CONCEPTUAL FRAMEWORK

NATURE, SCOPE AND GUIDING

PRINCIPLES IN TEACHING SCIENCE

WHAT IS SCIENCE?
 Science is a way to explore nature
 A subject to understand the secrets of the universe
 As a long list of facts to be memorized

NATURE OF SCIENCE:
 Science is a process of finding facts, laws, principles, and concepts. Science is the
quest for knowledge, not the knowledge itself. The nature of science is to investigate
through experiences and then to logically explain the data gained through those
experiences.

THREE DIFFERENT FACETS OF SCIENCE:

A. A body of knowledge (content)

It is a background information that we use as a basis for further exploration

and experimentation, and it is the foundation on which new technologies and
practical are built. Content can be subdivided into classic branches of science:
biology, chemistry, physics, and earth/space science.

1. Facts and concepts

 Facts are the things that are observable and indisputable.
Something thought to be true, that actually exists. Because of there
actual existence facts can be checked; (e.g. water well not dissolve
water. Water has three phases. Metal piece jumps towards the
magnet).
 Concept is the specific idea abstracted by the particular instances.

2. Hypothesis
 It is a tentative answer to the scientific question.
 A testable explanation for what was observed.
 A hypothesis is not an observation, rather, a tentative explanation
for the observation.
 It is based on the previous knowledge, facts, and general principals.

3. Theory
 A theory is just a vague and fuzzy sort of fact and a hypothesis is
often used as a fancy synonym to ‘guess’.
  A theory is a generalization based on many observation and
experiments.

4. Principle or law
 Stands the test of time, often without change.
 Experimentally proven over and over.
 Can create true predictions for different situations.
 Has uniformity and is universal terms used to describe theories that
are so well supported they are generally thought to be “facts”.
Theories become laws (e.g. the law of gravity) when they are
shown to be absolutely correct for the conditions to which they
apply.

B. Science the process (inquiry)

 Through the processes of science that the knowledge is gained.

 Scientist collect information by using process skills.

Examples of scientific processes:

 Problem solving and applying
 Experimenting, modelling, measuring, processes, classifying
 Observing and recording and using equations and math
interpreting equations.

C. Science as attitude (context)

 science includes a set of attitudes that encourage people to engage in

scientific study.
 it is a curiosity, keenness, creativity, open-mindedness, perseverance,
and concern for living things and awareness of the responsibility they
have for the quality of the environment.

The three facets of science are interrelated:

 Inquiry begins with an understanding of current content knowledge.

 Inquiry produces new content understanding.
 Context sets the goals and rationale for inquiry.
 Content knowledge is used in new technologies that affect the social context.
 Content knowledge influences policy-making.

What is not included in science?

 Science does not make ethical or moral judgements.

 There is no “good or bad”, “right or wrong” in science.
 Value judgments are made by people.
SCOPE OF SCIENCE:
 A body of knowledge obtained by methods based upon observation.
 Science deals with the universe and galaxies in reforms of matter and
energy which is in the form of living and non-living.
 Science is limited to that which is observable.
 Knowledge of science is tested and retested and also reinvented.

GUIDING PRINCIPLES IN TEACHING SCIENCE:

 Constructivist principle
 Discovery principle
 Collaborative principle
 Multiple intelligences and learning style

Constructivist principles
 Is a learning theory found in psychology which explains how people might
acquire knowledge and learn. It therefore has direct application to education.
The theory suggests that humans construct knowledge and meaning from
their experiences.

Discovery principles
 This is what psychologist term as the ‘Aha!’ experience. Students are related
the thought of being able to discover by themselves the solutions to problems
related to their topics and assignments.
Brain-based principles
 Brain-based learning is the purposeful and comprehensive engagement of
various principles. These principles directly enhance the ability of the brain to
work and learn optimally.
Collaborative principles
 A strategy that permits students and instructor to make good use of
communicative forms.
Multiple intelligences and learning style
 Multiple intelligences are a presentation of different intellectual abilities,
whereas learning styles are how we approach different task.
8 different multiple intelligences:
1. Intrapersonal
2. Linguistic
3. Bodily-kinesthetic
4. Interpersonal
5. Existential
6. Logical-mathematical
7. Musical
8. Naturalist
 THEORIES, APPROACHES, METHODS OF
TEACHING SCIENCE

THEORIES AND PERSPECTIVES IN SCIENCE EDUCATION:

 Active learning: learn by doing
 Teaching to multiple learning modalities
 Teaching to multiple learning intelligences
 Meta-cognition: Teaching students to think about their thinking
 Developing higher order reasoning
 Constructivism: Helping students build their understanding of science
 Pedagogical content knowledge (PCK) in science

APPROACHES OF TEACHING SCIENCE:

 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.

1. Multi/Interdisciplinary Approach
2. Science Technology Society Approach/ Contextual Learning
3. Problem/ Issue based learning
4. Inquiry Based- Approach

Multi/interdisciplinary approach
 An approach to curriculum integration which focuses primarily on the different
disciplines and the diverse perspectives they bring to illustrate a topic, theme
or issue.

Science Technology Society Approach/ Contextual Learning

 Contextual learning is based on a constructivist theory of teaching
and learning. Learning takes place when teachers are able to present
information in such a way that students are able to construct meaning based
on their own experiences.

