Page 0 of 24 Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division I. Table of Contents CURRICULUM FRAMEWORK A. Curriculum Goals 2 2 B. Theoretical/Philosophical Bases……………………………………………………….3 Structure of the Learning Area 4 II. A. Big Ideas 4 Domains 7 B. Key Stage Learning Area Standards 7 C. Spiral Progression of Concepts 8 1. Vertical Articulation 8 2. Horizontal Articulation 9 D. Development of the 21st Century Skills 9 E. Social Issues and Government Thrusts 11 III. Pedagogy and Assessment 11 Science Pedagogical Approaches 11 Pedagogical Approaches for Science 13 Science Pedagogical Approaches in the 2020 K to 12 Curriculum 14 Assessment of Science in the K-12 Curriculum 15 Learning Area Specific Terminologies 21 References: 22 SCIENCE CURRICULUM SHAPING PAPER I. CURRICULUM FRAMEWORK A. Curriculum Goals 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 1 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division The Science Shaping Document will guide the writing of the 2022 K to 12 Science Curriculum. It is based on the General Curriculum Shaping Document, taking into consideration the findings of the curriculum review conducted in 20192020. It draws on the 2016 Science K to 12 curriculum goals, but has added engineering literacy to enable learners to develop their ability to connect science content and inquiry skills to real-world technological and engineering applications. Thus, the goal of the 2022 K to 12 science curriculum is the achievement of scientific, environmental and technology and engineering literacy of all learners. Through the acquired scientific knowledge, 21st century skills and lifelong skills, as well as scientific values and attitudes instilled in the learners, they would be able to provide scientific solutions, make sound judgments and decisions involving social, health and environmental issues. Eventually, the K to 12 graduates, imbued with the capabilities of Filipino learners as put forth in the BEDP 2030 and having met the goal of attaining scientific, environmental and technology and engineering literacy will be able to actively participate in the local, national, and global realm and make meaningful contributions to a dynamic and culturally diverse and expanding world. Figure 1. Science Curriculum Framework 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 2 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division The 2022 Science K to 12 curriculum will provide learners with a repertoire of competencies important for lifelong learning and in the world of work and in a knowledge-based society. It envisions the development of scientifically, environmentally, and technology literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and collaborative and effective communicators. The Science curriculum is designed and organized based on three interrelated content strands: understanding and applying scientific knowledge in local settings as well as global context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. B. Theoretical/Philosophical Bases The acquisition of the content strands is facilitated using the following approaches: transdisciplinary approach, science technology-society approach, problem/issue/design-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely, constructivism and experiential learning, social cognition learning model, learning style theory, and brain-based learning or the science of learning. The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage. Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and stir up learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’ interest and let them become active learners. As a whole, the K to 12 science curriculum is learner-centered and inquirybased, emphasizing the use of evidence in constructing explanations and providing opportunities for collaboration, innovation, creative scientific exploration and engineering design. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are not taught in isolation, but rather in the context of Big Ideas in Science with increasing levels of complexity from one grade level to another in spiral progression, thus paving the way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of interrelated concepts and their applications in real-life situations. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 3 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Assessment is an integral part of teaching and learning, as described in the last part of this shaping document. Regular monitoring will be done to ensure effectiveness of the implementation of the K to 12 Science curriculum and its responsiveness to the needs of the learner and the demands of the highly globalized community. II. Structure of the Learning Area A. Big Ideas One of the reported findings from the intended curriculum review is that the curriculum is congested and there is an unequal distribution of learning competencies across different cognitive demands and grade levels. Specifically, there are many learning competencies on the cognitive demands communicating understanding of science concepts, and analyze information and advance scientific arguments. To address this issue, the learning standards will be redesigned with a focus on the Big Ideas, and the content standards will be progressively appropriate for each grade level. Additionally, the learning competencies will be reviewed to ensure a comparable distribution of cognitive demands across different cognitive domains and grade levels, in order for the learners to learn to perform basic procedures before undertaking the more cognitively demanding competencies. The learner is at the center of the teaching-learning process. As such, the acquisition of desirable knowledge, skills and attitude is paramount to the design of the curriculum. There is a need for the mastery of the foundational skills and competencies to be able to fully grasp the succeeding lessons. Adequate time is needed for acquisition and practice of such skills, thus streamlining the learning standards without sacrificing the most important of the competencies is the focus of the revision of the curriculum. Acquiring scientific knowledge about how the world works does not necessarily lead to an understanding of how science itself works. The challenge for educators is to weave these different aspects of science together so that they reinforce one another (American Association for the Advancement of Science, 2009). At the center of this process is the Big Idea. A Big Idea is a statement of an idea that is central to learning -- one that links numerous understanding into a coherent whole. It also represents a progression towards understanding key concepts in different learning areas (Charles, 2005). Grounding the learner’s content knowledge on a relatively few Big Ideas establishes a robust understanding of the learning area. The connection of Big Ideas to many other ideas allows the learner to see it as a set of interrelated concepts, skills and facts thus, promoting memory and enhancing transfer. The learning of science is not only essential for the learners but more so for the nation. It