ABSTRAK

Nagiging hayag ang anyo ng mapanuring pag-iisip sa pilosopiya sa pagtalakay ng mga

konsepto, prinsipyo, at suliranin sa mga larangang tulad ng pilosopiya ng wika,
epistemolohiya, pilosopiya ng agham, lohika, at etika. Natatangi ang pagtalakay ng
pilosopiya sa mga larangang ito dahil sa kalikasan ng mga tanong at pagtatanong
kaugnay nito. Sa pagtalakay sa mga larangang ito, tila inaakay ang mga mag-aaral na
magkaroon ng husay at talas ng pag-iisip sa pamamagitan ng argumentasyon at
pangangatuwiran.

Sa pamamagitan ng pagtalakay sa larangan ng etika, nagkakaroon ng mas malawak na

balangkas ang mga mag-aaral hinggil sa mga isyung moral. Nahahasa ang kanilang
kakayahang himayin at suriin ang mga nasabing isyu sa konteksto ng mga teoryang
etikal.

Bukod sa dayalektikang lapit, naibabahagi sa mga mag-aaral ang natatanging anyo ng

mapanuring pag-iisip at kompas na pang-moral sa Pilosopiya 1 gamit ang iba’t ibang
pamamaraan. Ilan dito ang pagsusuri ng mga artikulo sa pahayagan, pag-aanalisa ng
napapanahong isyu, debate, panonood ng piling pelikula o dokumentaryo, at iba pa.

PROPERTIES OF MATERIALS - 1
V. Ryan © 2005 - 2009

When studying materials and especially when selecting materials for a project / design, it is important to understand key
properties. The most important properties are outlined below.

PDF FILE - CLICK HERE FOR PRINTABLE EXERCISE

STRENGTH
The ability of a material to stand up to forces being applied without it
bending, breaking, shattering or deforming in any way.

Our technology technician (Ed) demonstrates the ‘strength’ of a material by

performing a hand stand on a strong piece of timber (wood). It does not bend
even under his weight. He has eaten pies and drunk a large amount of beer for
twenty years and yet the strong material does not bend, flex or deform (change
shape) in any way.

ELASTICITY
The ability of a material to absorb force and flex in different directions,
returning to its original position.

Our technology technician demonstrates the ‘elasticity’ of a material by

springing up and down on a piece of steel rod. Do not try this at home as an
accident may result. Ed our technician is an expert at demonstrating this
property as it is his hobby.
PLASTICITY
The ability of a material to be change in shape permanently.

Our technology technician and his twin brother demonstrate the ‘plasticity’ of
a molten aluminium by pouring it into a mould. Once the aluminium has
cooled down, it can be removed from the casting sand. It has a new shape.

Our technician is often seen scavenging in dust bins after aluminum drinks
cans. He then melts them down to form blocks (ingots) of aluminium to sell to
scrap metal dealers.

DUCTILITY
The ability of a material to change shape (deform) usually by stretching along
its length.

Our technician stretches the lead above his head. As it stretches if deforms
(changes shape).

Ed thinks he is a strong man, little does he realise that lead is a very soft metal
and stretches very easily. He performs these tricks in local pubs in an attempt
to pass himself off as a ‘hard man’.

TENSILE STRENGTH
The ability of a material to stretch without breaking or snapping.

Our technology technician demonstrates ‘tensile strength’ by

stretching a piece of steel until it snaps. Ed thinks he is incredibly
strong. However, his friends at work have substituted a sausage in
place of the steel.

Developing Science Skills

by Catherine Valentino
A Needs Assessment

As a teacher and curriculum director, I've always been amazed at how long it takes to make
even minor adjustments in what we teach and how we teach it. It doesn't surprise me,
therefore, to find the following paragraph about the best way to teach science in a popular
"schoolroom guide" for elementary teachers published in 1877:

The method that should be pursued is that known as the objective method. This presents
two distinct, though intimately related departments: perceptive teaching, in which the
object, as an acorn, an egg, a leaf or a piece of coal is directly presented to the pupil's
senses; and conceptive teaching in which impressions previously received are recalled,
arranged and utilized. . . . Definitions should be very sparingly introduced, and never in
the first stages of a subject. If given at all, they should sum up knowledge already
attained. . . . The vital element, that which gives it a living interest to the pupil, is the
discovery or learning of new facts, or the gaining of new ideas about the objects under
consideration.1

As a science author writing a teacher's guide 118 years later, I couldn't agree more. What
concerns me is this—as modern educators, we agree in theory that the objective method, what
we now call discovery learning, is the most effective way for children to acquire the skills and
concepts necessary to become scientifically literate adults. However, in many classrooms we
are still struggling to build a discovery-based science curriculum.

