The document discusses teaching approaches and strategies for science. It describes science as involving logical thinking and testing of hypotheses based on facts. It emphasizes using hands-on activities to help students learn science concepts actively. Some key teaching strategies discussed are the discovery approach, inquiry approach, and constructivist strategies like the 5-E learning cycle. The goal is to help students construct their own understanding of science rather than just memorizing facts.
Analysis of Elementary Science Teaching Package Activities in Bangladesh: A f...Aquarius31
The document describes a study that analyzed science process skills (SPS) in teaching package (TP) activities for elementary science in Bangladesh. The study identified 12 of 13 SPS in the TP activities across grades 3 to 5, with observing, communicating, inferring and predicting being most common. While basic SPS were emphasized in all grades, integrated SPS were not increasingly promoted from grade 3 to grade 5 as expected based on literature.
Preparing Elementary Teachers To Teach Science 2003Jeff Piontek
The document summarizes the science course and methods course requirements for elementary education programs at three universities. At Chaminade University, students must take a minimum of two science courses and one environmental education course that takes a holistic approach to Earth's systems. At Brigham Young University, students must take a minimum of two science courses and one science methods course designed to develop investigations relevant to elementary students. At University of Hawaii at Manoa, students must take a minimum of two science courses, one science lab course, and one science methods course focusing on enhancing student skills and using interdisciplinary approaches.
Science can be broadly defined in three major components:
1. Science as a process - It involves observing phenomena and gathering evidence through experiments, testing hypotheses, and developing theories to explain experimental results.
2. Science as a product - It refers to the theories, laws, generalizations and facts that have been established by scientists through research and experimentation.
3. Science as attitudes - It includes traits like being curious, skeptical, honest and open-minded. Scientists use these attitudes in their work.
In summary, science involves both a methodological way of studying the natural world (science as a process) as well as established knowledge about nature (science as a product), and it is done with certain attitudes and ways of
This document discusses principles and strategies for teaching physics. It advocates for active, constructivist learning approaches like the 5E learning cycle. Recommended teaching strategies include using graphic organizers, puzzles, models, Predict-Observe-Explain activities, and technology integration. Research supports peer instruction methods, optimal seating arrangements, and use of multimedia modules. Assessment tools discussed are concept inventories that identify common student misconceptions.
The document outlines the secondary education curriculum for science in four years. It focuses on developing an understanding of fundamental science concepts and processes through an integrated approach. In the first year, students learn integrated science covering concepts in chemistry, physics, space science and ecology. In subsequent years, the focus shifts to integrative biology, chemistry and physics deepened through connections to other disciplines. Across all four years, students apply their learning to critically analyze and solve problems, think innovatively, and make informed decisions to protect the environment and promote sustainability. One example quarter's content on the scientific method is also summarized, covering stages of formulating a research problem and investigation using that method.
The very best methods for the secondary scienceJovanne
The document summarizes research on effective instructional methods for secondary science classrooms. It finds that hands-on, inquiry-based labs and real-world problem solving activities most engage students by giving them an authentic experience of how scientists work. Relying solely on worksheets or lectures is discouraged. The document also stresses the importance of creative lesson plans, collaborative work, and challenging higher-order thinking to maintain student interest in science.
This document discusses energizing science classrooms through kinesthetic activities. It recommends using techniques like "Power Teaching" which uses loud repetitions and gestures to teach rules. Example activities described include having students march while calling out vocabulary words and their assigned actions, trading vocabulary cards and teaching the words to partners, and using online resources for additional energizers. Effective classroom management is emphasized to implement these energized practices, with examples of guideline infraction notices provided.
Analysis of Elementary Science Teaching Package Activities in Bangladesh: A f...Aquarius31
The document describes a study that analyzed science process skills (SPS) in teaching package (TP) activities for elementary science in Bangladesh. The study identified 12 of 13 SPS in the TP activities across grades 3 to 5, with observing, communicating, inferring and predicting being most common. While basic SPS were emphasized in all grades, integrated SPS were not increasingly promoted from grade 3 to grade 5 as expected based on literature.
Preparing Elementary Teachers To Teach Science 2003Jeff Piontek
The document summarizes the science course and methods course requirements for elementary education programs at three universities. At Chaminade University, students must take a minimum of two science courses and one environmental education course that takes a holistic approach to Earth's systems. At Brigham Young University, students must take a minimum of two science courses and one science methods course designed to develop investigations relevant to elementary students. At University of Hawaii at Manoa, students must take a minimum of two science courses, one science lab course, and one science methods course focusing on enhancing student skills and using interdisciplinary approaches.
Science can be broadly defined in three major components:
1. Science as a process - It involves observing phenomena and gathering evidence through experiments, testing hypotheses, and developing theories to explain experimental results.
2. Science as a product - It refers to the theories, laws, generalizations and facts that have been established by scientists through research and experimentation.
3. Science as attitudes - It includes traits like being curious, skeptical, honest and open-minded. Scientists use these attitudes in their work.
In summary, science involves both a methodological way of studying the natural world (science as a process) as well as established knowledge about nature (science as a product), and it is done with certain attitudes and ways of
This document discusses principles and strategies for teaching physics. It advocates for active, constructivist learning approaches like the 5E learning cycle. Recommended teaching strategies include using graphic organizers, puzzles, models, Predict-Observe-Explain activities, and technology integration. Research supports peer instruction methods, optimal seating arrangements, and use of multimedia modules. Assessment tools discussed are concept inventories that identify common student misconceptions.
The document outlines the secondary education curriculum for science in four years. It focuses on developing an understanding of fundamental science concepts and processes through an integrated approach. In the first year, students learn integrated science covering concepts in chemistry, physics, space science and ecology. In subsequent years, the focus shifts to integrative biology, chemistry and physics deepened through connections to other disciplines. Across all four years, students apply their learning to critically analyze and solve problems, think innovatively, and make informed decisions to protect the environment and promote sustainability. One example quarter's content on the scientific method is also summarized, covering stages of formulating a research problem and investigation using that method.
