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 scientic 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.
Scientic claims are tested and accepted based on observations and rejected if these fail the test.
Steps in the Scientic 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, dierences, 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 oer 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 eect 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.
Dening Operationally
•
When we dene variables operationally, you give a precise meaning or a specic 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 scientic 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
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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
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Based on constructivism
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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.
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 renement 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 reection 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 reect 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 signicance 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.