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Sci. 115 – The Teaching of Science

Indicative Content
CURRICULUM & THE SCIENCE TEACHER
Module 2 Science Curriculum
Lesson 1 a. History of Science education in the Philippines
b. Modern concept of science curriculum
LEARNING OUTCOMES
On completion of this lesson, one should be able to:
1. traced the development of science education in the Philippines
2. discussed the modern concept of science curriculum.
INTRODUCTION

Curriculum originates from the Latin word “currere” which means 'to run'. It is, therefore,
defined as a course to be run for reaching a certain goal". Curriculum acts as a pivot in organizing
educational effort on some manageable basis and is undoubtedly the heart of the school and all that
goes with it.

Curriculum is a tool in the hands of the Artist (the teacher) to mould his material (the pupil)
according to his ideal (objective) in his studio (the school) Cunningham.

In his Dictionary of Education, Carter V. Good defines curriculum as "a general over all plan
of the content or specific materials of instruction that the school should offer the student, by way of
qualifying him for graduation or certification for entrance into a professional or a vocational field" –

HISTORY OF SCIENCE EDUCATION IN THE PHILIPPINES

Source: https://www.slideshare.net/LynAgustin/science-education-in-the-philippines-
1960s#:~:text=History%20of%20Science%20Education%20in,more%20time%20to%20language
%20arts.

Science education in the Philippines 1960s

1. SCIENCE EDUCATION IN THE PHILIPPINES 1960s Prepared by: Merie Lyn DJ. Agustin MAE -
Physics
2. A Comprehensive Study of the Elementary Science Curriculum in the Philippines and Japan GREG
TAVIOS PAWILEN  Graduate student  Faculty of Education  Ehime University  Japan
MANABU SUMIDA • Department of Science • Faculty of Education • Ehime University • Japan
3. History of Science Education in the Philippines 1901-a systematic public school system was
organized and introduced by United States. 1904 – Science was first introduced by the Americans
under the subject matter, Nature Study, but abolished a year after to give more time to language arts.
4. History of Science Education in the Philippines 1935-Science was again introduced with focus on
Nature and Health. 1950s – the importance of Science to development was only recognized by
leading scientists. 1957- Science became a part of the curriculum from Grade 1-6.
5. History of Science Education in the Philippines 1960s - Science textbooks were printed and
distributed by United States Operations Mission National Economic Council (USOM-NEC)
Project. - The first generation textbooks were developed by the UP Science Teaching Center.
Educators from US, UK, Germany and Australia were consulted in this project.
6. History of Science Education in the Philippines 1960s - Vocational educational system and
technical educational system has been firmly established. - 1950s & 1960s – Physical Education
program in elementary
7. History of Science Education in the Philippines 1960s - Robotics use in research is a trend that first
appeared in 1960s on seminars and trainings. - Student exchange programme with Ateneo de
Manila University started on 1960 to present.
8. History of Science Education in the Philippines 1960s SWANSON SURVEY - Reiterated
observations of previous survey (Monroe Survey) and also noted problems in the education of
cultural minorities and in the adaptation of foreign educational practices to local conditions. .
9. History of Science Education in the Philippines 1960s SWANSON SURVEY - Lamented how
recommendation of previous surveys had not become effective because of: poor financing difficulty
in getting public understanding inertia to change

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10. History of Science Education in the Philippines 1960s SWANSON SURVEY - Called for
prioritization of investments for primary education and strengthening secondary education. -
recommended the restoration of Grade 7.
11. History of Science Education in the Philippines 1960s 1967 – Review of the SWANSON SURVEY
-Found that many of the recommendations of the 1960 Swanson Survey had not been implemented
by the Department of Education.

THE MODERN CONCEPT OF CURRICULUM

According to traditional concept, curriculum means the academic lessons or
syllabus of a subject that is to be covered in the classroom. In modem concept, it is much more than
mere subject matter is not merely the courses of study but "is the totality of experience that
pupils receive through the manifold activities (library, laboratory, workshop and playground)
between teacher and pupils It can also be called as the planned action for instruction. Science
curriculum is the totality of experiences of a child, and the experiences of each child are different from
others, so the curriculum will be different for each student in the school It is therefore, very essential to
frame a suitable science curriculum which should be in conformity with the aims and objects of
teaching science and of education in a democracy -
In other words, the whole life in the school constitutes curriculum. Science
curriculum is a part of the whole curriculum and plays an important role in the evaluation of balanced
personality of the child. It is, therefore very essential to develop suitable science curriculum which
should be in conformity with the aims and objectives of teaching science.