The very best methods for the secondary scienceJovanne
The document summarizes research on effective instructional methods for secondary science classrooms. It finds that hands-on, inquiry-based labs and real-world problem solving activities most engage students by giving them an authentic experience of how scientists work. Relying solely on worksheets or lectures is discouraged. The document also stresses the importance of creative lesson plans, collaborative work, and challenging higher-order thinking to maintain student interest in science.
This document discusses energizing science classrooms through kinesthetic activities. It recommends using techniques like "Power Teaching" which uses loud repetitions and gestures to teach rules. Example activities described include having students march while calling out vocabulary words and their assigned actions, trading vocabulary cards and teaching the words to partners, and using online resources for additional energizers. Effective classroom management is emphasized to implement these energized practices, with examples of guideline infraction notices provided.
The document discusses the constructivist approach to teaching physics. It provides three key principles of constructivism: 1) learning involves constructing one's own understanding based on prior knowledge and experiences, 2) meaning requires understanding relationships between concepts rather than isolated facts, and 3) the goal of learning is for students to construct their own meanings rather than memorize right answers. It then describes an active physics course that applies constructivist principles through pre-reading assignments, in-class activities, and review problems to encourage students to analyze, interpret and predict information.
The goals of science teaching are to develop scientific attitudes and values, acquire skills in the scientific method, gain functional knowledge and information, arouse and sustain interest in future science pursuits, and develop desirable social attitudes. Objectives must be stated using action verbs and students should be able to gain knowledge to explain events, answer questions, and satisfy curiosity. Students must also be able to classify, identify, predict, and interpret as they investigate and search for information using science processes to draw conclusions. Values like open-mindedness and attitudes like caring should also be developed. The ultimate aim is to arouse interest that could lead to hobbies, daily activities, or future science careers.
Art of Teaching Science : An Overview by Ms. April Grace MesanaHanna Elise
This document discusses teaching, specifically teaching science. It notes that teaching is a specialized application of knowledge designed to meet educational needs. Good science teaching can help students appreciate science and view it as a rewarding career. The document discusses the nature of science, the nature of teaching, and the nature of learning. It states that one of the most important discoveries in science was science itself. A comparable discovery in science education is the unifying themes of the nature of science, nature of teaching, and nature of learning.
This document discusses emerging teaching methods, specifically techniques of the investigatory method. It describes five techniques: laboratory technique, problem-solving technique, research technique, field study technique, and experimenting technique. For each technique, it provides the definition, steps involved, and the teacher and students' roles. The laboratory technique involves students actively manipulating and studying a given problem. The problem-solving technique requires students to actively solve difficulties. The research technique is an organized study to serve a purpose. The field study technique involves students investigating a situation by being part of it. Finally, the experimenting technique uses methodical trial and error to verify or establish hypotheses.
This document discusses the goals and nature of science teaching. It aims to develop scientific attitudes, values, and skills in employing the scientific method in students. The goals are to acquire functional knowledge and information that can be applied to real life, and to arouse and sustain interest in future science-based pursuits. Objectives of science instruction are stated behaviorally and include students gaining applicable knowledge, developing skills in investigating and interpreting information using science processes, and fostering values and attitudes that lead to interests in science-related hobbies and careers.
This document discusses various methods for teaching biological science, including the lecture method, demonstration method, project method, laboratory method, problem-solving method, and heuristic method. For each method, the key aspects are outlined, along with the merits and demerits. The lecture method involves a teacher imparting knowledge to passive students, while the demonstration method involves the teacher demonstrating experiments for students. The project method and laboratory method emphasize learning by doing hands-on activities. The problem-solving method involves students finding solutions to problems through a defined process.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
Practical work in science refers to hands-on activities like procedures, techniques, and fieldwork that help students develop practical skills and understanding of scientific concepts. It is important for students to learn by doing through practical work as it helps cement their knowledge, develop problem-solving abilities, and sparks interest in science. Organizing practical work effectively involves having students work individually and in small groups, with clear instructions and an emphasis on accurate recording and examination of results.
Problem-based learning (PBL) is a student-centered pedagogy where students learn through exploration of real-world problems. It began in medical schools in the 1960s and has since spread to other fields. In PBL, students work in small groups with a facilitator to analyze a problem case, identify learning needs, conduct self-directed study, then reapply their new knowledge to understand the problem. The goal is to develop students' knowledge, skills, and attitudes through collaborative problem-solving of real clinical presentations.
The heuristic method is a teaching approach where students learn through their own discovery rather than being taught directly. Some key points of the heuristic method are:
- Students are presented with a problem and must find the solution themselves through investigation and experimentation rather than being given the answer.
- The role of the teacher is to guide students and ask questions to encourage thinking, but not provide direct instruction.
- Proponents argue it develops skills like observation, critical thinking, confidence and independence since students take an active role in their own learning.
- However, it requires significant resources like laboratories, may be too difficult for younger students, and relies on highly trained and skilled teachers to implement effectively.
The document discusses the scientific method, which is a series of steps that scientists follow to answer questions about the natural world through observation and experimentation. The key steps are: 1) making an observation, 2) asking a question about the observation, 3) formulating a hypothesis or predicted explanation, 4) designing and conducting an experiment to test the hypothesis, 5) analyzing the results, and 6) drawing a conclusion about whether the experiment supported or failed to support the hypothesis. The scientific method aims to systematically investigate natural phenomena through objective and empirical means to develop generalizable knowledge.
