Subject Code: ECE 13

Subject Title: Science in Early Childhood Education

I. Module Title : INTRODUCTION TO SCIENCE

II. Intended Learning Outcome

a. Describe the importance of Science in the curriculum;

b. Narrate the historical development of Science Teaching
c. Explain Science as a process approach

III. PRE-TEST

1. Do you remember how your previous teachers, readings and classes define Science? Create a
word cloud below to illustrate/ show the definitions or keywords.

IV. LESSON CONTENT

LESSON 1 : CURIOSITY OF CHILDREN

Young children are intrinsically interested in the world around them, as reflected by the number
and types of questions that they ask. Children seen to ask questions almost incessantly. When talking
with adults, young children ask between 76 and 95 information-seeking questions per hour-an
average of about three questions every 2 min! Some of their questions involve physical science and
technology, such as, “ How does the barcode in the supermarket work? Young children, however, are
especially curious about the natural world.

The questions that young children ask indicate that they wonder about a diverse range of natural
phenomena that cover all science content areas-life science, physical science, Earth and space science,
and technology. These wonderings include: what makes flowers grow in the summer, how do clouds
or rainbows form, why does rain fall, why do babies stay inside their mothers for so long, why don’t
animals use words, where does the sky end, and what is the difference between shooting stars and
regular stars . Even before the onset of formal schooling, young children show remarkable sensitivity
to the biological world and are capable of using “ a variety of high-level casual and relational patterns”
to reason about living things . This intense interest in the natural world is believed to be due to
children’s unique, innately controlled tendency to seek information an learn about nature in general.

LESSON 2 : A PLACE FOR SCIENCE IN THE SCHOOL

• Young children also enjoy engaging in activities that involve science. Early childhood classrooms
typically include a nature table or science center as one of the areas that children can choose to
play at. In analyzing how children spent their free choice time in preschool-almost one third (29
%) of total time. The children spent 15% of their free time engaged in science activities-playing
with mirrors, magnets, sand, or water, or reading science books. This is comparable with their
time spent on other enjoyable activities; 16% in art ( music, painting, clay, playing ball, jumping),
and 17% on fine motor activities (cutting, stringing beads). The evidence is similar in kindergarten
classrooms. Spending free time in science areas ( water and sand table, science and nature area)
is a popular choice for children, even though teachers use science materials infrequently during
structured lessons.

LESSON 3 : ORGANIZING SCIENCE FOR UNDERSTANDING

SCIENCE – derived from the Latin word scientia meaning knowledge. it is commonly referred as
systematic body of knowledge that is acquired using scientific method.

FACETS OF SCIENCE

• Science as a broad body of knowledge

• Science as a set of skills
• Science as an intellectual activity
• Science as a social activity
• Science as problem solving
• Science as a career
• Science as a global human endeavor
• Science as a process

LESSON 4: THE NATURE OF SCIENCE

• THE SCIENTIFIC WORLD VIEW

- The world is understandable
- Scientific ideas are subject to change
- Scientific knowledge is durable
- Science cannot provide complete answers to all questions

• SCIENTIFIC INQUIRY
- Science demands evidence
- Science is a blend of logic and imagination
- Science explains and predicts
 - Scientists try to identify and avoid bias
- Science is not Authoritarian

• THE SCIENTIFIC ENTERPRISE

-Science is a complex social activity
- Science is organized into content disciplines and is conducted in various institutions.
- There are generally accepted principles in the conduct of science
-Scientists participate in public affairs both as specialists and citizens.

LESSON 5: HISTORICAL DEVELOPMENT OF SCIENCE TEACHING IN THE PHILIPPINES

YEAR HIGLIGHTS
1960’s • Printing and distribution of science textbooks by the United States
Operations Mission-National Economic Council (USOM-NEC) Project
and UP Science Teaching Center.
1970’s • Teaching of Integrated Science and Health in schools.
• Development of the Elementary Learning Continuum (ELC)
1980’s • Introduction of Science,Technology, and Society (STS) approach to
teaching.
• Development of Science and Technology textbooks for secondary
schools.
• Recognition of the UPISMED.
• Start of the Needs-Based Curriculum Project
1990’s • Development of “Science Made Easy” video course and television
programs like “Sineskwela” for science in the elementary level

2000 • Development of Indigenous Curriculum for science in selected local

communities
• Integration of language and science for Grades 1 and 2
• Increased time for learning Science
2011 • Development of Science Framework for Philippine Basic Education by
Department of Science and Technology, Science Education Institute
and University of the Philippines National Institute for Science and
Mathematics Education and Development
2013 • President Benigno Aquino III approved Republic Act (RA 10533),
signing into law the K-12 program.

LESSON 6 : SCIENCE AS A PROCESS APPROACH

• The scientific method is a set of steps for verifying and building scientific knowledge. when
performing this process, one employs skills necessary to research a topic, develop a plan and
timeline, and draw conclusions from research result.
• Science as a process approach prime assumption is that children need to learn how to do science
and this means acquiring the skills essential to learning and understanding science
information.These knowledge acquiring skills are called cognitive skills or process skills and are
similar to the procedures used by scientists to acquire new knowledge.
SCIENCE PROCESSES

1. Observation 7. Relationships 13. Experimenting

2. Measurement 8. Communication
3. Classification 9. Interpreting data
4. Quantification 10. Controlling variables
5. Inference 11. Operational definitions
6. Prediction 12.Hypothesizing

• A process approach to science is one in which children do something with the concepts and
generalizations they learn. It implies that students can manipulate, decide, solve, predict, and
structure the knowledge of science in ways that are meaningful to them. When teachers and
parents provide opportunities for students to actively process information – particularly
information related to nature (or old rotting logs) – then learning becomes more child-centered.
This results in attitudes, perceptions, and beliefs that the natural world can be actively explored

LESSON 7: THE SCIENCE CURRICULUM

V. ASSIGNMENT

1. What should you do if you don’t know the answers to questions children ask about Science?
Would you answer every questions the children ask? Why or why not?

2. Share your insights on the following:

- Curiosity of Children
- A place for Science in the School
-Organizing Science for Understanding
-The Nature of Science
-Historical Development of Science Teaching

3. Design a concept map on Science Processes .

4. Look for contemporary programs in the historical development of Science teaching in the
Philippines.
5.Write a reflection paper on the importance of Science Curriculum in Early Childhood
Education.

ABEGAIL N. COPINO
Instructor