Science in the K to 12

1. Science in the K to 12 Merle C. Tan, PhD Science Education Specialist and Convenor for Science National Institute for Science and Mathematics Education Development University of the Philippines merle.tan06@gmail.com

2. Some Background Information • About Learners in Basic Education

3. Performance in the National Achievement Tests

4. Performance in International Assessment Studies (e.g., Trends in Math and Science Study-TIMSS) Note: UP NISMED managed the TIMSS: cultural adaptation, test administration, checking of items, analysis of results, and writing the report

5. Factual Knowledge Conceptual Understanding Reasoning & Analysis TIMSS 1999 Micro Analysis (UP NISMED, 2003)

6. Percent Correct Responses for Earth Science Topics (TIMSS 2003, Grade 8) ) RA (Reasoning & Analysis); CU (Conceptual Understanding); MC (Multiple choice); CR (Constructed –response); Numbers in parentheses (3rd column) is the international average

7. Reasons given for the poor performance in TIMSS* • Students who took the TIMSS test • NOT familiar with the format of the test items • Have NOT taken Biology, Chemistry, and Physics • NOT exposed to inquiry-based instruction. • Have NOT developed higher level thinking • Have NOT retained or mastered concepts and skills due to ‘jumping’ sequence of topics in different grade levels • NOT exposed to questions that show connections across science topics or across disciplines • Have poor communication and comprehension skills; most constructed-response items were not answered. • NOT familiar with literacy-based assessment * Based on interviews with teachers and principals and NISMED observations during school visits

8. Scientific Literacy Study: UP NISMED 2005* * Scale modified from R. Bybee, 1991 L1: Nominal; L2-3: Functional; L4-5-6: Conceptual; L7: Multidimensional

9. Performance in DOST-SEI Scholarship Exams* *Ogena, 2006; According Ogena (2011), similar pattern is observed in succeeding years

10. Comparing Science in the BEC and in • K to12: Addressing the Concerns • Entry in the early grades • Sequence of learning • Breadth and depth of content • Approaches to teaching & learning • Classroom assessment

11. Entry in Early Grades

12. Sequence of Learning

13. Breadth and Depth of Content

14. Approaches to Teaching & Learning

15. Classroom Assessment

16. Science in the • K to 12: • Vision, Philosophy & Curriculum Components

18. Core Science Standard (for the entire K to 12) • The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources for sustainability, enhance the integrity and wellness of people, and make informed and unbiased decisions about social issues that involve science and technology. • This understanding will lead to learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME.

19. Curriculum Components • Component 1: Inquiry Skills • Asking questions about the natural world (materials, events, phenomena, and experiences) • Designing and conducting investigations using appropriate procedure, materials, tools, and equipment • Employing different strategies to obtain information from different sources • Communicating results of investigations using appropriate presentation tools

20. Basic Science Processes Integrated Skills Higher Order Thinking Skills Formulating hypothesis Fair testing - Identifying variables - Controlling variables Collecting and organizing data Interpreting data Making conclusions Observing Asking questions Measuring Classifying Inferring Finding patterns Predicting Communicating Critical thinking Creative thinking Problem solving Decision making (Real-life context) STE Literacy Skills Scientific Inquiry Skills

21. Component 2: Content and Connections • Living Things & Their Environment • Characteristics • Structure and Function • Processes • Interactions Force, Motion and Energy Movement Effects of Force Forms of Energy and Transformation Science Content (G1-10) Earth and Space Surroundings: Land, Water, Air, Weather and Climate Solar system Matter Diversity of materials Properties and Structure Changes Interactions Sequence may vary from grade to grade. Ensure horizontal integration of topics across grading periods.

22. Component 3: Scientific Attitudes and Values • Intellectual honesty • Objectivity • Perseverance • Active listening • Assuming responsibility • Taking initiative • Independent learning • Analyzing and evaluating information, procedures, and claims. • Making decisions based on sound judgment and logical reasoning.

23. Core Science and Key Stage Standards

24. Key Stage Standards

25. Key Stage Standards

26. The Approach: • Spiral Progression The scope and sequence of the content are developed carefully from one grade level to the next. Concepts and skills are revisited at each grade level with increasing depth. New concepts are built on pupils’ prior knowledge and skills to allow gradual mastery from one grade level to the next. WHY SPIRAL PROGRESSION?