The heuristic method is a discovery-based approach to teaching science where students solve problems independently without direct guidance from teachers. Key aspects of this method include students designing and conducting their own experiments to discover answers, and teachers accepting all student suggestions to problems regardless of perceived relevance. The benefits of this method are that it develops habits of inquiry, self-learning, scientific thinking, diligence, and close teacher-student relationships. However, it also has drawbacks like being time-consuming, requiring small class sizes and highly skilled teachers, and risking an over-emphasis on practical work.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and core learning standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the workforce or further education. The curriculum takes a learner-centered, inquiry-based approach focusing on understanding science concepts, performing scientific processes, and developing scientific attitudes and values.
The document discusses key aspects of teaching science effectively, including:
- Understanding science content as well as pedagogical strategies and curriculum knowledge is important for quality science teachers.
- The science curriculum focuses on building understanding of conceptual ideas in life, matter, energy, earth and space as well as experiencing how science is applied.
- Effective classroom strategies include using the whiteboard well, asking good questions, giving clear instructions, incorporating practical work while maintaining safety, and managing timing and student movement.
This document discusses laboratory teaching methods in science. It identifies two major types of laboratory work: situations where students work informally in pairs or groups with shared equipment, and demonstrations by the teacher to illustrate principles. The major goals of laboratory work are to teach observational and manual skills, improve scientific inquiry methods, and develop problem-solving abilities. Correct laboratory teaching methods include student preparation, explanations by the teacher, conducting experiments safely and properly handling equipment, observing and explaining results, writing reports, and safety. Advantages include hands-on learning, developing reasoning and observation skills, and preparing students for real-life problem solving. Disadvantages are that it is not economical of time and materials.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
This document discusses the pedagogical context and goals of science laboratory instruction. It explains that science laboratories allow students to engage in guided inquiry, collect and analyze data, and develop explanations through hands-on activities. The document outlines several major goals for students, including developing conceptual understanding and scientific skills. It also discusses challenges of laboratory instruction and strategies to address them, such as preparation, alternative plans, and emphasizing that mistakes can lead to discovery.
The document discusses various teaching approaches and strategies for teaching science, including:
1. Constructivist learning strategies like discovery learning and inquiry-based learning which emphasize hands-on learning and allowing students to construct their own understanding.
2. Reflective teaching strategies like journaling and self-analysis which encourage students to reflect on and analyze their own learning.
3. Using discrepant events to spark students' curiosity and motivate investigation into science concepts.
4. The importance of considering students' characteristics and learning styles when teaching to make lessons more effective.
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
The document discusses the constructivist approach to teaching physics. It provides three key principles of constructivism: 1) learning involves constructing one's own understanding based on prior knowledge and experiences, 2) meaning requires understanding relationships between concepts rather than isolated facts, and 3) the goal of learning is for students to construct their own meanings rather than memorize right answers. It then describes an active physics course that applies constructivist principles through pre-reading assignments, in-class activities, and review problems to encourage students to analyze, interpret and predict information.
The goals of science teaching are to develop scientific attitudes and values, acquire skills in the scientific method, gain functional knowledge and information, arouse and sustain interest in future science pursuits, and develop desirable social attitudes. Objectives must be stated using action verbs and students should be able to gain knowledge to explain events, answer questions, and satisfy curiosity. Students must also be able to classify, identify, predict, and interpret as they investigate and search for information using science processes to draw conclusions. Values like open-mindedness and attitudes like caring should also be developed. The ultimate aim is to arouse interest that could lead to hobbies, daily activities, or future science careers.
Art of Teaching Science : An Overview by Ms. April Grace MesanaHanna Elise
This document discusses teaching, specifically teaching science. It notes that teaching is a specialized application of knowledge designed to meet educational needs. Good science teaching can help students appreciate science and view it as a rewarding career. The document discusses the nature of science, the nature of teaching, and the nature of learning. It states that one of the most important discoveries in science was science itself. A comparable discovery in science education is the unifying themes of the nature of science, nature of teaching, and nature of learning.
This document discusses emerging teaching methods, specifically techniques of the investigatory method. It describes five techniques: laboratory technique, problem-solving technique, research technique, field study technique, and experimenting technique. For each technique, it provides the definition, steps involved, and the teacher and students' roles. The laboratory technique involves students actively manipulating and studying a given problem. The problem-solving technique requires students to actively solve difficulties. The research technique is an organized study to serve a purpose. The field study technique involves students investigating a situation by being part of it. Finally, the experimenting technique uses methodical trial and error to verify or establish hypotheses.
This document discusses the goals and nature of science teaching. It aims to develop scientific attitudes, values, and skills in employing the scientific method in students. The goals are to acquire functional knowledge and information that can be applied to real life, and to arouse and sustain interest in future science-based pursuits. Objectives of science instruction are stated behaviorally and include students gaining applicable knowledge, developing skills in investigating and interpreting information using science processes, and fostering values and attitudes that lead to interests in science-related hobbies and careers.
This document discusses various methods for teaching biological science, including the lecture method, demonstration method, project method, laboratory method, problem-solving method, and heuristic method. For each method, the key aspects are outlined, along with the merits and demerits. The lecture method involves a teacher imparting knowledge to passive students, while the demonstration method involves the teacher demonstrating experiments for students. The project method and laboratory method emphasize learning by doing hands-on activities. The problem-solving method involves students finding solutions to problems through a defined process.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
Practical work in science refers to hands-on activities like procedures, techniques, and fieldwork that help students develop practical skills and understanding of scientific concepts. It is important for students to learn by doing through practical work as it helps cement their knowledge, develop problem-solving abilities, and sparks interest in science. Organizing practical work effectively involves having students work individually and in small groups, with clear instructions and an emphasis on accurate recording and examination of results.
