Download pdf - Science Teaching and Learning in the Context of the 2002 c~2

7/31/2019 Science Teaching and Learning in the Context of the 2002 c~2

1/70

Teachers Concerns

What is the best way to convey themany concepts that we teach inscience so that all learners can retain

and use the information?

How can the lessons be presented sothat they are interconnected and so

that they build upon each other?

How can science be made meaningfuland relevant to the learners?


2/70

Effective Teaching Behaviors(Teaching and Learning Skills)


3/70

New View of EffectiveTeaching

Effective teaching is more than acore of technical teachingbehaviors.

Effective teaching sees learningas involving a community oflearners as they engage in an

active process of sense- makingand knowledge construction thattakes place mostly through social

participation in authentic tasks.


4/70

New View of EffectiveTeaching

The teachers role ischanged from dispenser of

information to facilitator oflearning

The students performanceon tests is not the primaryand sole criterion for judgingteacher effectiveness.


5/70

Statements From ResearchAbout Effective Learning

1. Children learn best in a concretemanner involving personalparticipation, physical or hands- on

activities, and opportunities forpersonal discovery.

2. Learning is greatly enhanced whenconcepts are presented in the

context or relationships that are

familiar to the student.


6/70


3. Most learners relate better toconcrete, tangible examples andexperiences than to abstract,

conceptual models.

4. Most learners learn best through

some sort of personal interactionwith other learners through

study groups, team learning, and

so on.


7/70


5. Transfer of learning from onesituation to another is not

consistently predictable, and theability to do so is a skill that mustbe learned.


8/70

Science Teaching andLearning in the Context

of the 2002 BasicEducation Curriculum

Josefina L. Pabellon

Science Education Specialist

National Institute for Science and

Mathematics Education Development(NISMED)

University of the Philippines,

Diliman, Quezon City


9/70

Learningin the Context of the 2002

Basic EducationCurriculum

1. The 2002 Basic EducationCurriculum

2. The Science CurriculumThe Objectives

Approaches and Strategies


10/70

The philosophy of the 2002curriculum

a) The ideal Filipino learners areempowered learners, who are

competent in learning how tolearnand have life skills so thatthey become self-developed

persons who are makabayan,makatao, makakalikasan andmaka-Diyos;


11/70


(b) Functional literacy is theessential ability for lifelonglearning in our dynamically

changing world;(c)The ideal teaching-learning

process is interactive where

the learners, the teachers,instructional materials andinformation technology interact

with one another reciprocally.


12/70


(d) The ideal teacher of the 2002curriculum is not theauthoritarian instructor but the

trustworthy facilitator or managerof the learning process. Sheenables the learners to become

active constructors of meaningand not passive recipients of

information.


13/70

The Science Curriculum

Aim

to help the Filipino learners

gain a functional understandingof scientific concepts andprinciples linked with real life

situations, and acquire scientificskills, attitudes, and valuesnecessary to analyze and solvedaily problems.


14/70

The Science Curriculum

Approach: Integrated Teaching an educational movement that

lets questioning and problem-

solving, rather the structure ofthe academic disciplines, directthe process of acquiringknowledge and skills

shifts the focus of instructionfrom discrete subjects towardissues in the real world.


15/70

Objectives

1. Acquiring scientificknowledge

design investigations inscience

conduct laboratory and/or

field activities

obtain information from a

variety of sources


16/70

Objectives

2. Understanding and problemsolving

demonstrate knowledge of arange of key facts, andunderstanding of scientific

concepts, principles,relationships, and laws, andrelate them to natural and

technological phenomena


17/70

Objectives

2. Understanding and problemsolving

apply their knowledge andimagination to solve avariety of problems in

science critically analyze and

evaluate information,

procedures and materials


18/70

Objectives

3. Using scientific knowledge recognize how the power

and limitations of scienceshape and influence thequality of life;

recognize that science is ahuman activity that isdeveloped and applied in a

wide variety of contexts;


19/70

Objectives

3. Using scientific knowledge

use and apply their

scientific knowledge tomake informed, rationaldecisions;

use and apply scientificknowledge to modify andtransform the externalworld.


