Content Analysis of the Curriculum of Grade School Science Program of the Philippines and Singapore: A Basis For Enhancement in the Country

Abstract

INTRODUCTION

Science is both content and process and they are intertwined. The value of Science process is to advance content or the body of knowledge. Without content, the student will have difficulty utilizing the Science process skills because it cannot exist in a vacuum they are learned in context.

METHODS

This study focused on the curriculum of grade school science program of the Philippines and Singapore. It utilized the descriptive method of research and data gathering.

RESULTS

Science Education in the Philippines and Singapore are being compared through their objectives, content, assessment, facilities, and faculty.OBJECTIVES The goal of the Science Program in the Philippines is to understand the natural phenomena by defining its nature while in Singapore focuses on engaging the students in project-based investigation.CONTENT Philippine Science Curriculum recognizes the place of science and technology in our lives integrating it in the social, economic, personal and ethical aspects of life, thus preserving our country's cultural heritage. While in Singapore, its content was showing curiosity in exploring the surroundings.ASSESSMENT Philippines uses tests, examinations as tools in evaluation and Singapore assessment focuses on the design and conduct of scientific semi-structured assessment tools and hands-on subject.FACILITIES Schools here are commonly in 8 x 7 meters space housing 48 students but Singapore, have a small classroom size with structured group learning setting fully equipped computer.FACULTY Teachers here are graduates of BEED and BSED required to have major science subjects, should take science seminars, but in Singapore, "A" level certificate and polytechnic diploma holders may compete for a place in either the 2-year Diploma in Education or the 4-year Bachelor of Science Education.

DISCUSSIONS

The Science program of Singapore is highly technical because it uses technology-based instruction compared to us that utilizes a traditional mode of instruction in doing scientific inquiry, investigation, and experimentation.