Problem-based learning (PBL) is a student-centered pedagogy where students learn through exploration of real-world problems. It began in medical schools in the 1960s and has since spread to other fields. In PBL, students work in small groups with a facilitator to analyze a problem case, identify learning needs, conduct self-directed study, then reapply their new knowledge to understand the problem. The goal is to develop students' knowledge, skills, and attitudes through collaborative problem-solving of real clinical presentations.
The heuristic method is a teaching approach where students learn through their own discovery rather than being taught directly. Some key points of the heuristic method are:
- Students are presented with a problem and must find the solution themselves through investigation and experimentation rather than being given the answer.
- The role of the teacher is to guide students and ask questions to encourage thinking, but not provide direct instruction.
- Proponents argue it develops skills like observation, critical thinking, confidence and independence since students take an active role in their own learning.
- However, it requires significant resources like laboratories, may be too difficult for younger students, and relies on highly trained and skilled teachers to implement effectively.
The document discusses the scientific method, which is a series of steps that scientists follow to answer questions about the natural world through observation and experimentation. The key steps are: 1) making an observation, 2) asking a question about the observation, 3) formulating a hypothesis or predicted explanation, 4) designing and conducting an experiment to test the hypothesis, 5) analyzing the results, and 6) drawing a conclusion about whether the experiment supported or failed to support the hypothesis. The scientific method aims to systematically investigate natural phenomena through objective and empirical means to develop generalizable knowledge.
The heuristic method is a discovery-based approach to teaching science where students solve problems independently without direct guidance from teachers. Key aspects of this method include students designing and conducting their own experiments to discover answers, and teachers accepting all student suggestions to problems regardless of perceived relevance. The benefits of this method are that it develops habits of inquiry, self-learning, scientific thinking, diligence, and close teacher-student relationships. However, it also has drawbacks like being time-consuming, requiring small class sizes and highly skilled teachers, and risking an over-emphasis on practical work.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and core learning standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the workforce or further education. The curriculum takes a learner-centered, inquiry-based approach focusing on understanding science concepts, performing scientific processes, and developing scientific attitudes and values.
The document discusses key aspects of teaching science effectively, including:
- Understanding science content as well as pedagogical strategies and curriculum knowledge is important for quality science teachers.
- The science curriculum focuses on building understanding of conceptual ideas in life, matter, energy, earth and space as well as experiencing how science is applied.
- Effective classroom strategies include using the whiteboard well, asking good questions, giving clear instructions, incorporating practical work while maintaining safety, and managing timing and student movement.
This document discusses laboratory teaching methods in science. It identifies two major types of laboratory work: situations where students work informally in pairs or groups with shared equipment, and demonstrations by the teacher to illustrate principles. The major goals of laboratory work are to teach observational and manual skills, improve scientific inquiry methods, and develop problem-solving abilities. Correct laboratory teaching methods include student preparation, explanations by the teacher, conducting experiments safely and properly handling equipment, observing and explaining results, writing reports, and safety. Advantages include hands-on learning, developing reasoning and observation skills, and preparing students for real-life problem solving. Disadvantages are that it is not economical of time and materials.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
This document discusses the pedagogical context and goals of science laboratory instruction. It explains that science laboratories allow students to engage in guided inquiry, collect and analyze data, and develop explanations through hands-on activities. The document outlines several major goals for students, including developing conceptual understanding and scientific skills. It also discusses challenges of laboratory instruction and strategies to address them, such as preparation, alternative plans, and emphasizing that mistakes can lead to discovery.
The document discusses various teaching approaches and strategies for teaching science, including:
1. Constructivist learning strategies like discovery learning and inquiry-based learning which emphasize hands-on learning and allowing students to construct their own understanding.
2. Reflective teaching strategies like journaling and self-analysis which encourage students to reflect on and analyze their own learning.
3. Using discrepant events to spark students' curiosity and motivate investigation into science concepts.
4. The importance of considering students' characteristics and learning styles when teaching to make lessons more effective.
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
The document outlines an online course called "EngagingScience.eu/en/mooc" that teaches students science concepts and inquiry skills through problem-based learning lessons. The course uses two lessons - the first focuses students on learning key science concepts to apply to a problem, while the second teaches skills like decision making and justifying decisions based on evidence. The goal is to engage students in science and help them develop skills for active participation.
The document discusses strategies for teaching problem solving through conversation in science lessons. It provides definitions of key concepts and outlines the structure of two sample lessons. Lesson 1 engages students, reviews concepts, and has them consider evidence on an issue. Lesson 2 re-engages students, has them play a decision-making game to develop skills, and decide an issue using those skills. The document also provides strategies for facilitating productive classroom conversations, including assigning roles and using visual aids.
This document provides an overview of the scientific method. It discusses the objectives and steps of the scientific method, including realizing a problem, defining it, analyzing it, collecting data, analyzing the information, framing a hypothesis, verifying the hypothesis, finding a solution, and applying solutions. The scientific method is presented as a way to develop scientific attitude and skills like data collection, analysis, and problem solving. Following the scientific method can make teaching and learning more effective.
The document discusses strategies for teaching science as a practice. It contrasts typical K-8 science instruction with teaching science through scientific practices like asking questions, investigating, and evaluating models. Current instruction focuses narrowly on validating theories through routine experiments. The document recommends teaching science through practices like argumentation, explanation-building, and interacting with texts. It provides examples of instructional strategies at different grade levels to scaffold students' understanding and engage them in meaningful scientific inquiry.
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
Science presentation for Primary-Elementary Level by Saherish AqibSaherish Aqib
The document discusses content-based teaching strategies for science. It describes 12 teaching methods that can be used to teach science contents at primary and elementary levels, including hands-on learning, science text cards, arguing with science, context-based learning, remote labs, projects, peer-to-peer teaching, mini-labs, science kits, field trips, science at home, and building models. Examples of activities are provided for several of the methods to illustrate how they can be implemented in the classroom.
