The document discusses best practices for teaching science based on research. It identifies four key practices: engaging preconceptions, organizing knowledge around core concepts, supporting metacognition, and cooperative learning. Cooperative learning involves positive interdependence, accountability, group processing, social skills, interaction, and specific tasks. Additional best practices discussed include using empirical approaches, active learning strategies, inquiry labs, discourse, challenging tasks, feedback, and addressing misconceptions. The goal is for students to be actively engaged in the practices of science.

1. BEST
PRACTICES
IN THE
TEACHING OF
SCIENCE

2. The following four pedagogical practices can be said to be
truly best practice according to How Students Learn:
History, Mathematics, and Science in the Classroom
(National Research Council, 2005). The empirical evidence
that supports their use is substantial.
• Engaging Resilient Preconceptions
(addressing students’ initial understanding and
preconceptions about topics)
• Organizing Knowledge around Core
Concepts (providing a foundation of factual
knowledge and conceptual understanding)
• Supporting Metacognition and Student Self-
Regulation (teaching strategies that will help
students take control of their learning)
• Cooperative Learning (allowing students to
learn together)
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3. There are 6 elements of COOPERATIVE
LEARNING known as PIGS FaceS
(Brown & Ciuffetelli, 2009; Johnson, 2010; Johnson,
Johnson & Holubec, 1988; Siltalia, 2010).
1. Positive Interdependence
2. Individual and Group Accountability
3. Group Processing
4. Social Skills
5. Face-to-Face Interaction
6. Specific Task

4. WHEN SCIENCE LEARNING COULD BE FUN: BEST
PRACTICES IN SCIENCE TEACHING
Sun.Star Pampanga
18 Jun 2017
JENALYN P. HIPOLITO
Let the students get out of their comfort zones and
eventually venture on the realm of “knowing the
world” and even letting those strands of learning
change their lives ultimately.
Science teaching has to be taught in ways that
students will be interested to learn
Students learn science by actively engaging in the
practices of science, including conducting
investigations; sharing ideas with classmates and
discover their own developed concepts and skills.
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5. WHEN SCIENCE LEARNING COULD BE FUN: BEST
PRACTICES IN SCIENCE TEACHING
Sun.Star Pampanga
18 Jun 2017
JENALYN P. HIPOLITO
Clear ways of
communication to
students.
Discourse and
classroom discussion
are keys to support
learning in science.
Let students use critical
thinking.
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6. THE SO-CALLED BEST PRACTICES OF SCIENCE
TEACHING
1. Establishing and maintaining classroom
environments that are:
• learner centered -- identifying,
confronting, and resolving
preconceptions, and beginning
instruction with what students know.
• knowledge centered -- focus on how
something is know as much as what
is known, and provide examples of
what mastery looks like.
• assessment centered -- make
frequent attempts to make students'
thinking and learning visible as a
guide for further instruction.
• community centered -- encourages a
culture of questioning, including a bit
of risk taking and respect for others
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7. THE SO-CALLED BEST PRACTICES OF SCIENCE
TEACHING
2. Using an empirical approach
3. Regularly employ active learning
strategies
4. Employ inquiry labs
5. Talk about the nature of science
6. Provide meaningful, engaged
learning for all students.
7. Provide an active approach to
learning that includes a strong
emphasis on student interaction
with phenomena.
8. Clear and explicit linkage
between representations and
phenomena represented.
.
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8. THE SO-CALLED BEST PRACTICES OF SCIENCE
TEACHING
9. Engage students in challenging, authentic,
interdisciplinary tasks.
10. Provide opportunities for
students to observe, explore, and test
hypotheses
11. Eliminate discipline boundaries when
natural, logical, and appropriate.
12. Encourage the students' imagination, logic,
and open-mindedness.
13. Incorporate the content and processes of
science giving due regard to science
teaching standards.
14. Give due regard to affective as well as
cognitive domain.
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9. THE SO-CALLED BEST
PRACTICES OF SCIENCE
TEACHING
15. Link scientific concepts and processes with prior
learning in science and other disciplines.
16. Using a constructivist approach.
17. Depth and breadth of coverage are reasonably
balanced.
18. Goals of tasks are conceptual and conceptual
means are required to accomplish them.
19. Assigning manageable tasks (respecting the Zone
of Proximal Development)
20. Setting high expectations
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10. THE SO-CALLED BEST PRACTICES OF SCIENCE
TEACHING
21. Engage all learners in
meaningful scientific tasks involving high-
order thinking skills.
22. Providing and receiving feedback
23. Accommodating student learning styles
24. Teaching in a way that is consistent with
student development
25. Including real-world applications in the
learning process
26. Using individual and group motivation
27. Moving from concrete to abstract
28. Requiring practice of learned skills
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11. THE SO-CALLED BEST
PRACTICES OF
SCIENCE TEACHING
29. Employing learning cycles -
observation, generalization, verification,
application
30. Making use of multiple intelligences
31. Establishing conducive learning environments
32. Encouraging student evaluation of alternative
hypotheses
33. Addressing conceptual goals and means
34. Eliciting and addressing misconceptions
35. Promoting critical thinking
36. Creating, sharing, and using scoring rubrics
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12. THE SO-CALLED BEST
PRACTICES OF SCIENCE
TEACHING
37. Aligning objectives, instruction, and assessment
38. Focusing on depth in addition to breadth of coverage
39. Placing strong emphasis on interaction with phenomena
40. Making clear and explicit linkage of representations to
phenomena
41. Using multiple representations of physical phenomena
42. Employing Socratic dialogues
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13. "Tell me and I forget
Teach me and I remember
Involve me and I learn"
BENJAMIN FRANKLIN
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14. REFERENCES
• http://www2.phy.ilstu.edu/ptefiles/311content/effective/best_practice.html
• https://www.pressreader.com/philippines/sunstar-
pampanga/20170618/281668254968247
• https://www.ride.ri.gov/Portals/0/Uploads/Documents/Advanced%20Coursewor
k/Marzanos-9-High-Yield-Instructional-Strategies%20(1).pdf
• https://www.inflexion.org/marzanos-nine-high-yield-instructional-strategies/
• https://sites.google.com/site/cooperativelearningresources/edss-511
• https://www.sciencefun.org/kidszone/experiments/how-to-make-a-volcano/