PRS402D/101/0/2018

Tutorial Letter 101/0/2018

Science and Technology

PRS402D

Year Module

Department of Early Childhood Education

IMPORTANT INFORMATION
This tutorial letter contains important information
about your module.
 CONTENTS
Page

Dear Student ........................................................................................................................................... 3

1 INTRODUCTION .......................................................................................................................... 3
2 PURPOSE OF AND OUTCOMES FOR THE MODULE................................................................ 3
2.1 Purpose ........................................................................................................................................ 3
2.2 Outcomes ..................................................................................................................................... 3
3 LECTURER(S) AND CONTACT DETAILS................................................................................... 5
3.1 Lecturer(s) .................................................................................................................................... 5
3.2 Department ................................................................................................................................... 6
3.3 University ...................................................................................................................................... 6
4 MODULE-RELATED RESOURCES ............................................................................................. 6
4.1 Prescribed books .......................................................................................................................... 6
4.2 Recommended books ................................................................................................................... 6
4.3 Electronic reserves (e-Reserves) .................................................................................................. 7
4.4 Library services and resources information ................................................................................... 7
5 STUDENT SUPPORT SERVICES FOR THE MODULE ............................................................... 7
6 MODULE-SPECIFIC STUDY PLAN ............................................................................................. 8
7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING .................................... 8
8 ASSESSMENT ............................................................................................................................. 8
8.1 Assessment criteria....................................................................................................................... 8
8.1.1 Assessment rubric...................................................................................................................... 8
8.2 Assessment plan .......................................................................................................................... 9
8.3 General assignment numbers ....................................................................................................... 9
8.3.1 Unique assignment numbers ........................................................................................................ 9
8.3.2 Due dates for assignments ......................................................................................................... 10
8.4 Submission of assignments ........................................................................................................ 10
8.5 Assignments ............................................................................................................................... 12
9 OTHER ASSESSMENT METHODS ........................................................................................... 12
10 EXAMINATION ........................................................................................................................... 12
11 FREQUENTLY ASKED QUESTIONS ........................................................................................ 13
12 CONCLUSION............................................................................................................................ 13
13 ADDENDUM ............................................................................................................................... 14

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 PRS402D/101

Dear Student

1 INTRODUCTION

Welcome to this module! We trust you will find it interesting and rewarding. We will do our best to make
your study of this module successful. You will be well on your way to success if you start studying early
in the year and resolve to do the assignments properly.

A number of tutorial letters will be sent to you during the year. A tutorial letter is our way of
communicating with you about teaching, learning and assessment.

This tutorial letter contains important information about the scheme of work, resources and assignments
for this module. We urge you to read it carefully and to keep it at hand when working through the study
material, preparing the assignments, preparing for the examination and addressing questions about the
module to your lecturers.

In this tutorial letter, we explain the criteria for the assignments and assessment. We also give you
instructions for preparing and submitting the assignments. This tutorial letter also provides all the
information you need about the prescribed study material and other resources, and how to obtain them.
Study this information carefully and make sure you obtain the prescribed material as soon as possible.

We have also included certain general and administrative information about this module. Study this
section of the tutorial letter carefully.

Right from the start we would like to point out that you must read all the tutorial letters you receive
during the semester immediately and carefully, as they always contain important, and sometimes
urgent, information.

We trust you will enjoy this module and wish you all the best!

2 PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1 Purpose

The purpose of Natural Science is to deal specifically with the promotion of scientific literacy of young
learners. This is done by

 the development and use of science process skills in a variety of settings

 the development and application of scientific knowledge and understanding, and
appreciation of the relationships and responsibilities between science, society and
the environment

Therefore, the aim of this module is to equip you with the knowledge and skills to successfully facilitate
Natural Science in the Foundation Phase so that the goal of promoting scientific literacy may be
achieved. The focus is on the interrelatedness of Natural Science with other subjects.

2.2 Outcomes

The module structure is given by way of a set of outcomes. These outcomes will guide you in your study
of the contents of the module as well as the preparation for the examination.

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After completing this module, you should be able to promote scientific literacy effectively at Foundation
Phase level. The learning outcomes referred to here are those you are expected to achieve after
studying this module.