The document outlines the competencies and concepts taught in Quebec elementary and high school programs, including the use of an inquiry approach with 6 principles such as student observation, reasoning, and keeping experiment logs. It also discusses the role of teachers in guiding student learning through questions, discussions, and ensuring tasks are shared fairly within groups.
The document discusses different types of educational research classified by purpose and method. There are three main types classified by purpose: basic research aimed at developing theory; applied research which tests and applies theory to solve educational problems; and action research which aims to solve practical problems through scientific inquiry. Evaluation research and research & development are also discussed. The types classified by method include historical research using historical sources; descriptive research describing characteristics; experimental research manipulating variables; and qualitative research using non-numerical data. Examples are provided to illustrate each type of educational research.
This document discusses the importance of practical work and laboratory activities in science education. It outlines how practical work helps students develop knowledge, process skills, and scientific attitudes. Some key benefits of practical work mentioned include helping students learn concepts and relationships through hands-on activities. The document also discusses best practices for organizing practical work, such as forming student groups, providing clear instructions, and maintaining proper laboratory equipment and facilities.
This document provides guidance on how to write an effective teaching statement. It begins by outlining key elements to include such as learning objectives, concrete examples of teaching methods, challenges faced and how they were addressed, and student evaluations. It also recommends connecting teaching to research. The document then provides sample teaching statements from various disciplines like biology, foreign languages, history and psychology that demonstrate these elements. Finally, it discusses recent research on how students learn best through active inquiry, experiential learning, collaboration and dialogue.
The lesson introduces students to the Common Core State Standards and Next Generation Science Standards through an inventory of their prior knowledge. It then explains the key shifts in focus and coherence required by the CCSS as well as the goals for student understanding outlined in the NGSS. Students participate in hands-on learning activities designed around the 5E instructional model to help them better understand and apply the new standards.
This document summarizes the key components of a lesson plan for facilitating classroom conversations about socio-scientific issues. The lesson involves three steps: 1) creating background knowledge for students, 2) having students analyze concepts and evidence, and 3) constructing arguments. It provides examples and strategies for each step, such as using the "fishbowl" technique to structure class discussions. Overall, the goal is to help students develop argumentation and critical thinking skills through teacher-guided conversations about complex issues involving science, technology, and society.
Nature, Concepts and Purposes of Curriculum: Teaching-Learning Processes and ...Christine Faith Java
The document discusses the planning, implementation, and evaluation phases of curriculum development and teaching. It explains that planning involves determining learner needs, goals, content, motivation strategies, and evaluation methods. Implementation requires teachers to carry out the plan through interaction with learners. Evaluation assesses whether goals were achieved. The document also covers learning theories including behaviorism, cognitivism, and social learning theory, and different ways people learn such as by trial and error, conditioning, insight, observation, and more.
Action research is a scientific process used to solve practical problems in education. It involves teachers identifying issues in their daily work, defining the problems, collecting evidence, formulating hypotheses to address the causes of problems, testing solutions, evaluating the results, and determining if the problems were solved. The goal is to improve infrastructure, working styles, democratic attitudes, and generate a better learning environment at educational institutions. Key steps include identifying problems, defining them precisely, listing causes, creating action plans, choosing appropriate research designs, testing hypotheses through new teaching methods, evaluating outcomes, and determining if the problems were addressed. Benefits include developing scientific thinking in teachers and potentially raising student achievement and discipline, while disadvantages are that results cannot be widely generalized.
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
The document discusses the objectives and classification of educational objectives. It outlines Bloom's Taxonomy, which categorizes educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain ranges from receiving to valuing to characterizing. The psychomotor domain involves skills from perception to articulation to naturalization. The document also discusses the aims of teaching science at different educational levels from primary to higher secondary, focusing on developing knowledge, understanding, application, skills, attitude, and interest.
This document contains a daily lesson log for a Personal Development class in grade 11. It outlines the objectives, content, learning resources, procedures, and evaluation for lessons taught from August 28 to September 1 on the topic of knowing oneself. The objectives are to explain how knowing one's strengths and limitations can help in accepting oneself and dealing with others, and to share unique characteristics, habits, and experiences. The content explores knowing one's strengths and limitations. Learning resources include textbook pages and additional online materials. Procedures include class discussions, activities, and assessments to help students understand self-concept and self-development. The teacher reflects on students' progress and identifies areas where the principal can provide assistance to improve instruction.
The prayer document requests guidance and wisdom from Heavenly Father as the class begins, and thanks Him for the opportunity to learn and grow in knowledge and understanding. It asks that students' minds remain open to new ideas and their hearts filled with understanding. [END SUMMARY]
Similar to Sciencestrategiesppt 151028100844-lva1-app6892 (20)
2. INTRODUCTION
• The biggest challenge before a teacher is
how to teach Science lessons.
• If this teaching – learning activities are
effective, students can reach the goals of
life by acquisition of knowledge, skills
and values in Science.
3. As defined by Dr. Rosalyn Yalon, a Nobel
Laureate in Medicine,
science is… “… not simply a collection
of facts. It is a discipline of thinking about
rational solutions to problems after
establishing the basic facts derived from
observations. It is hypothesizing from
what is known to what might be and then
attempting to test the
hypothesis….logical thinking
must come first; the facts can
come later.
4. Knowledge, Process Skills and
Attitudes.
Knowledge is sometimes labeled as the
products of science. It generally refers to
facts, concepts, principles, laws, and
theories.
5. Process skills are the empirical
and analytic procedures used by
scientists in solving problems.
7. Some of the important attitudes students will
have to learn and demonstrate in science
include
Curiosity honesty
objectivity openness
perseverance skepticism
withholding judgment.
