MIDTERM REVIEWER Teaching-Science

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MIDTERM REVIEWER (TEACHING SCIENCE IN THE ELEMENTARY GRADES)
THE NEED TO TEACH ABOUT THE PROCESSES OF SCIENCE
 
SCIENCE WAYS
 
1.
 
Science relies on evidence from the natural world.
 
2.
 
Although we must be exible in our thinking, we should still follow the scientic process guided by parameters.
 
3.
 
Science is embedded within the times, so that as a man continuously develops technology and instruments for discovering the nature of the world around us, so does our understanding of the world improve.
 
Science Principles
 
1.
 
Science assumes that we can learn about the world by gathering evidence using our senses and the extensions of our senses, such as tools or equipment.
 
2.
 
Science uses and tests evidence from the natural world in order to explain science concepts or phenomena substantially.
 
3.
 
Science is a process of continuously learning about the world around us.
 
4.
 
Scientic claims are tested and accepted based on observations and rejected if these fail the test.
 
Steps in the Scientic Method
1.
 
Make an observation
 
2.
 
Ask a question
 
3.
 
Do some background search
 
4.
 
Make a hypothesis (educated guess)
 
5.
 
Make a prediction
 
6.
 
Do an experiment
 
7.
 
Analyze your data
 
8.
 
Draw conclusions
 
9.
 
Tell people about what you found out
 
Teaching Six Basic Science Process Skills
1.
 
Observing
 – In observing we use our ve senses which are the most basic skills in science. This involves exploring looks, sounds, texture, temperature, pressure, tastes, and smells or odors.
 
2.
 
Communicating
 – it is the process of letting other people know what we are doing and thinking. We communicate in science by speaking, reading and writing.
 
3.
 
Measuring
 – When we measure things, we are actually being more precise in observing and communicating. We measure height, weight, length, volume, temperature, and density.
 
4.
 
Classifying
 – when there are so many objects, events, and living things around us, it is easier to study these when we classify them based on similarities, dierences, and interrelationships that we observe.
 
5.
 
Inferring
 – we infer we try to gure out why and how an event happened but were not able to observe the event directly as it happened in the past.
 
6.
 
Predicting
 – when we predict we oer our best guess on what might happen in the future based on the facts or pieces of evidence. We are making a forecast of what we might observe in the future.
 
Teaching Six Integrated Science Process Skills
 
1.
 
Identifying and Controlling Variables
 
 
When doing experiments, we try to identify variables, control variables, and check the eect of changing certain variables one by one. This way, we will know which one works, and which does not.
 
2.
 
Formulating and Testing Hypotheses
 
 
Formulating hypotheses means you predict or make a guess of what might happen if you manipulate one variable. Then, you test the hypothesis to see if the results would show that your guess is valid.
 
 
3.
 
Dening Operationally
 
 
When we dene variables operationally, you give a precise meaning or a specic procedure for measuring the variable. This is to make sure that our investigation is consistent.
 
4.
 
Interpreting data
 
 
When we interpret data, we give meaning to all the data we collect. We rst decide now to gather the date we need, organize it on a table, make charts or graphs about the data we collect. Then, analyze it to make valid conclusions.
 
5.
 
Experimenting
 
 
In experimenting, we use all the process previously mentioned: observing, classifying what we observe, identifying what variables that we will keep as constant. We also write hypothesis, gather and analyze our data, infer conclusions, and use all other scientic process skills needed.
 
6.
 
Constructing models
 
 
When we construct a model, we are trying to make a visual representation of an object or concept, that may be too small or too big to observe in the classroom; or that cannot be measured directly. We want to show how something looks and/or how something moves.
 
TEACHING SCIENCE
 
 
5E'S INQUIRY BASED LEARNING PLAN
 
 
4A's Lesson Activity Plan
 
 
Project Based Learning and Problem Based Learning
 
 
Experiential Learning
 
 
STS
 
 
Steam
 
 
Modeling Instruction
 
4A's Lesson Activity Plan
 
Activity
-In this phase, the teacher motivates the students with an activity that will hook their interest to learn the new topic and activate prior knowledge, and/or provides an activity that will provide a link to the new lesson.
 
Analysis
 - in this phase, the teacher presents the new lesson in proper sequence, from simple to complex, chunking information to make more comprehensible, even using graphic organizers, mnemonic devices, and visual aids to help students understand the lesson structure and to easily relate content and retain knowledge.
 
Abstraction
 - this is where the teacher facilitates an activity to check if the students learned from the new lesson. May include guided and independent practice before formulating a generalization.
 
Application
 - In here, the teacher let the students apply their new knowledge or skill to a new situation. This can be done by group activity, using worksheets, games, problem-solving and many others.
 
Project-Based Learning and Problem-Based Learning 
 
 
Focuses on a problem existing in society, instead of planning just a project.
 
 
Student-centered
 
 
Based on constructivism
 
 
Involve active and authentic real-world learning
 
 
Involve asking questions, personal experiences, and small group collaboration
 
 
Focus on learning while the investigations are on-going
 
 
Revisions in solutions can be done in needed, involve self-evaluation, before presenting the nal project artifact
 
IBL vs PBL vs PjBL
 
Inquiry-Based Learning
 starts with a question, which inspires curiosity among the students. It is an active learning process in which students access information through experiences and technology.
 
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Problem-Based Learning
, although it also starts with a challenge or a question. the challenge is a real world problem, which students will solve through Investigation. Students investigate, test and discover viable solutions.
 
Project-Based Learning
 can be long term. This is where students work on real world problems in order to design and produce concrete, tangible products or artifacts. Although students take a lead on the project, the teacher sets parameters.
 
Experiential Learning 
 
The renement of the theory
"learning by doing"
, whereby learning is achieved through the transformation from experience. In classrooms, this means providing hands-on activities and constant student reection on what they are doing.
 
A.
Concrete Experience
 - During this time, the teacher let the students do an experiment or perform a task. This stage is associated with the saying "Just do it" or "Act".
 
B.
Share
- Teacher asks the students to share the results or describe their experiences and reactions. Teachers usually ask them "What happened?", "What did you do?".
 
C.
Process
- In this stage, the teacher let the students reect on their experience and probe their feelings. Let them analyze and assess what they did and the consequences of their actions so they can learn from their experience. "What went well?", "What did not go well?"
 
D.
Generalize
- The teacher then asks the students what their conclusion is based on what they have learned from the experience. "What is the signicance of knowing this?". The students can then relate this present learning from the previous ones, connecting the past to present and to the future.
 
Daisy Model
 
 
With the Daisy Model, the main subject is the center, and the other subjects are attached as petals of a daisy. The teacher starts by selecting a topic, then other disciplines are added like Math, Art, Writing, PE, Music, Reading, and Social Studies.
 
Rose Model
 
 
more interconnected and interwoven. This is problem-based centered, so here is
 
where PBL, PJBL, and IBL come in. The teacher starts with a problem, a question or a topic, brainstorming of the question follows, narrowing down to testable questions. Investigations are done, and sharing of ndings culminates these approaches.
 
Science, Technology, and Society
 
This is
similar to Rose Model
, but the topics selected for investigation deal with science and technology and with interdependence to social issues. Examples would be topic about air pollution, animal conservation, endangered animals and plants, health, the rain forest, space travel, substance abuse, weather and among others.
 
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