Study theme and Learning outcome (LO)

source/unit Achievement of the LO is evident when you are
able to

Introduction and orientation to the  recall past personal experience regarding

field and nature of Natural Science science and understand the influence of these
/ Technology feelings on future teaching
Chapter 1  be aware of children’s views of science and
scientists, and implement strategies to change
stereotypical images

The aim of Natural Science /
Technology education and the
meaning of science and
technology at the Foundation
Phase level
Chapter 2
Learning units 1, 2
 define and understand the concept of “scientific
literacy”, and apply the required knowledge and
skills to promote it effectively among young
learners
 demonstrate sound understanding of the
importance of Natural Science education at
Foundation Phase level
 explain Natural Science to young learners in
terms of the three components: scientific
concepts (knowledge), scientific process skills
and scientific attitudes
 demonstrate sound understanding of the
structure and the content areas of the Natural
Sciences

Children’s science  understand and explain the nature of children’s

Knowledge construction and ideas of science
progression in the development of  redress misconceptions
science
 understand and explain the development and
Chapters 2, 3 progression of scientific knowledge, process
Learning unit 2 skills and attitudes in science

Planning for Natural Science /  demonstrate knowledge and understanding of

Technology in the Curriculum and the Natural Science and Technology Learning
Assessment Policy Statement Areas (Gr R-3) by applying the principles and
(CAPS)
general guidelines
Outcomes, assessment and  explain the relationship between Natural
learning Science and Technology
 take an outcomes-based approach in lesson
Natural Science as in the CAPS planning for Natural Science and Technology
Life Skills document and Teachers’  demonstrate competence in the presentation of
Guide for Developing Learning
Programmes: Foundation Phase Natural Science and Technology in an
integrated way through preparing activities and
Chapters 3, 9 assignments
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Study theme and Learning outcome (LO)

source/unit Achievement of the LO is evident when you are
able to
Learning units 4–8  demonstrate sound knowledge of the four main
content areas of the natural sciences by
preparing Natural Science activities and lessons
 apply key principles to create a science /
technology learning environment that will
promote scientific investigation and problem-
solving
 develop a profile to measure learner
achievement in Natural Science/Technology

The effective facilitation of Natural  select developmentally appropriate science

Science/ Technology: methods and content and materials to create science learning
strategies for teaching science and experiences that will promote scientific literacy
technology
 select and use expository, guided discovery and
Chapters 4–8 inquiry methodologies, suitable for Natural
Learning units 3, 8 Science teaching
 understand the assumptions that underpin the
approaches to teaching
 critically reflect on each of the approaches to
teaching Natural Science (examine differences,
similarities, relationships between approaches)

Evaluating science programmes  critically evaluate science programmes

 address issues such as gender and culture in
Chapter 9 science education
 critically reflect on own effectiveness

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)

Dr D Hannaway
Building: AJH van der Walt
Room: 7-57
E-mail address: hannad@unisa.ac.za
Telephone number: 012 429 4148

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3.2 Department

Mrs Lizzy Magolego

Telephone number: 012 429 4583
E-mail address: makgome1@unisa.ac.za

Direct all queries that are not of a purely administrative nature but that deal with the content of
this module to us. Please have your study material with you when you contact us. The e-mail
address and telephone numbers are indicated above, but you might also want to write to us.
Letters should be mailed to the following address:

The Module Leader (PRS402D)

Department of Early Childhood Education
PO Box 392
Unisa
0003

NOTE: Letters to lecturers may not be enclosed with or inserted into assignments.

3.3 University

If you need to contact the University about matters not related to the content of this module,
consult the publication Study @ Unisa, which you have received with your study material. This
publication contains information on how to contact the University (e.g. to whom you can write for
different queries, important telephone and fax numbers as well as the addresses and business
hours of certain facilities).

Always have your student number at hand when you contact the University.
Note that all administrative enquiries should be directed to study-info@unisa.ac.za . Enquiries will
then be channelled to the correct department.

Letters can be addressed to

The Registrar (Academic)

PO Box 392
Unisa
0003

4 MODULE-RELATED RESOURCES

4.1 Prescribed books

Your prescribed textbook for this module for the year is:

Fleer, M, Jane, B & Hardy, T. 2007. Science for children: developing a personal approach to
teaching. 3rd edition. Sydney: Prentice Hall.

Consult the list of official booksellers and their addresses listed in Study @ Unisa. If you have any
difficulties in obtaining books from these bookshops, phone the Section: Prescribed Books on
+27 12 429 4152 or send an e-mail to vospresc@unisa.ac.za .

4.2 Recommended books

The following is a publication you may consult in order to broaden your knowledge of science and
technology. A limited number of copies are available in the library.

 Harlen, W. 2001. The teaching of science in primary schools. 3rd edition. London: Fulton.

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4.3 Electronic reserves (e-Reserves)

There are no e-reserves for this module.