8. Characteristics of Learners
which are relevant to science teaching.
1. Learners learn and develop as a whole
person.
The learners’ cognitive, affective,
physical, social and emotional areas are
intricately intertwined. Learners cannot
grow in one area without affecting the
other areas.
9. 2. Learners grow through the same
predictable stages but at different
rates.
This means that children of the same age
group may not exhibit uniform
characteristics. Some may be more
intellectually or socially advanced than the
others in the same age group.
10. 3. Learners learn best through active
involvement with concrete experiences.
Research studies show that the use of
hands-on activities can result in significant
improvements in academic performance
and attitude of students towards science.
11. 4. Learners are curious and eager to
learn.
When the teacher fits the learning
environment to learners’ interests, needs
and their levels of maturity, they become
highly motivated.
12. 5.Learners have different learning styles.
Learning styles are preferred ways that
different individuals have for processing
and responding to environmental stimulus
(Kuchuck and Eggen, 1997). Learning
styles are also referred to as cognitive
styles.
13.
14.
15.
16. Teaching will be more effective if you will do the following:
1. ƒ Present science as a way of finding
out rather than as a body of facts to be
memorized.
Allowing learners to discover and to
organize the information, equip them with
problem-solving and decision-making
skills. It also results in knowledge that
is more easily remembered and
recalled than rote learning.
17. ƒ 2. Emphasize learning by doing
A number of researches show that
learners learn better when they are
personally involved in physical or hands-
on activities.
18. 3. Encourage interactions among
learners
Give opportunities for students to work
together in groups. Students who work
together learn more from each other. They
also develop their social and
communication skills in the process.
19. 4. Adapt science experiences to the
learners’ developmental levels
Learners differ on how they operate
mentally. Therefore, you must arrange
experiences that fit what they can do.
20. 5. Use a variety of approaches in
teaching science
Students have different learning styles.
To be more effective, you must be aware
of their learning styles and you must
consider them in choosing which teaching
methods to use.
21. • According to Dr. Rita Dunn, Director,
International Learning Styles Network,
“Students can learn any subject matter
when they are taught with methods and
approaches responsive to their learning
styles.”
23. STRATEGIES OF TEACHING
STRATEGY: - Strategy is the art and
science of directing and controlling the
movements and activities of the army. If
strategy is good, we can get victory over
our enemies. In teaching this term is
meant those procedures and methods by
which objectives of teaching are
realized in the class.
24. Constructivist Learning:
A Closer Look
The major theoretical point of this learning
theory is that learners generate their own
understanding. Learners come to school
not as a blank slate but as beings with
preconceptions or prior knowledge about
the natural world.
25. Let us see how constructivism works by
illustrating its theoretical underpinning.
Principle # 1: Learning is a search for
meaning which starts with issues
around which students actively try to
construct meaning.
Here are two examples of issues/situations
around which students may construct
meanings.
26. a. A newly opened cold bottle of soft drink is
more pleasant tasting than one that has
been opened before storage in the
refrigerator.
b. A newly opened cold bottle of soft drink is
more pleasant tasting than a newly
opened bottle of soft drink at room
temperature.
27. . If you ask your students who have not
learned about Henry’s Law and Claysius
Clayperon’s Equation to explain the above
situations, you will probably get answers
such as:
“ A newly opened cold bottle of soft
drink has spirit”
“ A newly opened soft drink at room
temperature has no spirit”
28. Principle # 2: Meaning requires
understanding wholes as well as parts.
Parts are understood in the context of
wholes. Meaning requires understanding
wholes as well as parts; parts can be
understood in the context of wholes.
29. Principle # 3: In order to teach
effectively, teachers must understand
the mental models used by students to
perceive the world and the
assumptions they make to support
those models.
The prior mental model of the students
regarding the pleasant taste of a newly
opened bottle of cold soft drink is that it
has ‘spirit’
30. From their knowledge about gases and soft
drinks, the students would learn that
1.soft drinks are carbonated beverages;
2. carbon dioxide is added to the mixture at
high pressure;
3. some gases are polar while others are
non-polar;
1. 4. polar gases dissolve easily in water;
31. 5. some non-polar gases with low molecular
mass such as carbon dioxide dissolve and
react with water;
6. the product of this reaction is acid. This is
the acid that makes soft drink pleasant in
taste; and
7. pressure and temperature affect solubility
of these gases in water.
32. Using constructivist approaches
will help students reconstruct their
prior knowledge based on their
new experiences and thus, make
their own meaning. You can be sure
that they will not say “spirit” next time.
33. Principle # 4: The purpose of learning is
for an individual to construct his/her
own meaning.
Thus, learning must be measured.
Owing to this fact, assessment should be
made part of the learning process to
provide information on the quality of the
students’ learning
34. . Going back to our example on soft
drinks, you can ask this question after
the lesson to find out if your students
have reconstructed their ideas.
Which of the containers filled
with water has more oxygen?
Explain your answer
35. a. Bottle of water at 15° C
b. Bottle of water at 20° C
c. Bottle of water at 45° C
If they have reconstructed their idea, they
would choose letter a.
Their explanation could be: Bottle with
water at 15 °C has the lowest
temperature.
The lower the temperature, the more
oxygen dissolves in water
(Clasius-Clayperon Equation).
36. Constructivist Strategies
There are several strategies that can be
used to probe, reconstruct and assess the
learner’s understanding of science
concepts, principles, laws and theories.
The following discussion will focus on
some of these strategies.
37. 1.The Discovery Approach
by Jerome Bruner
• You can increase the motivation of pupils
to learn science if they are to experience
something different from their day to day
activities.
38. The lesson proceeds through a hierarchy of
stages which may be associated with
Bruner’s levels of thought. These stages
are the following:
a.Enactive level
At this stage, the students perform hands-
on activities directly related to what is to
be discovered. The sample activity in Box
````1 illustrates the enactive level
39.