is a key driver in ensuring the competitiveness of the citizens that leads to national development. Through science, the scientific, technological and environmental literacy of the citizens are sharpened, enabling them to be productive, discerning, and active contributors to nation-building. The Big Ideas have explanatory power in relation to a large number of objects, events and phenomena. They provide a basis for understanding issues involved in making sound decisions. Big Ideas have cultural significance and lead to enjoyment 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 4 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division and satisfaction in being able to answer questions about the natural world (Harlen, 2015). The 2022 Science Curriculum will adapt the Ideas of Science and Ideas about Science from the “Working with Big Ideas of Science Education” of the InterAcademy Partnership and edited by Wynne Harlen (2015). Learning science will still involve the various interconnected concepts of the different domains, as it was in the previous curriculum. However, the learning competencies will use the Big Ideas to establish a more coherent connection between the different key ideas and its usefulness and relevance to the different literacy emphasized in the learning area. Topics will be arranged following developmental appropriateness across the various grade levels. The 10 Ideas of Science are guiding principles that can be used to explain a diversity of scientific phenomena. These statements are linked to learning experiences to help the learners understand what they observed in the real world. Building the relevant ideas involves bringing together many smaller ideas from a range of learning experiences and contexts. The following are the Big Ideas in Science and Science Education that will be adopted from Harlen (2015): 1. All matter in the Universe is made of very small particles. The focus is the atom being the building blocks of matter, its behavior and properties. The topic progresses to chemical reactions and the formation of new substances. 2. Objects can affect other objects at a distance. The central idea is the ability of an object to affect another object without being directly in contact with the other. This would involve gravity and electromagnetic waves as well as the existence of magnetic, electric and gravitational fields. 3. Changing the movement of an object requires a net force to be acting on it. This involves the study of force and its effect on the motion or shape of an object, involving topics such as inertia, motion, acceleration, Newton’s Laws and pressure, among others. 4. The total amount of energy in the Universe is always the same but can be transferred from one energy store to another during an event. This Big Idea is built from the law of conservation of energy which states that “Energy cannot be created nor destroyed.” The discussion involves processes and events involving changes and the energy source required to make the change happen. 5. The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate. The Earth is dynamic with the many internal and external processes continuously occurring causing it to affect its climate and surface features. 6. Our solar system is a very small part of one of billions of galaxies in the Universe. The regularity of the occurrences of astronomical phenomena such the patterns in the changing shape of the moon and position of stars suggest 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 5 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Earth being a part of an enormous system of objects in the universe. This Big Idea also involves the effect of the motion of the Earth and the properties of the other members of the solar system. 7. Organisms are organized on a cellular basis and have a finite life span. The cell is the basic unit of life. All the basic functions of life are the results of cellular processes, including growth and reproduction. 8. Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. To be able to carry out the basic functions of life, an organism needs food, which provides materials and energy. Some organisms manufacture their own food through a complex process, while others cannot and are dependent on other organisms. Species compete for the energy resources and materials within the ecosystem. 9. Genetic information is passed down from one generation of organisms to another. The DNA are large complex molecules that hold the genetic information of an organism. The genetic information is copied during cell division, which is important for growth, development and reproduction. A mutation may occur due to changes in environmental conditions and this may affect the individual. 10. The diversity of organisms, living and extinct, is the result of evolution. The diversity of species and its ability to survive determines the selection of organisms suited to a particular environment. This is why there are plants and animal species that once thrived on the Earth but are now extinct. The suitable adaptation to climatic and geological changes ensures the continuity of a species. The Ideas about Science are statements that describe the nature of science and the processes involved in learning science and its connection with engineering, technology and the other disciplines. 11. Science is about finding the cause or causes of phenomena in the natural world. One of the goals of science is to explain and understand phenomena in the natural world. Determining the cause and the subsequent explanation can be done using a variety of techniques and methods. 12. Scientific explanations, theories and models are those that best fit the evidence available at a particular time. Systematic inquiry provides data that can be analyzed to form theories or models, which is provisional and may change when new data are available. Sometimes, explanations do not emerge directly from the data but are created through a process that involves intuition, imagination and informed hypothesis. 13. The knowledge produced by science is used in engineering and technologies to create products to serve human ends. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 6 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Science discovers and develops concepts and provides explanation to natural phenomena. It also provides the basic information to create, invent and innovate. The interconnectedness of science, mathematics, technology and engineering helps in applying scientific concepts to human endeavor in order to create products or design a solution. 