Problem/ Issue based learning

 a student-centered pedagogy in which students learn about a subject through
the experience of solving an open-ended problem found in trigger material.
The process allows for learners to develop skills used for their future practice.

Inquiry Based- Approach

 is an approach to learning that emphasizes the student's role in
the learning process. Rather than the teacher telling students what they need
to know, students are encouraged to explore the material, ask questions, and
share ideas.
METHODS OF TEACHING SCIENCE:
 These innovative teaching method in science can substitute the typical
teaching techniques to achieve the goal.

Hands on learning
 This is the best teaching method invented so far that involves the active
participation of student to experience scientific concepts than to just have an
audience view.

Conversation
 Building instructional conversations is a key method to teach science
vocabulary. Let them talk in between the lectures about the experience they
had with an application related to the topic of discussion.

Science text cards

 This is an innovative teaching method to convey the science facts in an easy
and organized way. In this activity, statements relate to science concepts are
written on index cards.

Projects
 this can be an individual activity or group activity which help students to
showcase the application side of what they learn through theory.

Science at home
 like scientists say, science starts from home. Encourages your student to
discover science at home from elementary classes itself. Ask them to find out
a specific science concept application at home as assignments and let them
discover science on the go.

Word Games
 Creative strategy to experience the language of science.

Graphic organizers
 Helpful for students to interact with science in a more organized and
structured way.

Crossover learning
 Opportunity to learn in multiple settings such as inside the classroom,
museums, field trips or clubs.

Argue with science

 Learning through argumentation gives students a widened thinking to
contrasting ideas which in turn deepen their understanding.

ICT Enabled Learning

 ICT refers to the use of information and communication technology to teach
the scientific ideas that promotes of open source to learning.
Science Fair
 Schools should conduct science fairs as a part of their teaching strategy to
promote students’ interest in the subject as well as to evaluate their level of
understanding.

Research Books
 Students are asked to do a research on whatever topic is covered in class by
means of libraries, websites or talking with experts.

Mobile apps for Science

 Students hold science in their hands and explore it with just a few taps.

Science Exhibition
 Encourage your students to take part in science exhibitions as part of school
level or inter-school level competitions.

Science Quiz
 This teaching approach helps students to think from different angles and
sometimes, to think out of the box.

APPROPRIATE ASSESSMENT TOOLS IN

TEACHING SCIENCE

Concept maps
 It is to determine the achievement of knowledge. The concepts create a
graphical structured meaningful relationship.

Concept test
 Are short, informal, targeted tests that are administered during class to help
instructors gauge whether students understand the concepts.

Knowledge Survey
 it is inseparable part of current e-learning technologies. It can be used for self-
assessment of students to give them feedback about their progress in studies.

Test or Examinations
 it is an assessment intended to measure a test-taker’s knowledge, skill,
aptitude, physical fitness or classification in many other topics.

Peer Review
 A collaborative learning technique, students evaluate their peers’ work and
have their work evaluated by peers.
Portfolio Assessment
 a purposeful collection of student work that has been selected and organized
to show student learning progress.

Rubric
 It is an assessment tool that clearly indicates achievement criteria across all
the components of any kind of student work, from written to oral to visual.

Case studies
 Depict real-life situations in which problems need to be solved.

Projects
 Project-based assessments are an opportunity to utilize and measure the
higher – order thinking skills of students.

Concept sketches
 Which are simplified sketches that are concisely annotated with processes,
concepts and interrelationships, in addition to labels of features.

Seminar – Style Courses

 Students do assigned reading and then, under your guidance and direction,
grapple aloud with the ideas they’ve read.

Mathematical thinking
 Is a process of continually reconstructing one’s prior knowledge, not just
adding to it.

Performance Assessments
 To measures students’ ability to apply the skills and knowledge learned from a
unit or units of study.

SPIRAL PROGGRESSION APPROACH

Spiral Progression Approach

 As learning progresses, more and more details are introduced

 While at the same time they are related to the basics which are
reemphasized/rediscovered many times for connection and mastery.

Spiral Approach

SIMPLE COMPLEX

Basic principles are introduced in the first

grade and are rediscovered in succeeding grades in more complex forms.
Developing the same concepts from one grade level to the next in increasing
complexity and sophistication.
As early as Grade 7, students will learn concepts in earth science, biology,
chemistry and physics. One need not wait to be in Grade 10 to learn physics.
 A spiral curriculum design is one in which “key concepts are presented
repeatedly throughout the curriculum, but with deepening layers of complexity.
  The spiral curriculum was proposed by BRUNER 1996.
In structuring the course, certain perquisite knowledge and skills must be
first mastered which in turn provides linkages between each lesson as the
students “spiral upwards” in a coarse study.

 In adopting the spiral approach, the teacher will be enriched with varied
experiences in preparing every science lesson and curriculum a proper
blending of concepts, skills and values from the natural and physical sciences
and appropriately sequence a from a start upward according to the level of
difficulty.
 One should always remember that one keeps moving upward, but keeps
returning to the fundamentals through reviews but adding more.
REMEMBER!
In spiral teaching
teacher moves upward but keeps returning to the fundamentals.
Advantages of the Spiral Progression Approach
 Mastery of concepts
One keeps moving upward but keeps returning to the fundamentals.
 Improved retention
Reinforces what is already learned; concepts are revisited; One learns best
through the repeated experience of a concept.