4.4 Library services and resources information

For brief information go to: www.unisa.ac.za/brochures/studies

For more detailed information, go to the Unisa website: http://www.unisa.ac.za/, click on “Library”

For research support and services of personal librarians, go to:

http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=7102

The library staff have compiled numerous library guides for:

 finding recommended reading in the print collection and e-reserves:

http://libguides.unisa.ac.za/request/undergrad
 requesting material: http://libguides.unisa.ac.za/request/request
 postgraduate information services: http://libguides.unisa.ac.za/request/postgrad
 finding, obtaining and using library resources and tools to assist in doing research:
http://libguides.unisa.ac.za/Research_Skills
 contacting the library/finding us on social media/frequently asked questions:
http://libguides.unisa.ac.za/ask

5 STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (e.g. student
counselling, tutorial classes and language support), consult the Study @ Unisa publication.

5.1 Contact with fellow students

 Study groups

It is advisable to have contact with fellow students. One way to do this is to form study groups.
The addresses of students in your area may be obtained from the following department:

Directorate: Student Admissions and Registration

PO Box 392
Unisa
0003

 myUnisa

If you have access to a device that is linked to the internet, you can quickly access resources and
information at the University. The myUnisa learning management system is Unisa’s online
campus that will help you communicate with your lecturers, other students and the administrative
departments of Unisa.

To access the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and
then click on the “Login to myUnisa” link on the right-hand side of the screen. This should take
you to the myUnisa website. You can also access the myUnisa website directly by typing in
http://my.unisa.ac.za .

Consult the Study @ Unisa publication for more information on the myUnisa learning
management system.

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6 MODULE-SPECIFIC STUDY PLAN

Use the Study @ Unisa publication for general time management and planning skills.

6.1 Study methods

In this module, we intend to help you develop the characteristic skills of a person with academic
training, namely creative thinking and the ability to solve problems, as well as the ability to argue
rationally. To acquire these skills, you will be required to approach the problems you experience
in the study of this module, Science and Technology, systematically and scientifically. You should
adopt a critical and reflective approach to your learning and studies. The mere reproduction of
our discussion of the problem in the examination is not sufficient.

Study all the learning content, interpret it, integrate it and discuss it critically. You should even try
to differ from the opinions given in the study material. You are expected to know all the sections
of the study material in detail.

Pay attention to each learning unit as a whole. Test your knowledge of each learning unit with
reference to the questions at the end of the unit. Also, use the learning outcomes of each
learning unit to determine your knowledge of and insight into that section of the work.

Although you may not understand certain sections of the study material very well at the
beginning, you should gain the necessary understanding when you study these sections for the
second time. If not, you should contact us to discuss the work so that your problems can be
resolved.

7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING

The theory of this module will assist you in your Teaching Practice module, PRS403E Assignment 51. It
provides you with guidelines on the teaching, learning and assessment of science and technology for
young children.

8 ASSESSMENT

8.1 Assessment criteria

Assignments are seen as part of the learning material for this module. As you do the assignments, study
the reading texts, consult other sources, discuss the work with fellow students or tutors or do research,
you are actively engaged in learning. Looking at the assessment criteria given for each assignment will
help you understand more clearly what is required of you.

In some cases, additional assessment might be available on the myUnisa website for your module. For
students attending tutorial sessions, tutors may also set additional tasks and give feedback.

8.1.1 Assessment rubric

Assessment rubrics are assessment tools that describe the assessment criteria and expected
performance standards that will be used to assess and evaluate students’ work, rather than assigning a
single subjective score.

You will find two different assessment rubrics: self-assessment rubric (Addendum C), and external
marker’s rubric (Addendum D).

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• The self-assessment rubric must be read by the student before completing the task to be
familiar with the assessment criteria. This is completed after completing the task.

• The external marker’s rubric sheet should be left blank. The markers at UNISA will use it when
assessing the task. The student must be familiar with the criteria that are being used to assess
the task. The assignment should be submitted with copy of the external marker’s rubric at the
front of the workbook for the marker.

How to use the self-assessment rubric

• Before attempting the task, familiarise yourself with all expectations and the criteria for the
assessment task by reading the assessment criteria.

• During the task, again read the criteria and standards in the rubric to help you evaluate your
own work as it progresses. Identify the gaps and weaknesses and revisit the task.

• After completion of your task complete the self-assessment rubric by self-assessing your
work.

8.2 Assessment plan

In this module, there will be formative and summative types of assessment.