14. Applications of science often have ethical, social, economic and political implications. The application of science concepts to create and invent have led to many good things for humans and are generally considered desirable. However, there are ethical, social, economic, political and even cultural implications that need to be considered and addressed. The Big Ideas listed above will be further organized into cross-cutting ideas that recur across the different science domains and across grade levels. These cross-cutting concepts include the following: Structure and Functions, Stability and Change, Systems and system models, Matter and Energy: flows, cycles and conservation, Scale, proportion and measurement, Patterns, Cause and Effect, and Nature of Science. The cross-cutting concepts will connect the small ideas in the different science domains as the topics are introduced in every quarter. Domains Science content and processes are intertwined in the 2022 Science Curriculum. Without the content, learners will have difficulty utilizing science processes and skills since these processes are best learned in context (DepEd, 2016). The 2022 Science Curriculum will present the content standards in the domains Matter, Living Things and the Environment, Force and Motion, and Earth and Space Science. Organizing the curriculum around situations and problems that challenge and arouse the learner’s curiosity motivates them to learn and appreciate science as relevant and useful. Furthermore, the connections between the different domains will be strengthened through the Big Ideas and cross-cutting themes. B. Key Stage Learning Area Standards At the end of Grade 3, the learners should have acquired healthful habits and have developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts. At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing simple investigations, using appropriate procedure, materials and tools to gather evidence, observing patterns, determining relationships, drawing conclusions based on evidence, and communicating ideas in varied ways to make meaning of the observations and/or changes that occur in the environment. The content and skills learned will be applied to maintain good health, 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 7 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division ensure the protection and improvement of the environment, and practice safety measures. At the end of Grade 10, the learners should have developed scientific, environmental and technological and engineering literacy that would lead to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed, the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology. The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific investigations. (Deped, 2016) The specific content standards anchored on the Big Ideas will also address the topics that are present in TIMSS and PISA. Specifically, Earth’s History and the History and Scale of the Universe will be introduced in early junior high school. C. Spiral Progression of Concepts The Spiral Progression approach contributes to the seamless nature of the curriculum by ensuring a “smooth transition between grade levels and continuum of competencies” and guarantees integration of learning across grade levels and learning areas. Spiral progression approach is used in the structuring of the K-12 curriculum for the following justifications: it avoids incoherence between levels of schooling, lessens overlapping and ‘jumping’ arrangement of topics in various levels, caters the grounds for continuity and consistency, promotes learner-centered approach, emphasizes formative and authentic assessment, allows flexible sequencing of content per quarter, and helps clarify misconceptions. Spiral progression allows the learners to reinforce and solidify the information each time the student revisits the subject matter. A gradual increase in the competence of the learners takes place as they revisit the topics and achieve new learning targets. It also allows for logical progression from simplistic to complicated ideas and that the learners are encouraged to apply the early knowledge to later topics in the learning area. The design of the 2022 Science curriculum will allow for interactive, concrete and manipulative instructional approaches in the early grades, especially in the introduction of difficult concepts. The delivery of the lesson will call for activating prior knowledge in which new learning is built over prior learning. The presentation of concepts will follow a spiral progression from Grade 3 to Grade 10, and connections between concepts will be established through themes. 1. Vertical Articulation The various concepts, processes and skills in the four (4) domains of the Science curriculum are arranged in an increasing level of complexity from Grade 3 to Grade 10. They are articulated in the various learning standards and revolve around the Big Ideas. The spiral progression of concept across grade levels will allow for gradual introduction of small ideas leading to the understanding of key science concepts. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 8 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Since Science is taught as a separate learning area beginning only in Grade 3, the learning standards leading to the acquisition of healthful habits and development of curiosity about self and the environment using basic process skills in Grade 1 and 2 shall be articulated in the other learning areas. 2. Horizontal Articulation Science is interconnected with the other learning areas especially the languages and mathematics. The foundational skills particularly literacy and numeracy introduced in the other learning areas are paramount to the understanding and acquisition of concepts and skills in science. This learned literacy and numeracy skills ensure that learning gaps around science content and skills will address and establish connections and applications in other learning areas. The learning standards will also make use of the interconnection between science and the other learning areas such as EPP/TLE, Araling Panlipunan, the language subjects and Mathematics, among others. Performance standards highlighting knowledge and skills acquired in various learning areas will be emphasized. Analysis of factors affecting the PISA performance of Filipino learners has shown that the development of problem solving, critical thinking, information literacy in subject areas such Araling Panlipunan, English, and Filipino is related to the development of the same set of higher-order 21st century skills in Science. D. Development of the 21st Century Skills One of the daunting challenges of 21st century education is to respond to the needs and demands of this fast-paced dynamic world. Accelerated digitalization and artificial intelligence, shifting job market demands, information explosion, pressures of global competitiveness, and transforming scientific innovations and technological advancements redefine the knowledge, skill and competency sets that the next generation of learners must be equipped to be adequately prepared. These challenges are a significant driving force for the need to develop learners imbued with necessary skills. The Department of Education recognizes and responds to these needs and demands through appropriate changes in the educational system. DepEd also continues to respond to the challenges through the refinement of the K to 12 curriculum to produce holistically-developed Filipino learners with essential 21st century knowledge and skills needed to participate and provide significant contributions in society and nation-building. 