiving and learning about the world.
This Framework is organized around three
interlocking components namely: (1)
inquiry skills, (2) scientific attitudes, and
(3) content and connections. Being
interrelated, these components are
woven together in order to support the
holistic development of a scientifically
literate individual.
There are three overarching
themes: maintaining good
health and living safely;
utilizing energy and coping
with changes; and
conserving and protecting
the environment.
CURRICULUM COMPONENTS
1 2 3
INQUIRY SKILLS SCIENTIFIC CONTENT AND
ATTITUDES CONNECTIONS
COMPONENT 1
INQUIRY SKILLS
coMPONENT 1
INQUIRY SKILLS
This component addresses those skills scientists

use to discover and explain physical phenomena.
These skills include asking questions about the world,

designing and conducting investigations, employing
different strategies to obtain information, and
communicating results.
COMPONENT 2
SCIENTIFIC ATTITUDES
coMPONENT 2
These refer to values and habits of mind which are especially

important in science and are necessary if students are to
become lifelong learners and productive citizens. Such attitudes
should be developed from Grade 1 up to Grade 10 as they are

crucial in helping students appreciate the pleasure of learning
to learn and to reduce their dependency on transmission of
knowledge.
coMPONENT 2
Curiosity. School should be a place where students are

encouraged to be curious. A curious person is someone who
desires to know or to learn.
coMPONENT 2
Creativity. Many people think that creativity resides only in

artists. But anyone can be creative, no matter which field he is
in, so long as he is able to use his imagination. A creative person
is someone who is always trying to cook up something new or
different. Perhaps it’s a faster or safer way of doing something.
coMPONENT 2
Intellectual Honesty. Being honest means being truthful. Thus,

being intellectually honest means not copying someone else’s
work and claiming it to be one’s own.
coMPONENT 2
Accuracy. In the course of schoolwork, students are expected

to observe, describe, and measure. They are required to record
everything and communicate what they have learned.
coMPONENT 2
Objectivity. An objective person is able to deal with facts or

conditions as they are, without being swayed by his personal
feelings, prejudices, and expectations.
coMPONENT 2
Independent Thinking. An independent thinker is one who

tries to answer questions on his own, using his own
observations and experiences.
coMPONENT 2
Active Listening. Participating in discussions with other people

is one way of learning new things. But in a discussion people are
often interested only in expressing their own views, neglecting
to give the other person the chance to be heard and
understood.
coMPONENT 2
Assuming Responsibility. In a team, everyone has an

important role to play. Each member is required to perform a
certain task. A responsible person will not simply accomplish
what he is assigned to do. He will carry it out to the best of his
ability.
coMPONENT 2
Taking Initiative. A person with initiative is a source of delight

to his fellow workers. When he sees something that needs to be
done, he does not go and look for someone to do it. He simply
goes ahead and does it himself, without being told.
coMPONENT 2
Perseverance. A person who perseveres is someone who

persists despite difficulties, who keeps on trying in the face of
failures, who carries on regardless of disappointments.
COMPONENT 3
CONTENT AND CONNECTIONS
coMPONENT 3
CONTENT AND CONNECTIONS
None of the basic process skills associated with science such

as observing, measuring, classifying and inferring, is unique to
science. However, in science, these process skills are given
meaning by the context of the subject matter under

investigation. The content areas in the Framework give such
context.
That's all!
Thank you!

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SCIENCE Curriculum

Danah Mae Diones Eydreian Dioquino Jeremy Engay

Challenges in Science Education:

Science is useful because of its links to technology and industry, which,

The learning of science is also important for the nation’s cultural

Shortage of qualified science teachers

Those who have undergone in-service training

2 programs in the varied science disciplines

Those with degrees in science-related

3 professions who opted to go into teaching at

People are talking about a

This component addresses those skills scientists

These skills include asking questions about the world,

These refer to values and habits of mind which are especially

should be developed from Grade 1 up to Grade 10 as they are

to learn and to reduce their dependency on transmission of

Curiosity. School should be a place where students are

Creativity. Many people think that creativity resides only in

Intellectual Honesty. Being honest means being truthful. Thus,

Accuracy. In the course of schoolwork, students are expected

Objectivity. An objective person is able to deal with facts or

Independent Thinking. An independent thinker is one who

Active Listening. Participating in discussions with other people

Assuming Responsibility. In a team, everyone has an

Taking Initiative. A person with initiative is a source of delight

Perseverance. A person who perseveres is someone who

None of the basic process skills associated with science such

meaning by the context of the subject matter under

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