DEFECTS IN THE PRESENT CURRICULUM -

The review of the present curriculum show that it suffers from the following defects.
1.It is bookish and stereo typed and lays emphasis on rote memory.
2. It is not in conformity with the aims and objectives of teaching of science.
3. It is examination oriented.
4. The concept of general science is out of real life.
5.It is not in accordance with the latest atonements in science
6. The heavy syllabus burdens the young mind with dead information.
7. It is not based on the capabilities and interest of the pupils.
8. It is devoid of scientific attitude and hobbies.

According to Secondary Education Commission Report, the present curriculum is,

(i) Narrow in conception
(ii) Bookish and theoretical
(iii) Contents are voluminous but not rich and significant.
(iv) Leads to one-sided development of child's personality.
(v) Benefit of the technical and vocational subjects.
(vi) Examination ridden
(vii) Cut-off from the life-around.

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Even after many years the above defects still hold good. We have not donę much to rectify
the above mentioned defects. The curriculum should always be in conformity with the
society to which it belongs.

PRINCIPLES OF CURRICULUM CONSTRUCTION

When curriculum is drawn, it 1s to be remembered what are the various type of experiences to be
provided and received of it. From the point of view of pupils, since they are the units of instruction,
the frame work of curriculum is to be drawn. The following principles are to be followed when the
curriculum is constructed.
1.
2. The Principles of Child Centeredness.
The curriculum should as per the needs of the pupils at a particular age.
2. The Principle of Community Centeredness.
It should determine the purpose of a society.
3. The principle of Integration.
It should integrate the child's activities and his needs, on the one hand and the needs of the
twentieth century democracy, on the other. It should be related to the social environments of
the students.
4. Conservation Principle.
It should help in preserving and transmitting the traditions, standards of conduct on which
the culture and civilization depend.
5. Creative Principle
It should place the pupil in the place of discoverer and provision should be
made for creative type of activities.
6. Principle of Activity Centeredness
There should be emphasis on learning by doing. More provision should be
made for individual laboratory work and other field experiences.
7. Forward Looking Principle
It should help the child in adjustment and prepare him for full and adult life.
8. Principle of Elasticity and Variety
It should not be rigid but should be changed to suit the changing needs of the
pupils and the society. It should be flexible and broad based.
9. Principle of Totality and Experience
Curriculum does not mean only the academic subjects. It should include many
activities.
10. Principle of Scientific Thinking
It should enable the students to think scientifically. The programmer in the
curriculum should allow pupils to learn by problem solving method. It should train
pupils to develop scientific attitude through activities.

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FACTORS THAT AFFECT CURRICULUM ORGANIZATION

There are many factors which affect curriculum organization. These should be
considered along with the principle, while organizing the curriculum, Though curriculum is the core of the
whole educational enterprise, it is likely to be affected by the other processes or aspects of education.
The following are the factors the generally affect the curriculum organization.

1 The pupils 6. Examination and evaluation

2 The teacher 7. Advancements in science
3. The text books 8. Political force
4. The need of the society 9. The geographic factors
5. The tools and equipment 10. Supervision and Administration

Diagrammatically, it can be represented as follows:

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The full lines show the primary factors and the darted lines (arrow lincs) show the
Secondary factors. primary factors which determine the content and method of teaching are (i) the
needs of society (i) the position of the scientific knowledge and the peculiarities of the development of
children who study science.
The framers of the curricula should keep the above factors in view and should try
to coordinate them in such a way that all the three are equally realized. There is possibility of one
coming in conflict with the other, say the need of society may not coincide with the development of the
child or the rapid growth of scientific knowledge with the development off the child and so on.
Therefore it becomes all the more important that stress on one factor should not hamper the fulfilment
of the other but should rather be equally emphasized.
Out of these three factors the most flexible and changeable factor which in turn
affects the stability of the curriculum, is the rapid and unprecedented achievements in the field of
science and technology. These changes affect the society as well as the individual
These changes are so rapid that the new invention of today becomes old and out dated tomorrow.
This requires the revision of the curricula every now and then so that the children's knowledge is
up-to-date.