21st Century Skills are the knowledge, skills, attitudes, and competencies that learners need to develop so that they can prepare for and succeed in work and life in the 21st century (DepEd Order No. 21, s. 2019). It also refers to the knowledge, skills and attitudes necessary to be competitive in the 21st century workforce, participate appropriately in an increasingly diverse society, use new technologies and cope with rapidly changing workplaces’ (Binkley et al. 2012; Scoular and Care, 2018). The 21sit Century skills include the domains Information, Media and Technology Skills, Learning and Innovation Skills, Communication Skills and Lie and Career Skills. These skills are transversal in nature and work in conjunction with foundational literacy and numeracy skills and discipline-specific competencies (e.g., scientific literacy). Every K to 12 graduate is expected to be equipped with 21CS 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 9 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division which include information, media and technology skills, learning and innovation skills, life and career skills, and communication skills. The 2022 Science curriculum will also integrate creative and Inventive Thinking. (1) Information, Media and Technology skills refers to the ability to gather, manage, evaluate, use and synthesize information through media and technology. These skills allow learners to navigate a fluid and dynamic environment of knowledge creation and acquisition. Among the skills and competencies that the science curriculum will emphasize include Visual Literacy, Information Literacy, Technology Literacy and digital literacy. (2) Learning and Innovation skills refers to the ability to think critically, analyze and solve problems, create and implement innovations, and generate functional knowledge. Under this domain, the science curriculum will highlight Creativity, Openness, Critical thinking, Problem-solving, and Reflective thinking. (3) Life and Career skills refers to the ability to think critically, analyze and solve problems, create and implement innovations and generate functional knowledge. It prepares learners to make informed life and career decisions to enable them to become citizens that engage in a dynamic global community and to successfully adapt to meet the challenges and opportunities to lead in the global workforce. The science curriculum will help develop informed decision-making, selfdiscipline, future orientation, and resilience & adversity management. (4) Communication skills refers to the ability to express oneself clearly and collaborate with others. This domain puts premium on communication skills including all forms and context including but not limited to verbal and non-verbal, active listening, as well as the abilities to express feelings and provide feedback. The science curriculum will focus on the development of the sub-skills teamwork, collaboration, intrapersonal skills, interactive communication, and communicating in a diverse environment. 21ST CENTURY SKILLS Information, media technology skills SUB-SKILLS and Visual literacy, Information literacy, Media literacy, Technology literacy, and Digital literacy Learning and innovation Creativity, Openness, Critical skills solving, and Reflective thinking Communication skills thinking, Problem- Teamwork, Collaboration, Interpersonal and Intrapersonal skills, Interactive communication, Non- 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 10 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division verbal communication, and Communicating in Diverse Environment Life and career skills Informed decision-making, Adaptive Leadership, Intercultural understanding, Self-discipline, Future Orientation & thinking, and Resilience & Adversity Management E. Social Issues and Government Thrusts With DepEd’s thrust to provide quality education to all learners, the Department ensures to develop learners’ civic responsibility and become better citizens with ideals and principles anchored on the essential government thrusts to address current social issues. Developing learners’ awareness to the government thrusts, such as Sustainable Development Education, Human Rights Education, and Responsible Citizenship Education, serves as drivers to understand themselves as essential members of society. The incorporation of the government thrusts depends on the distinct feature and inclusive purpose of the Science curriculum However, the degree of manifestations of these thrusts are dependent on its core messages in relation to the nature and purpose of the curriculum. Science, as a discipline, puts premium on the investigation of natural phenomena. Consequently, government thrusts such as Sustainable Development Education, Environmental Education, and Disaster Risk and Reduction Education are innately integrated in this learning area. These thrusts address issues on climate change, environmental protection and conservation, disaster risk reduction and management, sustainable development of resources and energy (i.e. Green economy, Renewable energy, Sustainable mining), and sexual development under Human Rights Education. Knowledge and understanding of all these issues will eventually help mold our learners to become responsible and productive citizens. III. Pedagogy and Assessment Science Pedagogical Approaches The Department of Education recognizes the importance and significance of science education in developing scientific, technological, and environmental literacy among Filipino learners. Scientific, technological and environmental literacy is the capacity to use scientific knowledge and processes, to identify questions and to draw evidence-based conclusions integrating his ability to use, manage and access technology, in order to understand and help make responsible decisions and 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 11 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division willingness to act in these decisions to improve the well-being of other individuals, societies, and the global environment. Science, as a learning area, plays a vital role preparing the youth to become informed and participative citizens who are to make sound decisions regarding applications of scientific knowledge that may have social, economic or environmental impacts (DepEd, 2016). To achieve this, the teaching of science in the classroom is fundamentally anchored to different established pedagogical approaches suited to deliver instruction and to effectively imbue among the learners the required competencies and skills to become scientific, technological and environmental literates. The Enhanced Basic Education Act of 2013 (RA 10533), Section 5.e requires the use of pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative. In the case of Science, these pedagogical approaches are purposely entrenched in the science pedagogies and pedagogical approaches prescribed in its curriculum framework. These science approaches are: inquiry-based approach, problem/issue-based learning, science- technologysociety approach or