Formative assessment (20%)

 Compulsory assignments
 MCQ-based assessment and written assignment(s)

Summative assessment (80%)

 Compulsory
 Venue-based for two-hour duration
 Percentage of final mark obtained through summative assessment: 80%
 Mode of assessment: paper-based
 Will be conducted at a Unisa examination centre
 Examination script
 Subminimum summative assessment mark required: 40%

8.3 General assignment numbers

8.3.1 Unique assignment numbers

Assignments

01 Multiple-choice questions
Unique No. 663102
02 Written Assignment
Unique No. 742571

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8.3.2 Due dates for assignments

The due dates for the submission of the assignments are indicated in the table below:

Assignment Source Due date Value

01 Multiple-choice questions Prescribed book 20 April 2018 Examination admission

Unique No. 663102 – 20%
02 Written Assignment Study guide and 06 July 2018 Compulsory
Unique No. 742571 other relevant
sources

8.4 Submission of assignments

NOTE: Information about assignments (e.g. whether the University has received your assignment
or the date when an assignment has been returned to you) is available on myUnisa. To go to the
myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the
“Login to myUnisa” link under the myUnisa heading on the screen. This should take you to the
myUnisa website. You can also access the website directly by typing in http://my.unisa.ac.za .

Completed assignments should be addressed to

Assignment Section
PO Box 392
Unisa
0003

You may submit written assignments and assignments done on mark-reading sheets either by
post or electronically via myUnisa. Assignments may not be submitted by fax or e-mail. To obtain
detailed information on the requirements for the assignments, consult the Study @ Unisa
publication.

Follow the steps below to submit an assignment via myUnisa:

 Go to myUnisa.
 Log in with your student number and password.
 Select the relevant module.
 Click on Assignments in the left-hand menu.
 Click on the assignment number you want to submit.
 Follow the instructions on the screen.

Note: Although students may work together when preparing assignments, each student must
write and submit his or her own individual assignment. This means you must submit your own
ideas in your own words, interspersing relevant short quotations that are properly referenced.
Under no circumstances are students allowed to submit identical assignments on the basis that
they have worked together. That constitutes copying (a form of plagiarism) and none of these
assignments will be marked. Students who submit identical assignments may be penalised or
subjected to disciplinary proceedings by the University.

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 Content requirements
o Make sure you understand the wording of the assignment correctly. Do not deliberately
interpret the assignment incorrectly to make it easier to answer.
o Avoid using irrelevant material to ensure that you eliminate unnecessary information.
Assignment 02 may not exceed 10 pages in total.
o Work systematically. Work out a scheme before you start answering the question.
o In the case of handwritten assignments: Use the official answer pads and assignment
covers. Write on one side of the paper only and ensure that the various pages are
attached in the correct order.
o Independent activities are essential since you have to learn to study independently.
Although you are permitted to study with fellow students, each student must submit his or
her own work. You can decide jointly on the content of the assignment, but the
assignment you submit must be your own work.

 Technical requirements

(1) Table of contents

Start your assignment with a table of contents, indicating the most important headings.
Each heading and subsection should be numbered. Also indicate the page numbers
where the headings occur.

(2) Headings

 Use headings and subheadings to organise your assignment.

 The headings in the table of contents should correspond exactly with the headings in
your assignment.

(3) Reference technique

NOTE: You are not permitted to copy any portion of a published work (giving the
impression that it is your own work) without indicating the necessary source references.

Copying from a published work without acknowledging the relevant source/s

constitutes PLAGIARISM and is NOT permitted UNDER ANY CIRCUMSTANCES.

Consult the Study @ Unisa publication for more information on what constitutes
plagiarism and how this is dealt with by the University.

o References to sources given in the bibliography should appear in the

assignment.
o You are permitted to use short, direct quotations, or to restate the author’s point
of view in your own words. In both cases, the source referenced must be
indicated.
o The technique we recommend is known as the Harvard method.
o According to the Harvard method, the reference in a text must consist of an
author and a date, followed by a colon and a page reference. The reference is
placed in brackets; for example, (Beaty 1996:3) (author date:page). The
reference usually follows directly after the relevant sentence or quotation.
o References should be used judiciously, they should be relevant and they should
support your argument.

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 (4) Bibliography

o A bibliography containing the particulars of the sources you have consulted when
compiling your assignment must be included at the end of each assignment.
o A bibliography is drawn up by arranging the names of the authors in alphabetical
order.
o The following data should be given: Author, initials, date of publication, title of
source (italics), edition, place of publication: publisher.

Example of a bibliography
Beaty, JJ. 2000. Skills for preschool teachers. Columbus: Merrill.
Seefeldt, C. 2003. A curriculum for pre-schools. Columbus: Merrill.

8.5 Assignments

 The value of assignments

You are given assignments with the objectives of

o drawing your attention to the most important aspects of the work
o helping you complete your studies systematically and independently
o helping you make scientifically substantiated statements
o helping you work through the prescribed content
o enabling you to express your viewpoint concisely
o to arrange information logically so that you do not exceed the prescribed number of pages

9 OTHER ASSESSMENT METHODS

There are no other assessment methods applicable to this module.