PRINCIPLES TO BE ORSERVED IN TE SELECTION AND ORGANZATION OF SUBJECT

MATTER

The selection and organization of the science content is an important factor in

determining the product of science learning. Usually the teacher depends upon the textbook or the
prescribed course of study for content. Often, the text book cither contains extraneous matter or lacks
in some vital up to date information. But even within the prescribed course content, the teacher will, to
some degree, have to select and organize
The science content must not only serve the functional purpose but also inculcate the
good outcomes of science learning. In the latter case, the content serves as facts, concepts and
principles, in addition to being functional, should bring about behavioural charges in the learners.

ORGANIZATION OF CONTENT
The organization of content is an important aspect of effective teaching.
Curriculum content should be organized in such a way that it should produce desirable changes in
children.
The contents must be made learnable by organizing the ways of learning in a
psychologically sound sequence. Any comprehensive pattern of curriculum organization must identify
the concepts (cognitive), values (affective) and skills (psychomotor)

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The organization will help in fulfilling the educational objectives. It decides how the learning
proceeds on the basis of child's growth, development and maturity. Learning becomes more efficient
and more purposeful and productive, only when the subject matter is organized preserving both subject
matter and logical arrangements of learning experiences. Curriculum organization establishes a
sequence of cumulative learning or continuity and integration of knowledge. Organisation helps the
teachers to have gestalt view about the syllabus and follow suitable methods of teaching. It helps in
systematic evaluation and faultless administration. It brings about balanced integrated knowledge
which is to be given to the students.

CRITERIA FOR ORGANIZATION

Three criteria have been suggested by Tyler for effective organization These are (1)
Continuity, (2) Scquence and (3) Integration.

(1) Continuity means vertical relationship throughout the curriculum

(2) Sequence means increasing breath and depth of successive learning experiences.
(3) Integration means horizontal relationship of learning experiences for a
unified view of the study programmes.

DEVELOPMENT OF SYLLABUS IN RELATION

TO MAJOR CONCEPTS IN SCIENCE

Generally, curriculum indicates the broad framework of learning experiences. The details of
activity programme for actual classroom implementation in terms of attainable units is called a
syllabus. A syllabus, therefore, gives the details of the course as prescribed in the curriculum to learn at
a particular stage. It is not possible to have course content valid for all times. A syllabus, like
curriculum, is also serviceable for certain duration of time. It has to be constantly reviewed and
recognised. Since there are many and variable condition in the teaching process, it is responsible for
any syllabus to provide for the needs of all the areas, all schools and all the pupils. Different schools
may like to follow different methods of teaching to suit the existing circumstances. The pupils too vary
in their age, ability and aptitude. The teachers also vary in their ability. The success of teaching
different topics depends on their likes and dislikes. However carefully a Syllabus is framed, it cannot
guarantee successful teaching. For it is not possible to evolve an ideal to suit all circumstances and
serve all times. The science syllabus, in addition to the topics of demonstrations, must contain as
outdoor activities to be pursued.

Development of Science Course for Adolescent Stage

The adolescent stage in crucial. The understanding of the psychological development in this
stage is an important factor in planning appropriate curriculum for the high school stage
This is also a period of rapid growth, sexual maturity and desire for independence. At this
stage, their special abilities and interests take a definite form; they experience a period of intense
specialized interests. The syllabus for the high school stage should, therefore, be framed on the
basis of these abilities and interests.
Two types of science courses have been prescribed for the secondary grade pupils
1. A compulsory course of general science for all pupils imparted as a part of sound liberal
education, and
2. Courses of Special Science subjects, which the pupils may choose according to their aptitudes
and interests.

The topics for general science were selected from the following branches of
science to form an integrated course Astronomy, Physics, Chemistry, Biology,
Mathematics, Geology, Physiology and Hygiene.

The subjects prescribed for special science course were: Physics, Chemistry,
Biology, Mathematics, Geography, Elements of Psychology and Hygiene.

TYPES OF CONTENT ORGANIZATION

The following are certain considerations to be borne in mind while organizing the

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Science Course.