28. INTEGRATED CONTENT OF TIMSS TEST

29. SCIENCE CURRICULUM OF DEVELOPED OR HIGH PERFORMING COUNTRIES • Basic education cycle: min 12 years, max 14 years (compulsory up to G9, for some G10) • Inquiry-based and learner-centred • Spiral progression; emphasis on depth rather than breadth • Emphasis on connections across topics and disciplines; • developing literacy • Integrated rather than discipline-based, at least up to Grade 9 • International tests have integrated questions * Australia (2 states) Brunei, England, Japan, Singapore, New Zealand, USA (3 states)

30. Living Things and Their Environment • (Parts & Function, Processes, Interactions)

31. Living Things and Their Environment

32. Force, Motion and Energy

33. Force, Motion and Energy

34. Matter (Properties, Structure, & Changes)

35. Matter

36. Earth and Space (Geology, Meteorology,Astronomy)

37. Earth and Space

38. Earth and Space

39. Focus on Grade 7 (for June 2012 Implementation) Note: Environmental context integrated in every science

40. Coverage of Grade 7 Note: Environmental context integrated all science areas

41. Grade level Standards

44. At the end of Grade 3, learners will • describe the functions of the different external parts of the body and things that make up their surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. • learn that things may be solid, liquid or gas while others may give off light, heat and sound. • observe changes in the conditions of their surroundings • These will lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures.

45. At the end of Grade 4, learners will • investigatematerials that do not decay and use this knowledge to help minimize waste at home, school, and in the community; investigate changes in the properties of materials when these are subjected to different conditions • describe the internal parts of the body and their functions in order to practice ways to maintain good health;classify plants and animals according to where they live and observe interactions among living things and their environment; infer that plants and animals have traits that help them survive in their environment. • investigate which type of soil is best for certain plants and infer the importance of water in daily activities; learn about what makes up weather and apply their knowledge of weather conditions in making decisions for the day; infer the importance of the Sun • investigate the effects of push or pull on the size, shape, and movement of an object

46. At the end of Grade 5, learners will • investigate whether materials are safe and useful based on their properties; infer that new materials may form when there are changes in properties. • develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty; compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. make decisions about the preservation of estuaries and intertidal zones. • recognize that different materials react differently with heat, light, and sound and relate these abilities of materials to their specific uses. • describe the changes that earth materials undergo; learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons; observe patterns in the natural events by observing the appearance of the Moon

47. At the end of Grade 6, learners will • explain how the different organ systems work together; classify plants based on reproductive structures and animals based on the presence or lack of backbone;design and conduct an investigation on plant propagation;learn about larger ecosystems such as rainforests, coral reefs, and mangrove swamps. • recognize that when mixed together, materials do not form new ones thus these materials may be recovered using different separation techniques; prepare useful mixtures such as food, drinks and herbal medicines. • describewhat happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur;infer that the weather follows a pattern in the course of a year;learn about the solar system, with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level. • illustrate how friction and gravity affect how people and objects move;discover that heat, light, sound, electricity, and motion studied earlier are forms of energy and these undergo transformation

48. At the end of Grade 7, learners will • recognize the system of classification of matter through semi-guided investigations but emphasizing fair testing • map out how living things are organized into different levels: cells, tissues, organs, organ systems, and organisms describe levels of organization beyond organisms- populations, communities , ecosystems; expands the concept of biodiversity • describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and equations; investigate how various forms of energy travel through different media • describe what makes up the Philippines as a whole and the resources found in the archipelago; explain the occurrence of breezes, monsoons, and ITCZ and how these weather systems affect people; demonstrate how eclipses occur to dispel superstitious beliefs

49. At the end of Grade 8, learners will • recognize reproduction as a process of cell division resulting in growth of organisms; deal deeper into the process of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness; participate in activities that will protect and conserve economically important species used for food. • explain the behavior of matter in terms of the particles it is made of; recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. • explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters; learn about the other members of the solar system • investigate the effects of some factors on the motion of an object based on the Laws of Motion; differentiate the concept of work as used in science and in layman’s language; investigate factors that affect the transfer of energy such as the molecular structure of the medium and temperature difference.

50. At the end of Grade 9, learners will • expand their knowledge of body systems with focus on the respiratory and circulatory systems to promote overall health.; learn about some technologies that will introduce desired traits in economically important plants and animals. • explain how new materials are formed when atoms are rearranged; recognize that a wide variety of useful compounds may arise from such rearrangements. • identify volcanoes in the community or region and distinguish between active and inactive ones.; explain how energy from volcanoes may be tapped for human use.; learn about climatic phenomena that occur on a global scale; explain why certain constellations can be seen only at certain times of the year. • predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.