20/70

Objectives

4. Communicating scientific

knowledge

be functionally literate inscience, particularly in their

use of the terminology and

notation of science;

present scientific ideas

orally


21/70


22/70

e sc ence program env s ons


23/70

e sc ence program env s onsan individual learner as one who

Develops desirable valuesand attitudes about life andthe environment

Knows how to access,process, organize, and

communicate information Is motivated to learn on

his/her own and to continue

learnin throu h out life

c ence rocess s an


24/70

c ence rocess s anHigher Order Thinking Skills


25/70

BEC 2002


26/70

BEC 2002 spousesprogressivism

Instructional Focus: Cooperative

learning and problem solving,which emphasize experience

Curriculum: Comprehensive core

(interdisciplinary and problemfocused)

BEC 2002


27/70

BEC 2002 spousesprogressivism

Methodology:Interactivegroups, reflective thinkingand group projects

Nature of Learner:Responsible, socially

oriented individualinterested in solvingproblems of humankind


28/70

BEC subscribes to the

Constructivist theory oflearning

Th C t ti i t Th f


29/70

The Constructivist Theory ofLearning

Individual learners generate their ownunderstanding

Learners construct sets of

expectations or beliefs (which maydiffer from the accepted scientificconcept or theory) about a range ofnatural phenomena in their efforts to

make sense of their everydayexperiences

Such beliefs held by learners are

referred to as alternative frameworks,

Th C t ti i t Th f


30/70

The Constructivist Theory of

Learning

Science learning means a change inideas rather than taking in a new ideaas a separate, isolated entity.

When a learner receives newinformation, he tries to understand itby fitting it into his existing cognitive(or mental) structure. If it fits,

assimilationoccurs If it does not fit, disequilibration

happens. The new information may

tend to be rejected.


31/70

Th C t ti i t Th f


32/70

The Constructivist Theory of

Learning

When enough information isavailable, a change in cognitive

structure results which canaccommodate the new structure.This is known as the state of

accommodation. Afterwards, thecognitive structure again reaches

a state of equilibrium.

Th C t ti i t A h


33/70

The Constructivist Approach(Driver and Oldham,. 1986:119)

A Constr cti ist Teaching


34/70

A Constructivist Teaching

Sequence

orientation phase--- gives learnersthe chance to develop a sense

of purpose and motivation forlearning the topic

elicitation phase---learners

express their ideas explicitlyand develop awareness, whichcan be achieved by a variety of

activities



35/70


Sequence

restructuring phase---students compare

their ideas with the alternative andpossibly, conflicting views of others.Inadequacies or limitations may bepointed out; exchange of views maylead to disagreement among learners



36/70

A Constructivist TeachingSequence

application phase--- learners usetheir restructured ideas in

different situations. Hence thenew conceptions are integratedand reinforced by extending the

context within which they wereused



37/70

A Constructivist TeachingSequence

review phase--- learners are

encouraged to look back athow their ideas developed bymaking comparisons between

their thinking now and at thestart of the lesson.

strategies to promote probe


38/70

strategies to promote, probeand assess conceptual

understandingWord association

JigsawPredict, Observe. Explain

(POE)Written probe

Concept mapping


39/70

Guidelines in doing POE

Outcome of demonstration must be veryclear

Use a discrepant event

Tryout activity prior to class demonstrationAll students must take a stand

Summarize class views and feedback toclass

Let learners write observations and allowdiscussion

Give students opportunity to talk out

differing observations


40/70

An example of a written probeA ball rolls without friction and without a

drive of its own along curved paths. Theball is released at points a, b and c. To

what height will the ball go on the otherside?


41/70

Higher than a [ ]

Same as a [ ]

Lower than a [ ]

Explanation

_________________

_________________

__________________________________

_________________

_________________

Higher than b [ ]

Same as b [ ]

Lower than b [ ]

Explanation:

_______________

_______________

______________________________

_______________

_______________

Higher than c [ ]

Same as c [ ]

Lower than c [ ]

Explanation

_______________

_______________

______________________________

_______________

_______________


42/70

An example of a concept map


43/70

Inquiry Approach

process of teaching and learningwhich emphasizes activeinvolvement of students in

acquiring knowledge Actively involves students through

activities and experiments

Guides students to form andexpress concepts thru a series of

questions


44/70

Practical work

a teaching strategy thatinvolves the manipulation of

concrete objects and /or theperformance of activities toarrive at a conceptual

understanding of differentphenomena and situations


45/70

Types of practical work

Illustrative experimenting--involvesproving or verifying a concept,law, principle or phenomenon

Scientific observations --focus ondescription of objects or events inwords or sketches emphasizingsimilarities or differences

relate the description of theimportant features of an object withsome observed behavior orphenomenon.