contextual learning, and multi/interdisciplinary approach. Likewise, as specified in the Theoretical Anchor Science Curriculum Framework, it is essentially based on the sound educational pedagogies i.e., constructivism, social cognition learning model, learning style theory, and brain-based learning. The section below summarizes these educational pedagogies and pedagogical approaches recognized by the Science curriculum. Educational Pedagogical Theories and Models for Science An important part in the implementation of the curriculum is the understanding of the different ways of learning. The K to 12 Science Framework has provided these educational pedagogical theories and models to aid teachers understand learning opportunities that they can structure to cater to different kinds of learning. Constructivist Learning Theory The K to 12 curriculum views learners as active constructors of knowledge. Constructivist teaching methods are based on the Constructivist Learning Theory, which suggests that learners learn by expanding their knowledge based on their prior knowledge. One of the primary goals of using constructivist teaching is that students learn how to learn by training learners to take the initiative for their own learning experiences. Therefore, learners learn best when they can construct a personal understanding based on experiencing things and reflecting on those experiences. Social-cognition Learning Model The Science curriculum acknowledges the influence of the learners’ direct interaction to their environment through assimilation and reinforcement, as a crucial factor in learning and knowledge acquisition. This learning model suggests that “most human behavior is learned observationally through modeling”, thus, learners can learn from observing others either as a live model, a symbolic model, or a verbal instructional model. This pedagogical theory explains as well how attention, retention of ideas, reproduction of skills, and motivation, are influenced by how learners observe others and their experiences as they interact in their social and media environment. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 12 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Learning Style Theory Learning styles are considered as one of the factors of academic success of learners, which the Science curriculum likewise recognizes. The Learning Style Theory posits that the individual learning style as a characteristic of academic, psychosocial and affective behaviors, serve as a stable indicator of learners' response to learning environment. Through recognizing that students have different ways of learning, different interests, and different ways of responding to instruction, teachers can use and adapt appropriately the teaching styles and methods, hence, learning and acquiring the intended science concepts and skills can be maximized and may produce better learning outcomes. Brain-based Learning Theory Brain-based learning theory as a relatively new educational theory puts premium on the recent researches about cognitive and neuro sciences on how the brain learns and how learners learn differently as they age, grow, and mature cognitively, emotionally, and socially. It strongly suggests that learning can be improved and accelerated if teachers structure educational experiences in the classroom that reflect conditions that facilitate learning and improve brain functions and health and deliver lessons based on the science of learning. Pedagogical Approaches for Science The science pedagogical approaches are essentially based on the educational philosophies, theories and on the curriculum demands indicated in the science curriculum framework. These pedagogical approaches can directly be used and appropriately utilized by teachers in the delivery of science lessons to adapt to the different learners’ context and learning environment. These approaches are described below to give a concise idea to guide teachers in using each pedagogical approach. Inquiry-based Approach Inquiry-based learning approach puts premium in questioning, investigating, proving, probing, explaining, predicting, and establishing connections of evidence (Calburn, 2020). Instead of a transmissive mode of teaching, this approach involves inquiry and sustained engagement of learners. Questions and discussions should permeate the science classroom. Inquiry allows learners to formulate questions and find solutions through learning real lifebased investigations and research projects. Concepts and specific scientific terms need to be explained in simple language and applications and situations in relevant contexts are best explored through science activities. Learners are also engaged in developing process skills, analyzing and evaluating evidence, experiencing and discussing, and talking to their peers about their own understanding (Suchman, 1964). They work collaboratively with others to solve problems and plan investigations. Also, collaborative learning significantly plays a role in inquiry-based learning as the learners are directed towards scientific inquiry and succeed in making their own discoveries. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 13 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Problem-based learning Approach The acquisition of knowledge and skills based on critically thought solutions to real-life problems by the learners is the central concept of the Problembased Learning approach (PBL). In this approach, the real-world problems motivate the learners to seek out deeper understanding of the concepts, make learners design reasoned decisions and defend them, and needs a level of complexity that requires learners to collaborate among themselves (Duch, 2001). Through this approach, development of critical thinking, problemsolving abilities, and collaboration and communication skills, are essentially given a focus. An effective and versatile approach for PBL that is also commonly used in the field of businesses, medicine and engineering, is design thinking or engineering design process, which can be used to generate solutions based on the needs of intended users. Science-Technology-Society Approach The STS, as an educational approach, focuses on the societal role of science and technology in the contemporary and modern world. It provides a dynamic and interdisciplinary relationship of history, philosophy and sociology including cultural perspectives to answer and respond to current science concerns, issues and problems (Pritchard & Woollard, 2010). By using this approach, the learners expand their understanding of science across disciplines and holistically view problems by examining the consequences of science and technology. Multi/Interdisciplinary Approach This approach of teaching science involves learning that crosses confines of subject areas to facilitate better learning experiences provided to learners. It essentially covers ideas, concepts or topics that integrate multiple knowledge domains (Mortimore, 1999). It is sought to be a very powerful method of teaching that crosses the boundaries of science discipline in order to enhance the scope and depth of learning, among the learners. Science Pedagogical Approaches in the 2020 K to 12 Curriculum The implementation of the revised science curriculum is highly seen to be delivered across available learning delivery modalities. The teaching and learning process will not be limited only to the usual face-to-face modality and the adaption of distance learning modalities (online, modular, TV-RBI) and blended distance learning will be evidently change the educational delivery platform in the country, as the result of the educational setup of the pandemic period. The continued adoption of these learning modalities will result in corresponding change in the teaching methodology and strategies in delivering science lessons, even in the post-pandemic period. As a consequence, teachers need to change the usual practice of delivery of instruction -- that they need to be adapted and familiar to the content, and the pedagogical and technological demands of these modalities. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 14 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division The pedagogical approaches for science are not seen to drastically change, however, the methods, strategies and technology in which these pedagogical approaches embody will adapt to the new context of learning delivery modalities. There are a variety of emerging methodologies and technological tools that teachers can use, but teachers need to be very prudent in choosing the appropriate and effective methodology and technology considering the diversity of learners, subject matter, classroom situation, the surrounding context and the learning goals and targets to be achieved by learners. These should be properly planned and strategically presented by the teachers to the learners to ensure effective acquisition of the fundamental science knowledge and process skills and the 21st century skills. There are several innovative teaching methods and technological tools that are seen to be gradually introduced in basic science education. These emerging methodologies, strategies and tools should be appropriately chosen, utilized and integrated in the science lessons to fit learners’ cognitive abilities and classroom contexts. Among these innovative teaching methods and tools which can be applied to science are design thinking and engineering design processes, robotics technology, mobile learning applications, learning analytics, games and gamification, and virtual and remote laboratories. Further, teaching methods and strategies that promote inclusive learning environment and cater the diverse learners’ types, needs, skills and contexts, are continually practiced in the delivery of the instruction. The Department of Education will continually assess and evaluate the applicability of these emerging methods and tools that will potentially advance the teaching and learning of science concepts and skills in the 2022 K to 12 curriculum. Assessment of Science in the K-12 Curriculum ● Assessment in a Science Classroom Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do (DepEd Order 31, s. 2020). It is a crucial part of the teaching-learning process where teachers are guided on formulating succeeding instructional decisions, and learners are informed of their progress and form part of setting learning goals. Supposedly, assessment techniques utilized in the classroom should allow teachers to see how much learning their students have gained in the duration of the teaching-learning process, and in return help them in planning the next learning activities to better attain instructional goals. Aside from achieving the purposes of assessment, the alignment of assessment to curriculum and pedagogy is necessary to prepare for necessary adjustments based on feedback and actual cognitive progress of the learners. Appropriate assessment shall be employed to holistically measure the learners’ current and developing abilities while developing personal accountability in the process (DepEd Order 8, s. 2015). Classroom assessment in all learning areas including Science shall measure and assess the following: 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 15 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division a) Content Standards. These are the identified set of essential knowledge and understanding that are expected to be learned. Specifically, these standards address the question, “What should the learners know?” b) Performance Standards. These standards define how Content Standards and 21st Century Skills shall be integrated with abilities and skills expected of the learners through creation, innovation, and adding value to products/performance. Through independent or collaborative work, Performance Standards answer the questions: 1. “What can learners do with what they know?” 2. “How well must learners do their work?” 3. “How well do learners use their learning or understanding in different situations?” 4. “How do learners apply their learning or understanding in real-life contexts?” 5. “What tools and measures should learners use to demonstrate what they know?” c) Learning Competencies. These are the knowledge, understanding, skills, and attitudes that students are expected to demonstrate after every lesson and/or learning activity. d) Concept Development. An adaptation of Cognitive Process Dimensions from Anderson and Krathwol (2001) describe the progressions of concept development. Assessment tools and methods shall reflect educational goals, objectives, and standards. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 16 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division A single assessment task may have a formative purpose or a summative one. Evidence of student learning may be collected through different assessment methods, such as tests, presentations, portfolios, quizzes, group project/work, recitation and many more. As the complexity of the curriculum standards increases as the learner rises through the grade levels, the nature of questioning and structure of assessment items naturally increases in depth and difficulty as well. The measurement and evaluation of how much and how deep a learner has learned Science concepts shall be commensurate to the content and performance standards expected of his age and/or grade level. ● Formative Assessment in Science The purpose of assessment may either be formative or summative. Formative assessment is a process that involves teachers using evidence about what learners know and can do to inform and improve their teaching. This process, through the teacher’s immediate feedback, enables students to take responsibility for their own learning and identify areas where they do well and where they need help (DO 31, s. 2020). As science instruction is expected to be inquiry-based, the role of formative assessment is critical in identifying beforehand what the learners know to properly plan the limits and extent of learning activities. Also, formative assessments may be used during any time of the inquiry-based science instruction to check on understanding of scientific concepts, verify the