10 EXAMINATION

Consult the Study @ Unisa publication for general examination guidelines and to obtain more
information on how to prepare for the examination.

10.1 Examination admission

To qualify for admission to the examination, you are required to submit TWO assignments.

10.2 How will this work in practice?

Compulsory Assignment 01: This assignment consists of multiple-choice questions, which will
enable you to gain admission to the examination.

Compulsory Assignment 02: This is a written assignment, The assignment will be assessed by
means of an assessment rubric. You will receive an assessment sheet with feedback on the
completed assignment.

10.3 Examination period

This module is a year module in 2018. This means you will write the examination in
October/November 2018. Information on the dates of supplementary examinations will be
provided by the Examination Section. During the year, the Examination Section will provide you
with information on the examination in general, as well as examination venues, dates and times.

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10.4 Examination paper

You will write one two-hour paper on Science and Technology in October/November. You will
receive a tutorial letter in August that provides guidelines and full details about the examination
paper.

10.5 Previous examination papers

Previous examination papers are available. However, you may assume that the types of
questions asked in the examination will be similar to those asked in the activities in the study
guide and in the assignments.

10.6 Tutorial letter with information on the examination

To help you prepare for the examination, a tutorial letter will be sent to you, explaining the format
of the examination paper. Examples of questions that can be expected in the examination will be
included in the tutorial letter.

11 FREQUENTLY ASKED QUESTIONS

The Study @ Unisa publication contains an A–Z guide of the most relevant study information.

12 CONCLUSION

I wish you all the best for the academic year!

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13 ADDENDUM

Addendum A: ASSIGNMENT 01

ASSIGNMENT 01: MULTIPLE-CHOICE QUESTIONS

DUE DATE: 20 April 2018
UNIQUE NUMBER: 663102
COMPULSORY – EXAMINATION ADMISSION (20%)

MULTIPLE CHOICE

Note: Submission of this assignment will enable you to gain admission to the examination.

Assignment 01 for PRS402D comprises multiple-choice questions based on the prescribed textbook.

The particulars of the prescribed textbook are as follows:

Fleer, M, Jane, B & Hardy, T. 2007. Science for children: developing a personal approach to teaching.
3rd edition. Sydney: Prentice Hall.

The aim of these questions is to help you to work through the prescribed textbook systematically. Please
do not merely scan the book to find the answers, but make sure you read and understand the contents of
each chapter thoroughly. In this way, you will not only prepare yourself for the forthcoming examination,
but you will also gain the knowledge you require to act as an effective facilitator of science experiences
for young learners.

INSTRUCTIONS:
Answer the questions on the mark-reading sheet included. Submit your assignment to Unisa in the same
manner as you would your other assignments (ie, via myUnisa). Note that mark-reading sheets are
marked by a special computer program ON SPECIFIC DATES. It is, therefore, imperative to adhere to
the due date.

Remember to write all your particulars on the mark-reading sheet. Also include the UNIQUE NUMBER
for this assignment.

CHAPTER 1: Researching children’s ideas about being scientists

QUESTION 1

Which of the following indicators of a stereotypical image of a scientist does NOT fit?
1. white lab coat, lab equipment, bubbling solutions, scientific instruments, formulae
2. spectacles
3. drawing of self
4. a white male
5. All of the above.

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QUESTION 2

Choose ONE strategy a teacher should NOT follow in order to build positive and more realistic
images of scientists and their work:
1. scientists, including female scientists, as role models
2. research projects involving interviews with scientists and reading biographies of scientists
3. mediative activities in science lessons
4. reflecting on the view that science should be conducted in a well-equipped laboratory
5. developing career awareness

CHAPTER 2: Researching children’s understanding and ways of learning

QUESTION 3

Which one of the following statements does NOT reflect the way children understand science?
1. Children develop non-scientific ideas based on everyday experiences.
2. Children’s pre-existing ideas on science may or may not match those of school science.
3. Some children’s self-constructed ideas of science do not change as a result of science teaching.
4. Children’s cultural background and everyday experiences have an influence on their
understanding of school science.
5. Some children are not able to understand and apply science.

QUESTION 4

... argued that everyday concepts lay the foundations for learning scientific concepts.
1. Vygotsky
2. Hedegaard and Chaiklin
3. Jegede and Aikenhead
4. Fleer, Jane and Hardy
5. Piaget

QUESTION 5

Which point is NOT on the continuum as an example of collateral learning?