46/70


47/70

Types of practical work

Inquiry-based experimenting

-- uses a series of carefullytailored experimental designto lead the learners to a

discovery of the concept

An example of an inquiry


48/70

An example of an inquirytype activity

Propose an investigation ofthe radioactivity of collected

dust, possibly includingcomparison. Then carry itout.


49/70

A design type inquiry

You are given the followingmaterials: 1 raw egg, 1 sheetnewspaper, 1 m string and 1msticky tape. You cannot add orsubtract anything from thematerials given you.

Your task: Design a container thatwill protect the raw egg frombreaking when dropped from a

height of at least 10 metres.


50/70

Practical work

Avoid recipe type proceduresDecide on the amount of structure that

is appropriate

Be certain that learners can identify theproblem to be investigated, theobjectives of the activity, and the

general procedure requirements underwhich they are operating

Clearly specify how results are to be

reported

Levels of implementation of


51/70

Levels of implementation ofpractical work

Level Level of implementation

1 Teacher uses classroomdemonstration to help develop

concepts

Teacher uses specimens found

in the local environment



52/70



2 Teacher uses demonstrations topromote a limited form of inquiry

Some learners assist in planningand performing demonstrations

Learners participate in closed (cook

book) practical work

Learners communicate data usinggraphs and tables



53/70



3 Teacher designs practical work in sucha way as to encourage learners

discovery of information Learners perform guided discovery

type practical work in small groups,engaging in hands-on activities

Learners can write scientific report inwhich they can justify their conclusionsin terms of data collected



54/70



4 Learners design and do their own open

investigation Learners reflect on the quality of the

design and collected data to make

improvements Learners can interpret data in support

of competing theories or explanations


55/70


56/70

Steps in Problem Solving

Project based learning


57/70

Projectbased learning

Learning shifts from short isolatedteacher lessons to learning activities thatare l

long term - at least a week InterdisciplinaryStudent centered, and

Integrated with real worldissues/problem

Characteristics of a Project


58/70

Characteristics of a Projectbased classroom

A project-based classroom is SMART Students successful

Motivation intrinsic and

powerful Autonomy independent

learning

Reflective thinking centered

Teacher teaching with

technology

Essential elements in a


59/70

Essential elements in aproject-based plan

The unit is built around areal problem

There is an essentialquestion that frames the

problem and focuses thestudents



60/70


There are activities and tasksthat lead students throughaddressing the essentialquestion, learning the desiredcontent, and coming up withthe product. There iscorrespondence betweenproject activities and the

learning objectives Essential elements in a


61/70


The project has a definite endingpoint and results in tangible, usefulproduct/outcome

The products address the questionsand demonstrate the learning that

took place

Assessment of progress is built into the activities, the process and

the final product



62/70


Expectation regardingaccomplishments/outcomes arestated

There is a combination of groupand individual work

The project includes reflection on

a regular basis

Changes


63/70

Changesif approaches are adopted

in

The role of the teacher

Methodology The students


64/70

The teacher

A guide on the side rather thana sage on stage

A willing learner with students Expects mistakes and wrong

turns

Helps teams develop Encourages other teachers


65/70

Methodology

More coaching and modeling

less telling

More finding out with studentsless being the expert

More cross disciplinary thinkingless specialization


66/70

Methodology

More teamwork

less privacy and isolation

More multi-dimensional assessment

less paper and pencil testing

More performance-basedassessment

less knowledge-basedassessment

More varied materials and media


67/70

The students move

from following orders

. . to carrying out self-directedlearning activities

from memorizing and repeating

. . to discovering, integrating andpresenting

from listening and reacting. . to communicating and taking

responsibility


68/70

The students move

from knowledge of facts, termsand content

. . to understanding processes from theory

. . to application of theory

from teacher dependent. . to empowered

Questions to ask


69/70

Questions to ask

Do examples and exercises include

many real, believable problem-solving situations that learners canrecognize as being important to theirlives?

Do learners gather and analyze theirown data as they are guided in thediscovery of the important concepts?

Are opportunities presented forlearners to gather and analyze theirown data for enrichment andextension?

Questions to ask


70/70

Questions to ask Do lessons and activities encourage

the learner to apply concepts andinformation in useful context

Are learners expected to participateregularly in interactive groups where

sharing, communicating, andresponding to important conceptsand decision making occur?

Do lessons, exercises, and labsimprove learners reading and othercommunication skills in addition tomathematical reasoning and