Curriculum in Science Education of the Philippines PDF

Curriculum in Science Education of the Philippines Prepared by Miss Ma. Izabel T. Cabasan, CSPE,LPT,MAED  What is Curriculum? Approach to K-12 Curriculum in Science Teaching Topics Matatag Curriculum Ne...

Curriculum in Science Education of the Philippines Prepared by Miss Ma. Izabel T. Cabasan, CSPE,LPT,MAED  What is Curriculum? Approach to K-12 Curriculum in Science Teaching Topics Matatag Curriculum New Learning Competencies of Matatag Curriculum 4A’s Learning Planning Curriculum Albert Oliver (1977): curriculum is “the educational program of the school” and divided into four basic elements: 1) program of studies, 2) program of experiences, 3) program of service, 4) hidden curriculum. Caswell and Campbell (1935): curriculum is composed of all of the experiences children have  Ralph Tyler (1957): The Curriculum Is All Of The Learning Of Students Which Is Planned By And Directed By The School To Attain Its Educational Goals.  Ronald Doll (1970): The curriculum is now generally considered to be all of the experiences that learners have under the auspices of the school. 1.Child-centered Curriculum This pattern of curriculum bases upon the abilities and the interest of the learners and students have experiences and diverse learning activities rather 2.than Teacher- centered Curriculum rote learning.  It emphasizes the importance of transmitting of knowledge, skills and information from a teacher to 3.students. Core Curriculum  set of common courses for all students and common learning includes knowledge, skills and values and all learners are provided these learning experiences and these common learning experiences are expected essential for the learners to adjust effectively in the society. 4. Overt, Explicit, or Written Curriculum written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional 5. Covert or agenda Hiddenof a school. Curriculum unplanned or unintended curriculum but plays a vital role in learning. It consists of norms, values, and procedures. The hidden curriculum refers to the way in which cultural values and attitudes (such as obedience to authority, punctuality, and delayed gratification) are transmitted, through the structure of teaching and the organization of schools 6. Integrated Curriculum  learning that is synthesized across traditional subject areas and learning experiences that are designed to be mutually reinforcing. 7. Subject Centered Curriculum types of curriculum give importance to training pupils in particular subjects. Its main objectives are all the elements of knowledge that constitute a subject for study. leads to higher study, research, and experimentation of individuals on the subject. 8. Broadfield or Holistic Curriculum Structure for achieving educational outcomes that combines related subjects into one broad field of study. Highlight relationships between subjects and to integrate the learning experience. The broad field design combines two or more related subjects into a single broad field of study, for example, Language Arts combines the separate but related subjects of Reading, Spelling, Writing, Speaking, Listening, and Composition. 9. Activity Centered Curriculum type of curriculum that gives priority to active learning of a subject. It is the philosophy of Pragmatism behind this curriculum which beliefs in learning to be practical, useful, and work-oriented. modern educators like Froebel, Montessori, Dewey, and Gagne in their respective learning methods have designed this activity curriculum for children. 10. Null Curriculum  Eisner (1985) defined null curriculum as information that schools do not teach. Similarly, teacher may avoid detailed description of some topic for the one or other reason. An example is the exclusion of Darwin’s theory of evolution from the official biology curriculum. K-12 Curriculum Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. 10 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 Three domains communicators. 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  demonstrating scientific attitudes and values 11 What is Spiral Progression?  a strategy whereby basic concept are first presented in the first grade and then rediscovered in more complex forms in the following grades.  According to OECD (2022) about the PISA results the Philippines ranked third from the bottom in science with an average score of 356. 12 Matatag Curriculum MATATAG Science Curriculum 1.Structure: 1.Foundational Skills: Emphasizes the development of basic scientific skills and knowledge at an early stage. 2.Competency-Based Learning: Focuses on mastering specific competencies and skills rather than just content knowledge. 2.Goals: 1.Foster a positive attitude towards science and reduce negative perceptions. 2.Enhance problem-solving and critical thinking abilities through real-world applications. 3.Promote environmental awareness and sustainability. 14 Teaching Methods: Uses student-centered approaches, such as collaborative projects, interactive activities, and technology integration to make learning more engaging. Provides continuous professional development for teachers to improve their instructional methods and stay updated with the latest scientific advancements 15 K-12 Science Curriculum 1.Structure: 1.Elementary Level: Focuses on basic concepts in biology, chemistry, physics, and earth science. The aim is to build foundational knowledge and curiosity about the natural world. 2.Junior High School: More specialized subjects are introduced, such as Integrated Science, which combines different scientific disciplines. 3.Senior High School: Offers specialized tracks like STEM (Science, Technology, Engineering, and Mathematics), where students can delve deeper into advanced topics in science. 2.Goals: 1.Develop scientific literacy and critical thinking skills. 2.Prepare students for higher education and careers in science and technology. 3.Encourage inquiry-based learning and hands-on experiments. 3.Assessment: 16 1.Includes written exams, practical tests, and project-based Key Differences in Science Education Approach: K-12 follows a more traditional, content- heavy approach, while MATATAG emphasizes competency and skill development. Engagement: MATATAG uses more interactive and student-centered teaching methods compared to the K- 12 curriculum. Teacher Support: MATATAG offers more structured professional development programs for teachers to enhance their teaching skills. 17 Phased Implementation Timeline 1.School Year (SY) 2024-2025: 1.Grades : Kindergarten, Grade 1, Grade 4, and Grade 7 12. 2.SY 2025-2026: 1.Grades : Grade 2, Grade 5, and Grade 82. 3.SY 2026-2027: 1.Grades : Grade 3, Grade 6, and Grade 92. 4.SY 2027-2028: 1.Grades: Grade 1 19 The 4A’s framework is based on the Experiential Learning Theory proposed by David Kolb. Kolb’s theory suggests that learning occurs through a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. 20 1. Activity: The Activity phase serves as a foundation for student learning, building upon their existing knowledge while providing clarity on what they will learn. 21 2. Analysis: The Analysis phase delves deeper into the lesson, encouraging students to process and classify information. By critically evaluating the validity of concepts, students gain a wider perspective while drawing closer to the main topic. This phase encourages students to think critically and refine their understanding. 22 In the Abstraction phase, teachers focus entirely on the lesson, reinforcing students’ existing knowledge while guiding them toward a deeper understanding. Through open-ended questions, teachers help students internalize the importance of the lesson and its relevance to their lives. 23 4. Application: The Application phase prompts students to apply their learning in practical ways. By considering how they can utilize their newfound knowledge, students explore innovative ways to improve and expand upon what they have learned. This phase encourages creativity, problem-solving, and the transfer of knowledge to real-life situations. 24 25 Role of the Teacher To emphasize the effective implementation of the 4A’s framework, it is essential to facilitate rather than simply deliver the lesson. As teachers, we aim to guide students through each phase, allowing them to take ownership of their learning. 26 thank you