Science Matatag

• The Science Shaping Paper outlines the goals, theoretical and philosophical foundations, and rationale that shape the Science Curriculum
• The Science curriculum is based on the General Shaping Paper and the findings of the curriculum review conducted in 2019-2020
• New features of the Science curriculum include expanding technological literacy, introduction of key stage and grade level standards, and a developmental sequence of content
• In sequencing the science content, three modes of thinking have been considered: reacting to the physical environment, internalizing actions through words and images, and thinking using a symbol system such as written language and number systems
• The recalibration of the Science curriculum supports the DepEd MATATAG agenda, focusing on resolving basic education challenges through four critical components
• Education should serve as lifelong learning systems in the face of persistent and rapid changes, according to Marope, Griffin, and Gallagher (2017)
• The Science curriculum aims to achieve scientific, environmental, and technology and engineering literacy of all learners
• Theoretical and philosophical bases of the Science curriculum include Constructivism, Social cognition theory, Brain-based theories of learning, and Vygotsky’s Zone of Proximal Development (ZPD)
• Constructivist theory of learning emphasizes learners building their own understanding based on prior knowledge and experiences
• Social Constructivist Theory by Vygotsky highlights the role of social interaction, language, and cultural contexts in learning and development
• Vygotsky’s Zone of Proximal Development (ZPD) focuses on the difference between what a learner can do alone and with guidance from a skilled partner
• The Science curriculum integrates three interrelated content strands: performing scientific inquiry skills, understanding and applying scientific knowledge, and developing and demonstrating scientific attitudes and values
• The curriculum is designed to engage learners in science, technology, and engineering-related practices and processes through inquiry-based and hands-on activities
• Assessment is an integral part of teaching and learning in the Science curriculum, progressively introducing science concepts and skills towards more complex content
• The Science curriculum envisions learners with scientific, environmental, and technology and engineering literacy, aiming for them to be critical and creative problem solvers, responsible stewards of nature, and effective communicators
• Content standards and Performance standards are provided in the Science curriculum to support teachers in identifying and assessing science knowledge, skills, and values taught and learned
• The Science curriculum is structured using the following organizers:

  • Content: signaling the key areas of focus for a Quarter
  • Content Standards: indicating the conceptual level expected for the Quarter
  • Learning Competencies: identifying specific aspects of content for learners to achieve
  • Performance Standards: providing a level for teachers to judge learner achievement at the end of each quarter
  • Performance Tasks: samples of tasks where the learner applies their knowledge, understanding, skills, and processes, values and attitudes
• Big Ideas in Science are taught in the context of increasing levels of complexity from one grade level to another, leading to a deeper understanding of core concepts

  • The curriculum is congested with an unequal distribution of learning competencies, especially on cognitive demands like communicating understanding of science concepts and analyzing information
  • Learning standards are redesigned with a focus on Big Ideas to address this issue
  • Learning competencies ensure a comparable distribution of cognitive demands across different cognitive domains and grade levels
• Crosscutting Science Concepts include:

  • Structure and function
  • Stability and change
  • Systems and system models
  • Energy and matter: flows, cycles, and conservation
  • Scale, proportion and measurement
  • Patterns
  • Cause and effect
  • The nature and practices of Science
  • Connect small ideas in different science domains
• The Science curriculum is structured to progressively develop conceptual understanding of science ideas and practices by considering factors like:

  • Experiences and expected prior learning of students
  • Stages of development of students
  • Cognitive demand of new science ideas
  • Language demands associated with new ideas in science
  • Reinforcement of new ideas within and across science domains consistently
• 21st Century Skills that learners need to develop include:

  • Information, Media and Technology skills
  • Learning and Innovation skills
  • Life and Career skills
  • Communication skills
• The Science curriculum contributes to government priorities by integrating learners' awareness in relation to aspects like:

  • Reduction and management of risks and disaster
  • Fighting against climate change
  • Environmental protection and conservation
  • Sustainable development of resources and energy
  • Comprehensive Sexuality Education (CSE)
• STEM (Science, Technology, Engineering, and Mathematics) is a government priority that aims to develop problem solvers, innovative thinkers, and entrepreneurs

  • Utilizes the Engineering Design Process (EDP) to attain curriculum goals
  • Science, Mathematics, and Technology and Livelihood Education (TLE) are interrelated and contribute knowledge and skills for real-world problem solutions
• Pedagogical approaches in the Science curriculum include:

  • Inquiry-based learning approach
  • Applications-led approach
• Science Technology Society approach (STS) focuses on the societal role of science and technology in the contemporary and modern world
• STS provides a dynamic and interdisciplinary relationship of history, philosophy, and sociology to answer and respond to current science concerns, issues, and problems
• Problem-based Learning approach (PBL) is the acquisition of knowledge and skills using critical thinking and creativity to solve real-life problems
• PBL motivates learners to seek out deeper understanding of concepts, design reasoned decisions, and collaborate among themselves
• An effective approach for PBL is design thinking or engineering design process
• Multidisciplinary design is built into the Science curriculum
• A multidisciplinary curriculum is one in which the same topic is studied from the viewpoint of more than one discipline
• Transdisciplinary approach dissolves the boundaries between conventional disciplines and organizes teaching and learning around real-world problems or themes
• Interdisciplinary approach generates an understanding of themes and ideas that cut across disciplines and their relationship to the real world
• Assessment for the Science curriculum is an ongoing process of identifying, gathering, organizing, and interpreting information about what learners know and can do
• Classroom Assessment should be organized to identify prior learning, support learners in assessing and evaluating their learning, and judge the level of achievement of the learners
• Performance Tasks in the Science curriculum require learners to complete at least one substantial task for each quarter
• Performance Standards guide teachers on the expected performance level and align with Content Standards
• Performance Tasks and Standards help answer questions about what learners do with what they know, how well they demonstrate their learning, and how well they apply their learning in different situations
• The Science curriculum is organized into discipline-oriented domains
• Domains for Grades 3-6 include Materials, Force, Motion, and Energy, Living things, and Earth and space