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Republic of the Philippines


(Masbate State College)
Cabitan Mandaon Masbate
ISO 9001:2008
Cert. No. AJA 16.0944

EDUC 291: Concepts for Sciences
Summer 2018
VISION The Dr. Emilio B. Espinosa, Sr. Memorial State College of Agriculture and Technology as a catalyst of transformation of the lives of ASEAN Nationals.
The Dr. Emilio B. Espinosa, Sr. Memorial State College of Agriculture and Technology shall develop the optimum of diverse human potentials and enhance the quality of life of communities
through a knowledge-based, responsive and efficient system of academic processes and management.
DEBESMSCAT as an educational institution is committed to sustain excellent academic service delivery for clientele satisfaction by adhering to quality standards, compliance to legal
Quality Policy
requirements, and continual improvement thereby producing transformed ASEAN communities.
Graduate School The DEBESMSCAT Graduate School as an avenue for the advancement of intellectual and moral capabilities, technical and scientific excellence, and leadership skills of the ASEAN
Goals nationals to become catalysts for genuine and sustainable development.
1. To develop graduate students with functional competencies in supervising and administering educational institutions;
MAED 2. To equip teachers with the ability and expertise to undertake research endeavors to contribute to the body of knowledge that are essential in the development of the society;
Objectives 3. To produce experts in sciences, mathematics, languages, humanities, administration who would become potent agents of transformational teaching in the academe;
4. To develop graduate students with the highest degree of commitment, sense of responsibility, confidence to serve and cater quality service to those they are bound to serve.
Instructor’s Information
Name: ERDEE C. CAJURAO Contact No.:
Email address: Consultation Hours: After class hours
Course Information
Course Code: EDUC 291 Course Title: Concepts for Sciences Type: Lecture Credit units: 3
This course focuses on the nature of scientific theory, and the roles of scientific theories and models in science, as well as the relationship between scientific theories, scientific models and
Course Description: scientific concepts. The course's main goal is to support science teachers to understand that concepts are nested in scientific theories and models and that from theories, concepts acquire
language and meaning.
Course Prerequisites/(Co-requisites): None Course Schedule: SAT/SUN, 10 AM – 2 PM
Course Outcomes: At the end of the course, students shall be able:
1. Understand and explain the basic tenets and nature of science and scientific concepts;
2. Discuss the nature and structure of scientific theories;
3. Explain how scientific models are formed and utilized in teaching science;
4. Identify and discuss the overarching relationships between scientific theories, models and concepts;
5. Describe the role of scientific concepts and theories in building scientific models;
6. Identify and review some of the modern scientific models used in science education.
Outcome-Based Assessment Teaching and Learning
Week Topic Intended Learning Outcomes (ILO)
(OBA) Activities (TLA)
Concepts for Sciences: An overview • Define and explain the nature of science and scientific concepts; Reaction paper, Lecture discussion, Small
group activity, Journal article
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a. Definition and Nature of Science and • Identify the role of scientists in scientific knowledge generation; Seat and board works, review: Kaya, S. (2014).
scientific concept • Discuss the role of scientific method or process in establishing empirical Group presentation, Oral Understanding of Basic
b. Development of scientific concepts and the scientific knowledge, concepts and theories; presentation Science Concepts:
role of scientists • Identify and review some of the unifying concepts in science; Does Taking More Science
c. Understanding the Scientific Process • Review and compare understanding of scientific concepts among Courses Matter?
d. Unifying concepts in Science different types of learners.

