Palangi

Divine Word College of Bangued
Bangued, Abra
School of Arts, Sciences and Education
Palangi, Genesis B.
BSED 3 (Major in Science)
The Teachings of Science (Teachings in the Specialized Field)
Research on the following:
What is the difference of teachings of science in the rest of the other specialization?
Science is the best degree for educators who wish to work in the field, advance their pedagogical
knowledge, and maybe take on academic leadership positions is a Master of Science in Education.
According to the Bureau of Labor Statistics, this degree actually prepares the student to advance into
leadership roles within the educational system. Students who earn a master's degree in education have
access to both inside- and outside-the-classroom employment options. Instruction, curriculum,
leadership, and special education are possible career pathways. The practical, hands-on components
of this degree enable students to assess current educational practices and develop potential answers
and initiatives. Students will investigate extensively, examine educational psychology, and study
cutting-edge educational theories.
1. What is meant by teaching Science?

 Science teaching is a complex activity that lies at the heart of the vision of science
education presented in the Standards.
 The teaching standards provide criteria for making judgments about progress toward
the vision; they describe what teachers of science at all grade levels should
understand and be able to do.
Source:
National Academies of Sciences, Engineering, and Medicine. 1996. National Science
Education Standards. Washington, DC: The National Academies Press.
https://doi.org/10.17226/4962.
2. What is the scope in the teaching of Science?

 The Utility of the Subject Science
a) Intellectual Value
b) Utilitarian Value
c) Scientific Method
d) Vocational Value
e) Moral Values
f) Aesthetic Value
 Cultural Values of the Science subject
 This method of science inspires the students to do things in a reasonable and
logical manner.
Bangued, Abra
 By the study of the lives of great scientist, we not only know about their great
work but also draw inspiration for the study of science.
Source:
https://www.pupilstutor.com/2021/09/scope-of-science.html
3. What are the different approaches, strategies and methods in teaching science?
 Strategies
 Real-life scenarios that involve case studies and ways of analyzing current
problems
 Peer-to-peer teaching, which involves students in their own education
 Hands-on activities that engage students beyond the lecture and teach useful
scientific concepts
 Science projects, which teach the scientific methods of inquiry and experiment
 Field research journals, which are notes and other documentation of trusted
science experiments or from the students in your classroom
Source:
https://academicpartnerships.uta.edu/articles/education/five-science-teaching-
techniques-to-try.aspx
 Approaches
 Enquiry approach, Problems solving approach, Laboratory method, Scientific
method and Project method are the examples of Child Centred Approaches.
 If a teacher is teaching the concept "Air has weight" by Scientific method.
Source:
http://egyankosh.ac.in/bitstream/123456789/6667/1/Unit-2.pdf
 Methods
1) Lecture (teacher-centred)
 In this approach, it is the teacher that is the focus.
 Students either passively take notes or ask questions through the teacher’s
presentation.
 Handy for large groups of students or for when you need to get through a large
body of information.
 The key to this lesson style is to keep it lively by inserting graphics, video
snippets, animations, science demonstrations, audio grabs or guest
appearances via video conference.
2) Hands-on activities (student-centred)
 Break out the experiment materials.
Bangued, Abra
 Whether the students work in small groups or by themselves, the lesson has a
clear question that students need to find an answer to with the teacher acting
as a facilitator.
3) Project Based learning (student-centred)
 This teaching method draws on the hands-on nature of the activities above
and extends this to involve students in a deep dive into a given topic.
 Time is the key here, as students will be engaged over an extended period of
time in researching their topic, designing their experiment or model, writing
a scientific report or creating a poster and presenting their findings in a short
talk.
 When planning this in your scope and sequence, consider access to resources
both within and beyond your school and how the students might be able to
involve the community in their research or as an audience for the final
presentation at a school science fair.
4) Peer-led team learning (student-centred)
 Peer-led team learning (PLTL) is about empowering the students to teach the
other students.
 Often employed in undergraduate studies, this approach also works in schools
where it is most effective when connecting older students with younger
students.
 Alternatively, PLTL can also be used when pairing students with a high subject
aptitude with students needing help.
 Guidance is important here as you need to ensure that what is being covered
is correct and safely performed.
 With supervision, this approach can be effective for students to learn
leadership skills and can create a positive atmosphere around scholarship.
5) Flipped learning (student-centred)
 Flipped learning has gained a lot of popularity in recent years.
 The idea is that the instructional content is given to the students outside of
normal school time, with the intention that students can then come to school
with deeper questions for teacher clarification. you can present this content via
a series of videos, articles and books to read, podcasts to listen to,
investigating a problem and so on.
6) Differentiation (student-centred)
 Differentiation is all about ensuring that students of all levels can be involved in
your lesson.
 You may want to create worksheets with different tasks or levels of difficulty,
perhaps have a variety of activities for students to choose from or creating a
variety of job roles for students when running PBL.
 Of course, with differentiation comes a time requirement to prepare the lesson,
however it can help with students being more on task as they can choose
tasks that they can achieve.
Bangued, Abra
 You can differentiate tasks as both extension activities as well as design

activities for students who need more support.
7) It’s up to you
 Without a doubt, the list of teaching methods above are just a brief overview of
what you can try in your classroom.
 In reality, there are many ways to teach science and you might find that you’ll
blend methods together and change on the fly depending on how your
students are responding.
 No matter what, it’s not just about the technology but more about the
pedagogy.
8) Further enrichment ideas
 Create a science festival at your school to showcase these different teaching
methods.
 You can also enrich this day with a science show, workshop or STEM activity.
Source:
https://www.fizzicseducation.com.au/articles/methods-for-teaching-science/
4. What are the different alternative science teaching?
 Comics, which attract attention with their adaptation to changing conditions in the
historical process, are increasing their popularity both in current life and in the field
of education.
 They can be used as a powerful supplementary teaching tool concretizing abstract
concepts, especially in lessons such as Science.
 They can also be used to convey abstract concepts to students in an entertaining
way.
 From this point of view, the study aimed to reveal the general characteristics,
structure, elements, and historical development of comics at a theoretical level.
 The study, which adopted a qualitative research design, was based on a wide
range of a literature review focusing on comics in an educational context as
alternative resources to use in science education.
 The data collected were coded, grouped, and reorganized as a report to present
within the context of science education for the teachers who might plan to use
comics in their classes, and researchers who might scrutinize the influence of
comics in teaching science at different levels.
Source:
Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey.
https://eric.ed.gov/?id=EJ1271026
Bangued, Abra

Palangi

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Palangi

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Divine Word College of Bangued

1. What is meant by teaching Science?

2. What is the scope in the teaching of Science?

 You can differentiate tasks as both extension activities as well as design

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