development of scientific inquiry, and reiteration of the Science process skills. Formative assessment also provides an avenue to provide feedback and adapt to the needs of the learner, thus allowing the teacher to improve instruction. Different methods of collecting evidence of learning can be used in varying platforms to make science instruction more efficient. These can be as simple as misconception checks where the teacher cites a common scientific misconception and then asks the learners whether they agree or disagree and explain why they do so. Forums and discussion threads in Learning Management Systems (LMS) during Online Distance Learning and gamebased learning activities can also serve as formative assessment methods 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 17 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division where learners can also collaborate and share what they already know or what they have learned before and during the lesson delivery. ● Summative Assessment in Science Summative assessments are assessments that are usually administered at the end of a learning period to measure the extent to which the learners have mastered the essential learning competencies, the results of which are recorded and are used to report the learner’s achievement (DO 31, s. 2020). In Science instruction, summative assessments not only tell how much of the expected scientific concepts were learned by the learners, but also reveal what needs to be improved in the Science curriculum and which teaching methods and techniques require updating. It serves as the conclusion of which instructional methods are effective in making students learn Science and evaluate the general efficiency of the delivery of Science in the classrooms. Just like in all learning areas, summative assessments for Science are no longer limited to standardized written tests and can already be in the form of performance tasks such as experiments and hands-on activities. Learners may be asked to be involved in the planning, development, and formation of a simple scientific research which will holistically gauge and confirm their conceptual understanding. The creation or production of products/capstone projects where learners are given opportunities to apply their scientific knowledge on real-world problems may also be considered a summative assessment tool. ● Structure of Effective Assessment Tools in Science based on the CG Determining Appropriate Assessment Methods for Science Instruction An effective and appropriate assessment tool, whether for formal or informal assessment, shall be geared towards the development of a scientifically literate Filipino learner. The assessment items and/or criteria shall be equitably distributed to meet the main objectives of learner-centered and inquiry-based science instruction -- where the learners demonstrate scientific inquiry skills, understand and apply scientific knowledge to real-life and real-world situations, and develop and demonstrate scientific attitudes and values expected of a scientifically literate individual. It is not necessary that formative and summative assessment tools are in two different forms: the same tool can be used for the two purposes. For example, prior to finalizing a graded performance task, feedback may be solicited from the teacher and the other learners. Considering Diversity of Learners in Choosing Appropriate Assessment Tools 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 18 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Educators are advised to make use of fair assessment practices that accurately determine their learners’ individual strengths and areas for improvement (Spinelli, 2008 as cited by Montenegro and Jankowski, 2017). Such can be identified through informal formative assessment, and can be seamlessly done during classroom discussions. In order to formulate a fair and accurate assessment, teachers should use assessment approaches which are culturally and socially responsive and sensitive. Since one of the goals of assessment is to appropriately measure the extent of learners’ knowledge visa-vis learning standards, it is a must that the learners’ diversity and individual differences are contemplated to crucially decrease if not totally diminish biases and prejudices. This will lead to maximizing assessment results not only to improve instruction but also to create and encourage a safe learning environment for all students. Assessing the Six Science Process Skills Application of the six science process skills is important for learners to acquire deep content knowledge. Students’ lack of mastery of these process skills hinder attainment of conceptual understanding (Surif. et al., 2019), hence, it is recommended for Science teachers to integrate assessing the six process skills both in formative and summative assessments. As inquiry-based instruction is significantly more effective than traditional instruction in developing the six science process skills (Athuman, 2017), it is envisioned that its assessment will more likely to involve the utilization of the process skills in crafting the assessment tools and items. It has to be noted that the mastery of the six process skills is not necessarily explicitly assessed, but the assessment questions and/or items shall reflect that the learners can properly make and communicate observations, can correctly classify objects based on a specific or several premises, can form factual inferences, can create accurate measurements and can form predictions based on previous observations and inferences. Creating Assessment Items Using Real-Life Contexts The ability of learners to connect science content to daily life becomes more evident if the kinds of assessments they are exposed to are consistent with this idea. Items are framed based on real-life scenarios that learners can relate to. Examples of these contexts are personal (for experiences at home, in school, or daily activities), occupational (for skills that are later on applicable in the workplace), societal (for activities that are observed in the local community or of national concern), and scientific (for experiences aligned with disaster risks, environment regulations, medical and laboratory settings). Introducing contexts in assessment items are also aligned with the frameworks of large-scale assessments. Filipinos may have done poorly in past international assessments because they are not familiar with test items that are framed based on personal, occupational, societal, and scientific contexts. Assessing Science in Distance Learning Delivery Modalities 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 19 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division The emergence of the COVID-19 pandemic in 2020 made it mandatory for schools and the whole education landscape to limit if not totally suspend faceto-face interaction in delivering the teaching-learning process. Various Distance Learning Delivery Modalities (DLDMs) have been offered by the Department of Education to comply with social distancing and health protocols advised by the COVID-19 