The Nature and Structure of Scientific Theories • Describe the nature and structure of scientific theories;
a. The nature and structure of a scientific • Explain how a scientific theory is formulated and developed;
theory • Enumerate and discuss the fundamental characteristics that define the Reaction paper,
b. Formulation of a scientific theory nature of scientific theories; Lecture discussion,
Seat and board works,
5-8 c. Examples of scientific theories • Identify and describe some examples of scientific theories from different Small group activity, Short
Group presentation, Oral
d. The difference between a scientific theory fields of sciences; video presentation
presentation, Long Quiz
and a scientific law • Understand the difference between a scientific theory and a scientific
• Understand the nature and significant role of scientific models in
Development and formulation of a scientific teaching novel scientific concepts;
model • Explain and specify the house rule and guiding principles in developing Lecture discussion,
Reaction paper,
a. Science and the scientific model scientific models; Small group activity, Journal
Seat and board works,
9-11 b. Development of a scientific model • Enumerate and argue the importance of modelling in science; article review: Gee, B. (1978).
Group presentation, Oral
c. Importance of scientific models in science • List and discuss some of the important uses of modelling in scientific Models as a pedagogical tool:
d. Uses of scientific models in teaching and knowledge acquisition; can we learn from Maxwell
learning scientific knowledge • Review and discuss the advantages and disadvantages of using
models as pedagogical tool.
Scientific theories, models and concepts: • Explain the interconnectedness encompassing scientific theories,
Overarching relationship models and concepts; Reaction paper,
a. Relationship between scientific concepts, • Understand and discuss the crucial roles of scientific concepts and Seat and board works, Lecture discussion,
scientific theories and scientific models theories in the development of scientific models; Group presentation, Oral Small group activity,
b. Building scientific models: Roles of scientific presentation, Long Quiz
concepts and theories
• Enumerate and describe some of the contemporary models used in
A review of contemporary scientific models used Lecture discussion,
teaching science and their origin;
in science education Reaction paper, Small group activity, Journal
• Judge the value of some of the modern scientific models in facilitating
a. Modern scientific models used in science Seat and board works, article review: Harrison, A. G.
15-17 conceptual change and appreciation of scientific knowledge among the
education Group presentation, Oral (2001). How do teachers and
b. Effective teaching and learning using presentation textbook writers model
scientific models • Review and discuss some of the techniques in developing conceptual scientific ideas for students
understanding effectively through the use of scientific models.
Total Hrs
54 hours including midterm exam + final exam
1. You must obtained a passing score in all major exams including short and long quizzes.
Course Requirements:
2. You must be prepared for and actively participate in all course activities.

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3. Your attendance must be or not less than 80% of the total hours required.
4. You must complete and submit all the required course outputs on time or before the stated deadline of submission.
A. Lateness & Attendance Policy: Students who arrived five minutes after the indicated time will be marked late. Two periods late is equivalent to one period absent. Students
who are more than 15 minutes late for lecture or lab will be marked as absent for that day. Students with invalid absences for more than 4 classes may be withdrawn/dropped
from the course by the instructor.
B. Missed Quizzes/Exams/Projects: Test must be taken when scheduled. In the event that a test cannot be taken on time, the student should immediately consult the course
professor to determine if a make-up test is possible.
Course Policies: C. Cheating/Plagiarism: Academic dishonesty and plagiarism will not be tolerated nor will be allowed in this course in any circumstances. Students who were caught doing such
acts will be reprimanded in accordance with the Graduate school policies.
D. Other classroom policies:
• Cell phones must be turned off or must be put in silent mode when the class is on-going. Shall the student have to entertain an emergency calls or SMS he/she may do it
outside so as not to disturb others.
• Student shall refrain from chit-chat and other unnecessary noise when the lecture is on-going.
1. Bueno, O., & Krause, D. (2007). Scientific theories, models, and the semantic approach. Principia,
Attendance/Participation 10 % 11(2), 187.
Quizzes/Assignments/ Projects 35 % 2. Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational
Final/Midterm Exam 40 % psychologist, 28(3), 235-251.
Class Presentation 15 % 3. Giere, R. N. (1994). The cognitive structure of scientific theories. Philosophy of Science, 61(2), 276-
Total 100 % 296.
4. Gilbert, J. K., & Boulter, C. (1993). Models and modelling in science education. Hatfield, Herts:
Association for Science Education.
5. Gilbert, S. W. (1991). Model building and a definition of science. Journal of Research in Science
Teaching, 28(1), 73-79.
6. Gish, D. (1995). The Nature of Science and of Theories on Origins. Retrieved from
7. Harrison, A. G., & Treagust, D. F. (1998). Modelling in science lessons: Are there better ways to
learn with models?. School Science and Mathematics, 98(8), 420-429.
8. Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. NSTA
Press, National Science Teachers Association: USA.
9. Loving, C. C. (1991). The scientific theory profile: A philosophy of science model for science
teachers. Journal of Research in Science Teaching, 28(9), 823-838.
10. Moulines, C. U. (2010). The nature and structure of scientific theories. Metatheoria–Revista de
Filosofía e Historia de la Ciencia, 1(1), 15-29. 1.
11. Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science
in an authentic context: An explicit approach to bridging the gap between nature of science and
scientific inquiry. Science education, 88(4), 610-645.
Prepared by: Noted: Approved:


Course Instructor Program Chair, MAED Dean, Graduate School

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