1. parallel
2. independent
3. simultaneous
4. dependent
5. secured

CHAPTER 3: Planning and assessing for learning

QUESTION 6

Which of the following assessment strategies for gathering information about young learners'
science learning is the least efficient?
1. formal class tests to test knowledge about scientific facts, theories and laws
2. observation to determine learners’ understanding and manner of reasoning
3. questioning to explore learners’ ideas in science
4. evaluation of learners’ application of skills in practical tasks
5. communication of science knowledge through drawing, role play or writing

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QUESTION 7

Asking whether children make predictions and test their ideas is an example of assessing
understanding in …
1. change
2. reversals
3. controlling variables
4. making connections
5. process skills

QUESTION 8

Which of the following strands for organising content in science is mismatched to the topic?
STRAND TOPIC
1. life and living living together
2. earth and beyond earth, sky and people
3. working scientifically using science
4. natural and processed materials animals
5. energy and change the sun

CHAPTER 4: A discovery approach: exploration and discovery

QUESTION 9

Discovery learning, which developed from the curriculum development movement in the 1960s,…
1. was a deliberate move away from the idea that children are passive recipients of knowledge
2. advocates that teaching is primarily about achieving conceptual change in learners
3. advocates that science is accessible to all
4. advocates that it is better to make small advances in several ideas
5. advocates that better understanding does not always correlate with the learner’s age

QUESTION 10

Choose the correct role of the teacher. In the discovery approach to teaching science, the
teacher is often viewed as ...
1. the discoverer of the nature of things
2. the demonstrator of science
3. an explorer
4. the narrator
5. a classroom resource

QUESTION 11

Which action does NOT fit? Managing learning in the classroom using a discovery approach
relies on the teacher to …
1. select material that the learners can manipulate
2. have enough time to demonstrate the use of the materials
3. organise enough materials to give all the learners a chance to manipulate them
4. allow enough time for learners to mess about with the materials
5. have all the necessary materials available in an accessible place

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QUESTION 12

Certain problems may be encountered when following the discovery approach. Which of the
following would NOT be regarded as a problem?
1. Simply playing with materials could distract learners from the task.
2. A high teacher : learner ratio is necessary for success.
3. Discovering what the materials do, but not why.
4. A “hands-on” experience is provided.
5. A great deal of adult assistance is needed.

CHAPTER 5: A transmission approach: focusing on scientific knowledge

QUESTION 13

Several assumptions underpin a transmission approach to teaching science. Which one does
NOT fit?
1. It emphasises the idea of science as a body of knowledge.
2. It selects and modifies science content so that it is suitable for learners.
3. The learner is at the centre of the teaching-learning process.
4. It does not allow learners to control content in the science curriculum significantly.
5. The teacher selects content on the basis of personal preference.

QUESTION 14

Which element does NOT contribute to the effectiveness of the transmission approach?
1. It is carefully selected and sequenced.
2. It uses language that the children can understand.
3. It allows children to make scientific discoveries.
4. It introduces the language of science in appropriate learning contexts.
5. It uses strategies that will capture children’s interest.

CHAPTER 6: A process skills teaching approach: developing scientific skills

QUESTION 15

A large number of curriculum documents focus on scientific skills for planning science teaching
in early childhood and at Foundation Phase level. From the list below, identify the skill that is
NOT a scientific process skill.
1. observing
2. classifying
3. patterning
4. inferring
5. predicting

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QUESTION 16

Which one of the following fits the process skills approach? Managing learning in the classroom
using a process skills approach relies on the teacher doing the following:
1. placing a lot of emphasis on the science knowledge to be learnt
2. organising enough materials to allow all the learners to manipulate them
3. keeping a high level of control over learners’ learning
4. allowing children to research the things in which they are interested
5. being a non-dominating facilitator

QUESTION 17

The process skills approach to teaching science …

1. considers how dependent a person is on transmission in everyday life
2. focuses on bringing about change in the way children make sense of their world
3. does both 1 and 2
4. involves teachers using guided discovery learning
5. emphasises the nature of science with reference to the way scientists work

CHAPTER 7: An interactive approach: children’s questions and conceptual change

QUESTION 18

In the prescribed textbook, student teachers reflected on how they learnt through the interactive
approach. Which one did they NOT list?
1. hands-on and active investigation
2. researching own questions on an interest basis
3. researching the questions set by the teacher
4. identifying what the learner already knows
5. isolating a small part of the topic

QUESTION 19

The teacher plays a certain recognisable role in the interactive approach. Which one of the
following characteristics does NOT fit the interactive approach?
1. The teacher accepts the learners’ ideas.
2. The teacher clarifies the learners’ understanding.
3. The teacher answers learners’ questions with other questions.
4. The teacher is a dominating facilitator.
5. Supporting learners’ learning is important.