1. Psychological Organization
The organization of curriculum according to the principles of psychology means that the
subjects should be so organized that it would create interest in the students and motivate the learning
Psychological principles of learning such as reinforcement,
applications of Scientific principles, transfer, functional relationships and associations with pupils
experiences and interest should be considered carefully in the psychological organızation of science
curriculum.
Pupils differ in their mental and emotional development as they grow in age. So, at the
lower classes simple easier and shorter topics may be presented with age, maturity increases and so
complex concepts may be introduced even project works, investigatory experiments maybe introduced
at a higher level.

2. Logical Organization
The content should be organized in logical sequence. Logical organization
produces desirable learning outcome.
In this method the concepts are arranged logically. There should be a link between chapters.
The sequence should be based on reason. The order of the concepts/lesson should have reasons behind.
The subject matter is organized in a continuous and increasing order based on logical order of the
content
Inside the lesson also, the logical order may be used in presenting the concept.

3. Concentric Method
In this method the contents are arranged based on the child's developmental
stages. The interests change by age, so also the activities. So contents must be based on this principle.
The whole syllabus is arranged in concentric manner. The topics are introduced gradually. The
complexity of the concepts and the quantity increases by age.
In concentric method pupils learn all topics in all classes. But the depth of the
topics/ concepts increases in higher classes in accordance with the cognitive development of the pupils.
As the pupils go to the higher classes the subject grows and the radius of the circle increases and the
concentric circles widen. The complexioned content areas are divided into many simple portions. They
are presented in stages in different order of difficulty They are presented in stages, in different classes.
The concepts are widened under the same topic but in higher classes, gradually.

4. Spiral Method
This method is almost similar to the concentric method, but here connected facts are grouped
around one central theme. In this method the topics such as mechanics, electricity etc., are interrelated
and continuously taken till XII standard. The figure shows the method unlike concentric there is
continuity from class to class, topic to topic. The Psychological principle of verbal changing in learning
is used here. In this case care is taken to increase the depth of content according to the stages of
development of children. Since there are more similarities between concentric and spiral method in
many cases they are considered the same.

5. Topical Method
In this type of organization, the subject matter is arranged under “topics”. Each topic is then
elaborated and taught. In this method instead of classifying the subject matter as physics, chemistry and
biology, the topic under consideration will combine the three subjects and present the subject matter as
a block óf concepts. Each concept will be interrelated and forms a topic. To illustrate under the topic
"Osmosis' whether it is from Physics or Chemistry or Zoology, there can be only one discussion.

6. Unitary Method
In this type of organization the subject matter for the entire course is conveniently classified
into different units and discussed fully once in some grade or other. To illustrate-if mechanics 1
discussed in the first year it will never get repeated in any of the further years.

7. Whole to Part Method

In this type of organization, the approach is deductive, sometimes referred to as analytical. The
whole part of the syllabus is broken into small units, lessons and simple concepts. To illustrate-the

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general statement that metals that conduct electricity, gives rise to the fragmented statement that copper
is a metal and so it conducts electricity.

8. Part to Whole Method

In this type of organization, the approach 1s ineffective, sometimes referred to as
synthetically. Here small concepts are developed and they are combined to give a major lesson. Several
lessons are grouped to bring about units. From units the syllabus is framed by grouping them together.

9. Vertical Transfer Method

Vertical transfer refers to the organization of the content from lower class to higher class
smoothly along the educational ladder (subsequent relationship). The position can be reached only
when steps are crossed gradually and systematically: In the same way the concepts of higher class can
be learnt only after mastering the concepts of lower class. The Pupils should be well prepared at each
level. Continuity also means sequence. Even within the same class there should be continuity between
the topics. One chapter should lead to the next chapter.

10. Horizontal Transfer Method

Horizontal articulation or correlation or transfer refers to concurrent
relationship. The different subject of the same class should be correlated. The languages, mathematics,
sciences and social sciences should be taught in a related manner. The theory and practical should be
related. Only then learning becomes meaningful, purposeful and integrated.

CONCLUSION
Education is viewed as an integral part of national development. The child of today is the
builder of the India of tomorrow. The curriculum at the earlier stages of education is basic to the
intellectual, physical and emotional development of the child. After education the child is going to take
an active role in the society. So curriculum should provide experiences in such a way that the desires
and needs of the child are in harmony with those of society and they are fulfilled successfully.

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