I. INTRODUCTION
The role of curriculum in educating the students is a dynamic process that seeks to cope with the changes in our society. Understanding the traditional and emerging concepts of curriculum as well as the factors that affect its development will guide the educators to respond to the needs of the learners. In planning, constructing and evaluating a curriculum, educators and curriculum practitioners may use one or more approaches. The contrasting approaches that are generally used in curriculum development are Technical/Scientific Approach and Non-technical/Non-scientific Approach. In scrutinizing these approaches, the advantages and disadvantages are revealed and the differences they generate in creating a curriculum. According to Bago (2008), information about personal and collective commitments to a particular viewpoint and the values considered important by individuals, school, and society are exposed when examining an approach.
Curriculum can also be designed based on a particular context. It solely depends upon the elements namely: contemplation of aims, projected learning outcomes, syllabus, learning and teaching methods, and assessment. There are three common patterns to design a curriculum: through subject – centered, experience – centered, and problem – centered. These are incorporated into the curriculum by looking into its possible effects to the certain elements mentioned above. A design that addresses to the conceptual framework of science education of K to 12 Basic Education Program for example is subject – centered. The science curriculum aims to raise awareness among learners through developing a scientific literacy by hands – on, minds – on and heart – on activities with application on the social, health, or environmental aspects as an individual. It also works toward developing and demonstrating scientific attitudes and values.