QUESTION 20

Which one of the following assumptions does NOT underpin interactive teaching and learning?
1. Achieving conceptual change in the way children understands their world.
2. The most important learning outcome is the learning of scientific knowledge.
3. Children construct their own non-scientific meanings.
4. Children not only assimilate new concepts, but also modify, develop and change existing
concepts.
5. A metacognitive element is incorporated.

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QUESTION 21

Which step in the interactive approach has been left out of the following table?

1. PREPARATION
2. BEFORE VIEWS
3. EXPLORATORY ACTIVITIES
4. CHILDREN’S QUESTIONS
5. INVESTIGATIONS
6. AFTER VIEWS
7. ?

1. conclusion
2. questioning
3. reflection
4. observation
5. comparison

QUESTION 22

Interactive teaching assumes that it is important for children to have knowledge of their own
understanding and learning processes. This is referred to as a ...
1. minority viewpoint
2. key assumption
3. metacognitive element
4. degree of control
5. two-stage process

CHAPTER 8: A cultural-historical perspective on learning in science: reciprocal teaching

QUESTION 23

Cultural-historical theory draws our attention to …

1. how social relationships shape children’s learning
2. community values
3. family beliefs and practices
4. past practices that laid the foundation for what participants pay attention to in their
communities
5. All of the above.

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CHAPTER 9: Becoming a leader of science: situating yourself

QUESTION 24

Which one of the following is NOT a key principle for effective teaching in science?
1. Account for children’s ideas in planning and teaching.
2. Clearly develop a rationale and set of learning outcomes.
3. Use worksheets instead of concrete materials in science lessons.
4. Encourage children to ask their own questions.
5. Encourage children to construct their own meanings in science.

QUESTION 25

Which of the following guidelines on achieving successful outcomes in science teaching would
you NOT implement?
1. Avoid teaching a specific topic if you recognise that your knowledge in that area is limited.
2. Consider learners’ previous experiences of science education.
3. Learners’ education in science should not be limited by the teacher’s preference for certain
topics.
4. Support learners’ learning of new roles.
5. Ensure learners’ safety during science instruction.

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Addendum B: ASSIGNMENT 02

ASSIGNMENT 02
DUE DATE: 06 July 2018
UNIQUE NUMBER: 742571
COMPULSORY

RESEARCH ON CHILDREN’S IDEAS ON LIVING/NONLIVING THINGS

Please keep a copy of this assignment, as the original might not be returned to you. You will receive
individual feedback on this assignment, and can expect to receive a summary of results and interesting
findings based on the assignments submitted by the entire PRS402D group.

PREPARATION:

The aim of this assignment is to determine children's understanding of living and non-living things –
BEFORE instruction (in other words their own construction of understanding of the concepts "living/non-
living"). As you will have noticed, children often develop non-scientific ideas based on their everyday
experiences, and these ideas must be taken seriously by educators. We need to know what children
think before we design our learning experiences.

INSTRUCTIONS:
This assignment is in the format of a research project and you will use the different headings as
headings in your assignment. Write a few sentences or paragraphs under each heading to provide the
necessary information under each (use the mark allocation to guide you). There is no strict right or wrong
way to answer the assignment. The assignment should not be longer than 10 pages. Use the rubric at
the end of this assignment for further guidance.

1. Your prior knowledge

Record (write down) your own understanding of living/non-living things before you read the
criteria in your prescribed book. Also make predictions about what the children will understand
and how you expect them to respond.

 Write down your understanding and predictions. (10)

2. Teacher research

Consult chapter 2 of your prescribed book (Researching children’s understanding and ways of
learning) as well as Appendix 1 (Science content knowledge: 7 characteristics of life) to prepare
for this assignment. You may also consult any other relevant sources (including your study guide)
on this topic. Try to use at least three other sources. Also see Appendix 2 (Web sites for science
education and science) in the prescribed book.

 Present a summary of the literature surveyed in one to two pages with in-text referencing.
(15)

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3. Media: Items with living and non-living objects

Design a worksheet or individual cards containing six to eight living/nonliving objects. See figure
2.6 in your prescribed book or the example included in this tutorial letter (Appendix) (used for 6-
to 7-year-old learners). The number and type of objects should suit the developmental level of the
learners.

