(1) This document discusses science as a subject in education and the importance of teaching science processes. (2) It outlines various science processes like inferring, predicting, controlling variables, interpreting data, and experimenting that are essential for students to develop. (3) The document also emphasizes the abundance of instructional materials available to facilitate effective science teaching.

1. Exploring the world of SCIENCE…
The TEACHING of
SCIENCE

2. The TEACHING of SCIENCE
Science The Instructional
Resources
as a Science and Materials
Subject Processes for Science
Teaching

3. “What is
the most
interesting
subject in the
school
curriculum?”

4. According to
them, it is…
SCIENCE

5. SCIENCE as a SUBJECT
SCIENCE is a required subject for
basic education and as a
specialization in higher education
(DepEd)

6. Nature
of
SCIENCE

7. 1. Science is defined as organized
knowledge, sometimes referred to as
empirical knowledge.
2. Science is a field of systematic
inquiry.

8. 3. It is in itself a method, a technique
and a system.
4. It is about nature and natural
phenomena. Interest and appreciation
for the “beautiful and the wonderful”
are genuinely felt.

9. 5. It deals with real objects and events.
Authentic experiences are gained and
learning is achieved through life-like
learning exposures.
6. It demands perseverance, diligence
and sacrifice.

10. Interest
in
SCIENCE

11. Science as a subject, deals with
almost everything in the
environment. The topics leave the
students and even adults
wonderstruck, stunned and awed.

12. The instructional
materials that can be
used in teaching are
abundant, rich and
easily available. They
are within reach.

13. The principles and
laws in science when
applied enable us to
come up with new and
improved products and
new ways of doing
things.

14. Equipped with scientific
knowledge we become creative,
that means, we are able to
originate novel ways of doing
things rather that follow out dated
traditional ways and practice.

15. Scientific knowledge and
procedures make us competent
in searching for new and better
ways of explaining why and
how events occur and exist in
the environment and all over
our earth.

16. Science teaching keeps us
abreast with discoveries and
inventions, thus at pace with
global trends and
modernization.

17. The SCIENCE Processes
Developing the students’ competence
in searching for knowledge and
information

18. INFERRING
Infer means to state an idea which
is based on observations.
An inference is an interpretation
or a tentative conclusion based on
observations.

19. Advantages in Developing the Skill
1. The skill can lead them into investigations
following the scientific method.
2. Inferring can enhance their reasoning
ability.

20. 3. They will be motivated to gather
more observations in order to form
correct inferences.

21. How to Develop the Skill
1. Provide more practice on inferring to
sharpen their reasoning ability.
2. When asking for inferences, caution
them in forming ideas only after gathering
enough observations that were thoroughly
analysed.

22. 3. Problem solving that calls for
tentative conclusions can develop
the skill in the long run.

23. Predicting
It is the process of making a forecast
based on observed events.
The predictions made between
observed data is called interpolation
and one made beyond observed data
is called extrapolation.

24. Advantages in Developing the Skill
1. With the skill well-developed, students
become more careful in making forecasts,
otherwise they will turn out to be guesses.
2. Skill in predicting speaks of a scientific
mind.

25. 3. For as long as the forecast is based
on reliable data, this is a guarantee that
students will always be confident in
following the scientific method.
4. Constant practice in predicting
makes students stick to accurate
measurements, data and other
information.

26. How to Develop the Skill
1. Record observations in the form of graphs or
tabulations where students can see a trend or a
pattern.
2. Provide experiences in making forecasts about
events in the environment that are controlled by
time, measuring equipment and price.

27. 3. Emphasize that there may be several
variables that can affect the predicted
event; hence the prediction will not be
accurate.
4. Caution them on making predictions
beyond observed events because the
same results cannot be guaranteed.

28. Controlling Variables
Variable is the factor or
condition of the effect of which
is being tested.

29. The variables in an experiment are
classified into three:
Manipulated variable
Constant variable
Responding variable

30. Advantages in Developing the Skill
1. The students become skilled in
searching for reliable evidence before
formulating a conclusion.
2. The training on how to design on
experiment is developed.

31. 3. Such a controlled set-up enables
students to follow the scientific
method.

32. How to Develop the Skill
1. Before proceeding, identify
clearly the variable to be changed.
2. Be strict with keeping the rest of
the conditions the same.

33. 3. Provide practice in this kind of
activity. They will be trained in
searching for cause-and-effects in
some conditions in the environment.
4. How to arrive at correct
conclusions must be the objective.

34. Interpreting Data
Data collected from a variable
in an experiment should be
analyzed thoroughly in order to
arrive at a clear and reliable
conclusion.

35. Advantages in Developing the Skill
1. The students become skilled in
determining relationship between
variables, proficiency much-needed in
interpreting results.

36. 2. The exercise will sharpen
their ability in observing and
recording data in an orderly
manner.
3. Proficiency in interpreting
observations will be
developed.

37. How to Develop the Skill
1. Train them in presenting data
through various illustrations such as
colored graphs, circular diagrams to
show percentages and tabulations .

38. 2. Let them interpret different kinds of
relationship in order to make them
differentiate between relevant and
irrelevant data.
3. An objective and unbiased
interpretation form part of their study
and work habits.

39. Experimenting
The skill in experimenting is
the final test that requires
competence in science
processes especially
controlling variables,
interpreting data and
formulating hypothesis.

40. Advantages in Developing the Skill
1. A scientific mind that has cultivated
a scientific methodology is definitely
one the best goals of science teaching.

41. 2. The skill in experimenting has a lasting
effect on how they approach any learning
activity, individually or in cooperation with
co-experimenters.
3. It becomes easy for students to try to
seek solutions or answers to everyday
problems and questions .

42. How to Develop the Skill
1. Making every learning activity problem-
based and solution-oriented is ideal in a
science course.
2. The scientific methodology becomes
perfected if the students experience
success and is recognized.

43. 3. Involve the students in planning and
implementing the designed set-up.
4. Revision in some steps in the
procedure may be allowed in order to
enhance their creativity in finding
appropriate answers to everyday inquiries.

44. INSTRUCTIONAL RESOURCES
and MATERIALS for
SCIENCE TEACHING

45. The TEACHING of SCIENCE
Prepared by:
Ms. Gizzelle A. Pangilinan