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Course Description: University of Caloocan City Tulip St. Camarin, Caloocan City Graduate School Camarin Business Campus

This document provides information about the course "Science for Basic Education" offered at the University of Caloocan City. The 3 unit course will be held on Saturdays from 10:00 AM to 1:00 PM via various online platforms. It is designed to provide professional development for elementary and high school science teachers. Over the course of 8 topics, students will explore concepts like the nature and goals of science education, models of science teaching, and designing science curriculum. Assessment will include innovative instructional materials, exams, class participation, and presentations. The course aims to support the development of science educators through meaningful learning experiences and connections to recent research.

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Charlene G. Revilla
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
33 views

Course Description: University of Caloocan City Tulip St. Camarin, Caloocan City Graduate School Camarin Business Campus

This document provides information about the course "Science for Basic Education" offered at the University of Caloocan City. The 3 unit course will be held on Saturdays from 10:00 AM to 1:00 PM via various online platforms. It is designed to provide professional development for elementary and high school science teachers. Over the course of 8 topics, students will explore concepts like the nature and goals of science education, models of science teaching, and designing science curriculum. Assessment will include innovative instructional materials, exams, class participation, and presentations. The course aims to support the development of science educators through meaningful learning experiences and connections to recent research.

Uploaded by

Charlene G. Revilla
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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University of Caloocan City

Tulip St. Camarin, Caloocan City


Graduate School
Camarin Business Campus

Course Code: MATS 304


Course Title: Science for Basic Education
Course Credit: 3 units
Term: 2nd Semester of S.Y. 2020-2021

Day/Time: Saturday: 10:00 – 1:00 PM

Learning Modalities:
Google Classroom, Facebook Classroom, Messenger Classroom & Google Meet

PROFESSOR: DR. EMITERIO D. MACARUBBO

Course Description

This course Science for Basic Education is designed for the professional development of elementary and high
school science teachers. The experiential tools in the course allow for its use in pre- and in-service teaching education
environments. Science education in the 21 st century is characterized by profound changes in our understanding of the
goals of science teaching as well as the establishment of new cadre of educators. This course will provide meaningful
learning experiences and connections with the most recent research and understanding of Science teaching for this new
cadre of Science teachers.

Content Outline
1.THE ART OF TEACHING SCIENCE 2 meetings

 The Nature of Science


o What is Science
o Science and Courage
o Science Problem Solving and the Human Mind
o Science and Human Values
o Science and Democracy
o The Scientific Enterprise and Teaching
 The artistry of Science Teaching and Inquiry
o Characteristics of Inquiry
o Inquiry in the Science Classroom
o Direct/Interactive Learning
o Constructivist Teaching
o Meaning Making
 The Scientist and the Student
o Some Differences
o Bridging the gap
 The Effective Science Teacher
II.SCIENCE FOR ALL 1 meeting

 Infusing Global Thinking into the Science Curriculum


 Integrating Global Science Education
 Using the Internet to Globalize the Classroom
 Gender Issues in Science
 Science for All Students
o Exceptional Student
o Physically Impaired Students
o Learning Disabled Students
o Gifted and Talented in Science
o At Risk Students
III.THE GOALS AND THE CURRICULUM OF SCIENCE 1 meeting
 Goals and Philosophy of Science
o Historical Nature of Science Education
o Progressive Education and Science
o The Golden Age of Science
 Science in the New Millennium
IV. SCIENCE IN THE SCHOOL CURRICULUM 2 meetings
 The Science Curriculum
o Elementary Science Curriculum
o Standards for Elementary Science Programs
o High School Science Curriculum
o Standards for High School Science Programs
 The Scope and Sequence of the Science Curriculum
 The Science Curriculum and Delivery

V.CONNECTING THEORY AND PRACTICE IN SCIENCE TEACHING 2 meetings


 How student learn Science
o From Theory to Practice, or Practice to Theory
o Constructivist Theory of Learning
o Concepts versus Big Ideas
o Behavioral Theories of Learning (Conditioning
Operant,Conditioning,Theory into Practice)
o Students,Teachers,and Learning Styles
o Applying Learning Styles and Brain –Based Concepts to
Science Teaching
VI.MODELS OF SCIENCE TEACHING 2 meetings
 Teaching to Learn
o The Generative Learning Model
o Collaborative Learning Model
o Cooperative Learning
o Direct/Interactive Teaching Model
o Inquiry Models of Teaching
o Synectics
o Person-Centered Learning Model
o Integrative Learning Model
o Imagineering Model

VII.DESIGNING SCIENCE UNITS AND COURSE OF STUDY 1 meeting


 The Teaching Unit Design Steps
 Designing a Science Course of Study
 Assessing Active Science Learning
o Multiple Methods of Classroom Assessment
o Designing Performance Assessment Tasks and Rubrics
o Assessing Science Learning at the National Level
VIII. Basic Science Development Program of the Philippines 1 meeting
 Current Problems in Basic Science Education of the Philippines
 Suggested Strategies Learning Delivery Modality in the new normal

References
Abell, S.K.;Lederman,N. G.,eds. 2007.Handbook of Research on Science Education.Mahwah,NJ:
Lawrence Erlbaum Associates,Publishers.
Anderson, R. D.2007.Teaching the Theory of Evolution in social,imtellectual and pedagogical context.
Science Education,91, no. 4 ,pp.664-677.Bransford,J.D.;
Brown,A.L.;Cocking,R.R.,eds.1999.How people learn:Brain,mind,experience and school
Washington,D.C.:National Academic Press.
Bybee,R.W. 1997.Achieving scientific literacy:From purposes to practices.Portsmouth,NH:
Heinemann.Bybee,R.W.,ed.2004.Evolution in perspective:The Science teacher’s compendium.
Arlington,VA:NSTA Press.
Carin,A.A.;Bass,J.E.;Contant,T.L. 2005.Teaching Science as inquiry.Upper Saddle River,NJ:Pearson
Merill Prentice Hall.Combs,
A.W.1999.Being and becoming:A field approach to psychology.New York,NY:Springer Publishing
Company,Inc. Crruickhank,
D.R,;Jenkins,D.B.;Metcalf,K.K.2006.The act of teaching (4 th Ed.).Boston,MA:McGraw Hill,Driscoll,
M.P.2005.Psychology of learning for instruction .Boston,MA:Pearson Education, Inc.

COURSE REQUIREMENTS:
1. Attendance
2. Virtual Presentation of Reports
Send the PPT a week before the assigned schedule via email [email protected]
The material must be uploaded to the Google Classroom after the presentation
3. Uploaded Written Reports via Google Classroom
4. Reaction Paper for every Topic Presented
4. Mid Term Examination
6. Final Term Examination
7. A class hardbound copy of the report
8. Active participation in the virtual class discussion
10. For listeners answered Google Form quizzes and test prepared by the discussant
11. For presenter create and submit the summary of Google Form Quizzes via email [email protected]

Instructional Material Outputs and Examination

Innovative Instructional Material 30 %


Written Examination 15 %
Class Participation 20 %
Attendance 15 %
Instructional Material Presentation 20 %

Prepared by:

EMITERIO D. MACARUBBO, Ph.D


Professor, Graduate School
University of Caloocan City

Approved by:

MELCHOR S. JUALINES, Ed.D, Ph.D.,DPA


Dean, Graduate School

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