40. b) Ikonic level
After the students have done the hands-on
activity and gain some experiences, the
teacher directs the thinking of the students
using experiential situations to the mental
images or models of the objects used
upon which the discovery is to be based.
Box 2 gives an option you can do after
an activity or experiment.
41.
42. c) Symbolic level
At this point, the students are guided to
replace mental images with symbols to
increase generality and abstraction which
eventually results in the discovery planned
by the teacher in advance.
Box 3 shows how you can do this.
43.
44. 2. Inquiry Approach
• This approach teaches students to handle
situations they meet in the physical world.
To use the inquiry approach in the
teaching of science, you need to prepare
activities that will allow students to
develop the following skills:
45. a. recognizing problems;
b. asking questions;
c. applying laboratory procedures; and
d. providing consistent descriptions,
predictions and explanations.
46. There are many strategies for the inquiry
approach in the classroom.
All inquiry strategies share common
features. These are the following:
a. Students do hands-on activities such as
experiments.
b. Students are focused on learning some
analytical skills and applying the skills
gained in the hands-on activities
47. We shall demonstrate the two ways of
using inquiry
-as a tool for constructivist learning -
the 5-E Learning Cycle and
-the Discrepant Event as springboard.
48. A. The 5-E Learning Cycle
The 5-E Learning Cycle is a model that promotes
scientific inquiry. Each “E” represents part of the
process of helping students sequence their
learning experiences to develop a connection
between prior knowledge and new concepts.
The teacher serves as a facilitator as students
construct new knowledge based on
thoughtful inquiry and decision making. The
5-E’s are as follows:
50. 1. Engage The students engage in a task to
make connections between the past and
present learning experiences.
Example:
Recall the following:
1. Compounds are classified into acids, bases, and compounds.
2. Some acids and bases are strong; some are weak
3. Indicators such as litmus paper and phenolphthalein can be used
to identify acids and bases.
Present the situation below to your students. Suppose you
want to find out which among the substances in your
home are acids and bases. You don’t have any litmus
paper or phenolphthalein. What will you do?
51. 2.Explore The students perform a task to get
directly involved with key concepts through
guided exploration of scientific, geographic,
economic, and other data set.
Example:
Pupils will do an activity.
52. 3.Explain The students give details about the
science concepts being developed in the task.
Through readings and discussions, the
students develop understanding of the major
science concepts and verify answers to
questions or problems posed in the engage
stage.
Example:
Which of the household substances are acidic? Which substances are basic ?
You can answer the questions by comparing the color change of the
extract in solutions found in the second table with the color change of
extract in hydrochloric acid solution/sodium hydroxide solution. From
these two tables you can deduce that milk, tea, coffee and bleaching
agent are acids. Shampoo, detergent, baking soda and
toothpaste are bases.
53. 4. Elaborate The students simplify the
science concept/s in the lesson, e.g.
stating the concepts in their own words,
and applying new found knowledge to a
different situation.
Example:
Present the situation below to the students
Some of us suffer from indigestion or stomach problem in
the morning. Our parents would tell us to drink milk,
coffee, or tea. Is this a good advice or practice? One
cause of indigestion or stomach problem in the
morning is hyperacidity. At first coffee, milk or tea
may help. In the long run, the problem will
worsen. Why? Tea, milk and coffee are acidic.
54. 5. Evaluate The students take a test, quiz,
or any authentic assessment instrument to
determine how much they benefited
from the lesson or activity.
56. What is a discrepant event? Why use it to
teach science?
A discrepant event is an unexpected, surprising,
or paradoxical event (FriedI, 1997). It creates a
strong feeling in the student e.g. feeling of
wanting to know.
57. There are three steps to follow when
using the discrepant event strategy.
They are as follows:
1. Set up a discrepant event.
Present the event to gain attention,
increase motivation, and encourage the
students to seek ways of solving the
unexpected. Some examples of
discrepant events are shown below.
58. Examples of Discrepant Events
Dancing salt
Making ice disappear
The appearing coin
Changing liquid to gas to liquid
The four seasons
Melting ice below freezing point
59. 2. Students investigate the event to solve
the discrepancy.
Give students the minimum materials as
well as simple procedures to start the
investigation. The students can go beyond
your instruction. However, they should be
advised to present their procedure for your
approval first.
60. 3. Students solve the discrepancy.
After the students have resolved the
discrepancy, evaluate the students.
You can do this by asking the students to do
the following:
a. Prepare a summary of the lesson.
b. Relate the concept to a similar situation.
c. Cite applications of the concept in
the real world.
61. Reflective Teaching
• REFLECTION
John Dewey defined reflection as a
proactive, on-going examination of beliefs
and practices, their origin and impact.
62. Reflective Teaching
How are your students benefited by reflective
teaching? Reflective practice helps students
do the following: ƒ
1. frame a problem, detach from it and analyze it
critically; ƒ
2. bridge the gap between theory and practice; ƒ
3.understand and influence their own
thinking; ƒ
4. recognize the depth and range of
transferable skills learned; and ƒ
-become life-long learners.
63. Reflective teaching can be carried out in
several ways. Salandanan (2000)
suggested four strategies—
-journal writing,
-portfolio,
-self analysis, and
- on-the-spot observation of students’
response.
64. 1.Journal writing allows the students to reflect
or process their thoughts about science
concepts. Journals may be in the form of
workbooks, diaries, logs ,or progress profiles.
Journals make students look back over their
recent learning
65. 2. The portfolio is a personal record
which includes honest to goodness
account of experiences - thoughts,
behavior and reactions.