Interagency Task Force for Infectious Diseases (IATF) while continuing its mandate to ensure the delivery of education to every Filipino learner, and changes in the way teaching and learning are delivered innately calls for adaptations in how assessment is also done. DepEd Order 31, s. 2020 or Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan details the procedures on how assessment shall be done in all learning areas including Science in DMDLs. Two of the highlights of the said issuance are the suspension of periodical examinations and emphasis on the importance of formative assessment. Formative assessment in science instruction most especially during distance education remedies the gaps caused by the sudden shift of locus of control: from the school environment forming part of the learners’ progress to the efficiency of interventions done remotely to make sure that the learners’ progress is accurately measured and recorded. Assessing all learning areas including Science in DMDLs requires more complex and metacognitive items as to maintain the integrity, reliability, and validity of classroom assessment. With the presence of resources accessible from different platforms, the possibility of the assessment tools and items being compromised increases in comparison to face-to-face instruction. Science teachers are strongly advised to use formative and summative assessment tools and items which are not copy-pasted or easily searchable in search engines such as Google. Annex B of DO 31, s. 2020 summarizes recommended summative assessment tools in different DLDMs for all learning areas including Science. Learning Area Specific Terminologies a. Scientific Literacy- an individual’s scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence-based conclusions about science-related issues, understanding of the characteristic features of science as a form of human knowledge and enquiry, awareness of how science and technology shape our material, intellectual, and cultural environments, and willingness to engage in science-related issues, and with the ideas of science, as a reflective citizen. b. Environmental Literacy- an awareness of and concern about the environment and its associated problems, as well as the knowledge, skills, and motivations to work toward solutions of current problems and the prevention of new ones c. Technology and engineering literacy - the capacity to use, understand, and evaluate technology as well as to understand technological principles and strategies needed to develop solutions and achieve goals. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 20 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division References: American Association for the Advancement of Science. The Nature of Science. 2009 http://www.project2061.org/publications/bsl/online/index.php?chapter=1 Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. Athuman, J. J. (2017). Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of students’ science process skills. Bandura, A., Social foundations of thought and action : a social cognitive theory. 1986, Englewood Cliffs, N.J.: Prentice-Hall. Charles, R. (2005) Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics. NCSM Journal. Vol. 7 No. 3, pp 9-24 https://thelearningexchange.ca/wpcontent/uploads/2011/10/BigIdeas_NCSM_Spr05v7.pdf accessed April 27, 2021 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 21 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division Department of Education (2015) DepEd Order No. 8, s. 2015, Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan. Retrieved from https://www.deped.gov.ph/wpcontent/uploads/2020/10/DO_s2020_031.pdf. Department of Education (2020) DepEd Order No. 31, s. 2020, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf. Department of Education (2019) DepEd Order No. 21, s. 2019,” Policy Guidelines on the K to 12 basic Education Program” Department of Education (2016) Department of Education, K to 12 Science Curriculum Guide. Retrieved from https://www.deped.gov.ph/wpcontent/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf. Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning. Sterling, VA: Stylus. Harlen, W. Working with Big Ideas of Science Education. Trieste:IAP. 2015. https://www.ase.org.uk/bigideas Implementing Rules and Regulations of RA 10533, “The Enhanced Basic Education Act of 2013” International Bureau of Education – Scientific Literacy http://www.ibe.unesco.org/en/glossary-curriculum-terminology/s/scientificliteracy#:~:text=Within%20the%20framework%20of%20the,evidence%2Dbased%20 conclusions%20about%20science%2D Laal, Marjan & Laal, Mozhgan. (2012). Collaborative learning: What is it?. Procedia Social and Behavioral Sciences. 10.1016/j.sbspro.2011.12.092. McBride, B. B., C. A. Brewer, A. R. Berkowitz, and W. T. Borrie. 2013. Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here? Ecosphere 4(5):67. http://dx.doi.org/10.1890/ES13-00075.1 Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment. Occasional Paper, 29. Mortimore, Peter (1999). Understanding Pedagogy: And Its Impact on Learning. Paul Chapman Publishing Ltd A SAGE Publications Company 6 Bonhill Street London EC2A 4PU National Assessment and Governing Board https://www.nagb.gov/naepframeworks/technology-and-engineering-literacy/2014-technologyframework/toc/ch_0/technology_literacy.html 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 22 | Page Republic of the Philippines Department of Education BUREAU OF CURRICULUM DEVELOPMENT Curriculum Standards Development Division National Academies of Science https://www.nap.edu/read/4962/chapter/4#22 and Engineering National Assessment Governing Board U.S. Department Of Education Technology & Engineering Literacy. Framework The 2018 National Assessment Of Educational Progress. https://www.nagb.gov/content/dam/nagb/en/documents/publications/framewor ks/technology/2018-technology-framework.pdf Piaget, Jean, 1950. The Psychology of Intelligence. New York: Routledge. Pritchard, Alan & Woollard, John (2010) Psychology for the classroom :constructivism and social learning. Routledge 270 Madison Avenue, New York, NY 10016 Ravitch, Diane. 2007. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Virginia: Alexandria Association for Supervision and Curriculum and Development. Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183-200. Spinelli, C. G. (2008). Addressing the issue of cultural and linguistic diversity and assessment: Informal evaluation measures for English language learners. Reading & writing quarterly, 24(1), 101-118. Suchman, J.R. 1964. The Illinois studies in inquiry training. Journal of Research in Science Teaching 2:230–232. Surif, J., Ibrahim, N. H., Alwi, A. M., Loganathan, P., & Serman, N. S. (2019, December). Effect of Inductive Teaching Method To Improve Science Process Skills In Electrochemistry. In 2019 IEEE International Conference on Engineering, Technology and Education (TALE) (pp. 1-5). IEEE. Vygotski, L.S. 1978. Mind in society: The Development of Higher Mental Processes. Massachusetts: Harvard University Press. 3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph 23 | Page