 Add the use of media to the assignment by drawing cards and/or adding clear photographs.
(15)

4. Interview (data collection)

Conduct individual interviews with two or more learners (between 4 and 7 years of age). (NB: Do
not teach them the criteria for living objects beforehand.) Try to determine their initial ideas.
(15)
Ask the child(ren) to:
 name the object on the card (older learners may write it down)
 say whether the object is living or non-living and put the card in one of three piles:
living/non-living/not sure
 explain the reason for their choice

 Present the data you have collected. (i.e actual responses)

5. Recording and reflection (data interpretation)

Based on what you found out in the interview: (15)

Record (write down)

 the child’s age and year level (no names please)
 the reason for each placement in the child’s own words (HINT: this differs from question 4,
and you need to provide REASONS for responses, ie interpret what children said)

Reflect on and comment on

 what happened during the interview
 interesting aspects
 what you have learnt from the assignment
Interpret the data that you have collected.

6. Design an activity/lesson

Write down what criteria for living things you think are appropriate for the age group interviewed.
Provide ideas on how you would teach the concepts of living/non-living objects to the age group
interviewed.
Indicate which of the following will be addressed in your lesson:
 teaching approach
 process skills
 science concepts (30)

 Provide a complete activity/lesson within the theme living/non-living things

. TOTAL: [100]

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PRS402D Assignment 02 Living vs Non-living things

Total Student Comments
marks marks
General layout
Table of contents, referencing
Prior knowledge 10
Record of own understanding,
children’s conceptions and
misconceptions, predictions
Teacher research 15
Prescribed material + 3 other
sources.
Concise explanation; acceptable
form of referencing; no obvious
plagiarism; all sources of information
and ideas acknowledged
Media 15
Pictures to investigate meaning,
age-appropriate, clear, neat
Data collection 15
2 x interviews with children to
determine initial ideas, interview
schedule (record of what was said)
Data interpretation 15
Record: Child’s age + name of
object + living/non-living + reason
Reflection: What happened? What
was interesting? What did you
learn?
Activity 30
Criteria for living things according to
age group
Teaching approach (interactive,
transmission, discovery), process
skills, science concepts

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 PRS402D/101

Addendum C: SELF-ASSESSMENT FORM

Complete the self-assessment sheet and ATTACH FORM to the FRONT of your
assignment.

SELF-ASSESSMENT
CHECKLIST AND SELF-ASSESSMENT FOR THE COMPLETION OF ASSIGNMENT 02

Name: ……………………………………………………………………………………………………….
Student number:…………………………………………………………………………….……………..
Module code: ……………………………….. Assignment number: ..…………………….……....
Scheduled due date: …………………………………………………………………………….………..
Actual due date: .......………………………………………………………………………..……………

(If submitted after the scheduled due date, please attach letter of permission.)

Complete the following checklist by evaluating your assignment.

A FORMAT: Does the assignment contain the following?

Table of contents with page numbers ………………………………………………..……Yes/No

Logical paragraphs with subheadings (according to headings of assignment)…………….Yes/No

Did you refer to your reference works correctly? ………………………………………Yes/No

Did you complete your bibliography correctly? ……………………..………………………..Yes/No

B CONTENT: Does the content contain the following?

Did you refer to practical examples to substantiate your viewpoints?………….……………Yes/No

Did you integrate theory and practice so that you did not merely reiterate views from the sources
you consulted? .............................................................................................Yes/No

Can you apply your knowledge in a practical situation?………………..……….…………….Yes/No

C BIBLIOGRAPHICAL INFORMATION

Number of recommended books used 1 2 3 4 5

Other sources consulted 1 2 3 4 5

D ASSESS YOUR OWN ASSIGNMENT. HOW WOULD YOU RATE IT?

50% 55% 60% 65% 70% 75% 80% 85%

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 Addendum D: Marker’s assessment
DO NOT complete the marker’s assessment sheet
but ATTACH FORM to the FRONT of your assignment.

PRS402D Assignment 02 Science teaching

Total Student Comments
marks marks
General layout 10
Table of content, referencing etc
Theme 10
Relevant, appropriate. Reflect
learners’ interests. Essential
knowledge.
Theme too broad, narrow down and
focus on a more manageable part.
Teacher Research 20
Summary of science topic/content;
neat presentation; accurate; concise
explanation; acceptable form of
referencing; no obvious plagiarism;
all sources of information and ideas
acknowledged
Concept web 10
Concepts small building block of
knowledge - appropriate to provide
the basis for science. Age
appropriate, meaningful.
Mindmap: Activities for science 10x4=40
Clear understanding of content
areas; functional and achievable
explanation.
Science concepts, process skills,
values and attitudes.
Closely linked to learners’ world;
interesting; challenging; entails
scientific investigation; meaningfully
linked to THEME.
Activity for technology 10
Problem explained, design process
skills (investigate, design, make,
evaluate)

1. 2. 3. 4. 5.
Below 50% 50-59% 60-74% 75-84% 85+%
Disappointing Satisfactory Exceeded Impressive Excellent
criteria

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