Lesson 2: Science E d u c a tio n

Activity C. 1. The Scientific Irony

Science is a very exciting subject and process, but why do teachers have difficulty engaging all tne students in learning and doing science? In pair or triad, reflect on this question. Write the reasons why the students love learning and doing science in the first column and the reasons for th e ir disinterest in the th ird column. In the second column title d BUT, write the manifestations of the students' disinterest in the subject.

Students love Science BUT they hate Science class

Activity C. 2. Designing My Future Science Class

Your goal as a future science teacher should be to engage your students to love learning and doing science. What are the features of an ideal science class? Characterize each of the elements below.

Elements

Teacher

Characteristics/Features

Curriculum

W

Students

Other support systems

FSlt

D. A P P L Y

Activity D. 1. Characterizing an Inspiring Science Teacher

Research shows that the teacher is the most im portant factor in the effective delivery of classroom instruction. Engaging classes are facilitated by inspiring science teachers. But what are the im portant traits of an inspiring science teacher? Write descriptions and sim ple illustrations below.

ANATOMY OF A PRIMARY SCHOOL TE A C H E R

Do you embody these traits? What steps do you undertake to develop them?

Interview some of the students about th e ir previous science classes. List down below the topics that the students find most interesting to learn. Ask also how the teachers taught them effectively in the classroom.

Favorite/Most Interesting Lessons in Science Teaching and Learning Strategies

Lesson Synthesis

What should be the purpose for every science class?

What makes an engaging and inspiring science class? An effective science teacher?

f ' ~ ~

I. Learning Objectives

At the end of the lesson, you are expected to:

• discuss the purpose and objectives of the science education and

• reflect on one's competence in science in lig h t of the strands of scientific proficiency.

II. Learning Activities

Science education is concerned about learning, teaching, and understanding science. There are three dimensions of science that are all im p o rta n t in science education: science knowledge, processes of doing science, and scientific attitudes. Science is one of the most im p o rta n t subjects that must be learned because of its relevance to the students' lives. In the science class, the students use and develop life skills such as problem-solving and critical th in k in g , which they need to succeed in school, career, and beyond. These life lon g skills allow students to generate ideas, weigh decisions objectively, and understand the evidence.

Teaching science is im portant because of several reasons. First, the nation is dependent on the technical and scientific abilities of its citizens for its economic growth and national activities. Moreover, science is a significant part of human culture and represents one of the highlights of human capacity. Also, it provides a laboratory of common experience for developm ent of language, logic, and problem-solving skills. Finally, for some of the students, it w ill become a lifelong vocation or career.

Understanding science is multifaceted. Current research indicates that proficiency in one aspect of science is closely related to proficiency in others. Like strands of a rope, the strands of scientific proficiency are linked. The National Academy of Sciences developed the strands of scientific proficiency that address the knowledge and reasoning skills that the students must acquire to be considered fu lly proficient in science. The students who are proficient in science:

• know, use, and in terpret scientific explanations; • generate and evaluate scientific evidence and explanations; • understand the nature and developm ent of scientific knowledge; and • participate productively in scientific practices.

A . A C T I V A T E

Activity A. 1. The Aims of the Study and Teaching of Sciences

The aims of teaching and learning science can be summarized below. Recall classroom activities or learning experiences you had that aimed at developing these outcomes among the students. Recall also your feelings and insights when you experienced those activities in class.

Aims Classroom Activities/ Learning Experiences Your Feelings and Insights

1. Develop in q u irin g m inds and curiosity about the world

2. Acquire knowledge, conceptual understanding, and skills to solve problems and make informed decisions

3. Communicate scientific ideas, arguments, and practical experiences

4. Think analytically, critically, and creatively to solve problems, ju d g e arguments, and make decisions

5. Appreciate the benefits and lim itations of science and its applications

6. Understand the international nature of science and the interdependence of science, technology, and society

7. Demonstrate attitudes and develop values of honesty, responsibility, and respect for oneself, for others, and for the environm ent

B. A N A L Y Z E

Activity B. 1. Historical Development of Science Education in the Philippines

The table below, adapted from Pawilen (2005), lists some of the key events in the development of science education in the Philippines. Read each item carefully. W ith a partner or triad, read p rin t and online sources on other legislations and events that contributed to the im provem ent of the qua lity of science education in the Philippines.

1960s

1970s

1980s

1990s

2000

2011

2013

Contemporary Programs • Printing and distrib ution of science textbooks by the United States Operations Mission-National Economic Council (USOM-NEC) Project and UP Science Teaching Center • Teaching of Integrated Science and Health in schools • Development of The Elementary Learning Continuum (ELC) • Introduction of Science, Technology, and Society (STS) approach to teaching • Development of science and technology textbooks for secondary schools

• Recognition of the UPISMED • Start of the Needs-Based Curriculum Project • Development of "Science Made Easy” video course and television programs like "Sine Eskuwela" for science in the elementary level • Development of an Indigenous Curriculum for science in selected local communities

• Integration of language and science for Grades I and II • Increased tim e for learning science • Development of the Science Framework for Philippine Basic Education by Department of Science and Technology Science Education Institute and University of the Philippines National Institute for Science and Mathematics Education Development * President Benigno Aquino III approved Republic Act (RA) 10533, signing into law the K-12 program (Write y o u r answers here.)