66. 3. Self-analysis is a record of incidents,
problems and issues that transpired while
doing a science task/lesson. If the student
did right, he would say “I should remember
to do this in another situation”. If he failed,
he could ask “What went wrong”, “I could
have done this”, and “There is room for
improvement” or “Better luck next time”.
67. 4. The fourth strategy for reflective teaching
is on the spot observation of the
students’ responses. As a teacher, ask
yourself the following questions so that
you can reflect on the lessons just
conducted: ƒ
Were the students motivated to participate
in the activity? ƒ Did the students take
part in the discussion? ƒ Did the
students share their views
animatedly?
68. Were the students given equal opportunity
during the recitation/discussion? ƒ
Was the topic related to the world of the
students? ƒ
Would the students be able to apply the
science concepts discussed to their
everyday life?
69. Integrative Teaching
This is a teaching strategy which puts
together the parts of a whole in order to
arrive at a holistic, complete and more
accurate view of reality (Corpus and
Salandanan, 2003
70. It is infused by the multiple intelligences,
the varied learning styles and the daily
experiences of the learners. It empowers
learners to become lifelong learners and
active makers of meaning.
71. Integrative teaching is a three-level strategy
– the facts level,
- the concept level and
- the values level.
72. Integrative teaching involves the practice of
recognizing and articulating relationships
among subject matters and applying
learning from one context to another. It
also involves building bridges between the
academe and the wider world, between
public issues and personal experience.
73. Advantages of Integrative Teaching ƒ
1. makes content more meaningful because
the content is presented the way it is in the
real world
ƒ2. is student-centered, involves active
learning with the teacher acting as
facilitator of learning
ƒ 3.allows learners to form their own
representations of complex topics
and issues
74. ƒ 4.offers multiple ways for learners to
demonstrate the knowledge, skills and
attitudes learned ƒ gives opportunities for
students to work in a context where
interdependence and cooperation are
crucial for getting things done
ƒ helps learners develop a variety of social
skills
75. Cooperative Learning
Cooperative learning is “the instructional use of
small groups through which students work
together to maximize their own and each other’s
learning.” Cooperative groups are not the same
as students working cooperatively in groups. In
cooperative groups, each member has a valued
role in the learning process and everyone is
responsible for each other’s learning.
76. There are four basic components of
cooperative learning.
They are as follows: ƒ
1.Positive interdependence
This principle emphasizes that the success
or failure of the group depends on the
success or failure of each member. Thus,
each member of the group learns to
share and work together to attain the
shared goal.
77. 2. Individual accountability
This implies that each member of the group
is not only responsible for their own
learning but also in helping their fellow
students to learn.
78. 3. Equal participation
This means that each member has
his/her own role, work or load to
achieve the goal of the group. No
member should be allowed to dominate
anybody in the group either socially or
academically
80. Here are some tips that will help you
implement cooperative learning
successfully. ƒ
Be sure to monitor the group and their activities,
taking care to ensure that the groups are
functioning as groups and that one student is not
dominating the work. ƒ
1. Give credit to the teams for their collective
work, not the work of one individual. ƒ
2 Rotate the roles among the members of
the group.
3. Create a new group every now and then.
81. Lecture and Student Recitation
You can use the lecture method to explain,
demonstrate, and present information on
the topic to be taken up. It is not
necessary for the teacher to do the
lecturing all the time.
82. Role Playing and Simulation
• Role playing can be used to dramatize the
situations
83. Example: Everyday we encounter situations
where people are in conflict or faced with
a dilemma of some sort. Take the need to
have a supply of wood for construction
material as an example. This means trees
have to be cut from the forests. However,
our forest cover is getting smaller. So, we
are faced with a dilemma, “Are we
going to ban logging
completely?” or “Are we going to
practice selected logging?”
85. For example
Barangay A has a population of ten
thousand ((10,000). One pressing problem
of the barangay is a build up of mountains
of garbage. If a person produces three (3)
kilograms of garbage everyday how
soon can a barangay accumulate a
mountain of garbage with a bulk of
20,000,000 kilograms of garbage?
86. Field Trips
• The field trip is a vehicle by which science
can be learned and taught. Krepel and
Duvall (1981) defined field trip as
"a trip arranged by the school and
undertaken for educational purposes, in
which the students go to places where
the materials of instruction may be
observed and studied directly in their
functional setting”(Michie, M., 1998)
87. An example of formal exercises to be
conducted in the field is the relation
between dissolved oxygen and the depth
and water temperature of a lake, river, or
ocean. Another is the distribution of
planktons at different times of the year.
Field trips are valuable for
cognitive and affective
development of the students.
88. Field trips provide the opportunity for hands-
on, real world experiences, improved
quality of education, motivation and
development of positive attitude towards
the subject, improvement of the
socialization between students as well as
development of rapport between teachers
and students.
89. Concept Mapping
A concept map is a special form of a web
diagram for exploring knowledge and
gathering and sharing information.
Concept mapping is employed to develop
connections among concepts in the unit.
90. A concept map consists of nodes or cells
and links. The nodes contain the concepts
and are usually enclosed in a box or circle.
The links are represented by arrows. The
labels in the links explain the relationship
between the nodes. The arrow describes
the direction of the relationship and is read
like a sentence
91.
92. As an assessment tool, the concept
map will give you information on how
the student relates the identified
concepts from the lesson. This way,
you can be sure that students
understand the lesson.
93. Games
Children love to play games. Games can
teach children to work together as a well-
coordinated team. It develops coordination
skills which are necessary to perform
delicate jobs..
94. Basketball can be used to teach motion in
physics. Billiards can be used to develop
functional understanding about
momentum. Tug-of-war is a good analogy
for developing concepts about balanced or
unbalanced forces either in physics or
chemistry
95. • Puzzles, cartoons, humor, magic, and
jokes can also be used in the science
classrooms. They make science
learning fun and enjoyable for
learners.