There is an urgency today that makes acquiring science skills even more important now than
they were in 1877. Benchmarks for Science Literacyemphasizes the importance of skills
development in preparing students to "make their way in the real world, a world in which
problems abound—in the home, in the workplace, in the community and on the planet." 2 In
this technological age, knowing how to acquire and evaluate information and how to use it to
understand and solve problems is a prerequisite for most jobs our students will have as
adults.3

Defining the Skills

The first step in implementing a skills-based approach to science instruction begins by

carefully defining what we would like children to be able to do.DiscoveryWorks organizes
science skills into three separate groups: Process Skills, Reasoning Skills, and Critical
Thinking Skills. These groups correspond to three distinct types of cognitive skills. Process
skills are used to gather information about the world. Reasoning skills help children make
sense of the information they gather by fostering an open mind, curiosity, logic, and a data-
based approach to understanding the world. Critical thinking skills require students to apply
information in new situations and in solving problems.

SCIENCE PROCESS SKILLS

SKILL DESCRIPTION
 Determining the properties of an object or event by using the
Observing
senses
Classifying Grouping objects or events according to their properties
Skills include:

 Describing quantitatively using appropriate units of

Measuring/Using measurement
Numbers  Estimating
 Recording quantitative data
 Space or time relationships

Using written and spoken words, graphs, tables, diagrams, and

Communicating other information presentations, including those that are
technology based
Drawing a conclusion about a specific event based on observations
Inferring
and data; may include cause and effect relationships
Anticipating consequences of a new or changed situation using
Predicting
past experiences and observation
Manipulating data, either collected by self or by others, in order to
Collecting, Recording, make meaningful information and then finding patterns in that
and Interpreting Data information that lead to making inferences, predictions and
hypotheses
Identifying and Identifying the variables in a situation; selecting variables to be
Controlling Variables manipulated and held constant
Defining terms within the context of one's own experiences; stating
Defining Operationally
a definition in terms of "what you do" and "what you observe"
Making Hypotheses Proposing an explanation based on observations
Investigating, manipulating materials, and testing hypotheses to
Experimenting
determine a result
Making and Using Representing the "real world" using a physical or mental model in
Models order to understand the larger process or phenomenon

CRITICAL THINKING SKILLS

SKILL DESCRIPTION
Studying something to identify constituent elements or relationships among
Analyzing
elements
Synthesizing Using deductive reasoning to pull together key elements
Reviewing and responding critically to materials, procedures, or ideas, and
Evaluating
judging them by purposes, standards, or other criteria
Applying Using ideas, processes, or skills in new situations
Generating Expressing thoughts that reveal originality, speculation, imagination, a
Ideas personal perspective, flexibility in thinking, invention or creativity
Expressing Presenting ideas clearly and in logical order while using language that is
Ideas apporpriate for the audience and occasion
Solving
Using critical thinking skills to find solutions
Problems

Strategies for Change

Recognizing the importance of developing science skills in elementary school and carefully
defining and organizing those skills are necessary, but not sufficient, for implementing
change. A major stumbling block is our focus on teaching science skills in isolation from their
real world applications. A wide body of research suggests that learning to solve problems in a
variety of contexts fosters the development of a general problem-solving ability that can be
transferred to new contexts. Without practice in applying science skills in real problem-
solving situations, transfer is unlikely to happen.2 The following newspaper article and
discussion illustrates how these skills can be developed.

Imagine that you and your students are on the playground when Nicole's coat suddenly
disappears into the sky. How could you turn that event into a memorable science experience
for your class? The first step is recognizing the learning potential in such natural events. The
second is knowing how to take advantage of the event and turn it into an opportunity for
practicing science skills. The final step requires students to think about, discuss, and modify
the ways they identified and solved the problem. To help teachers create an environment in
which students make connections between learning science skills in school and applying them
in daily life, DiscoveryWorks emphasizes the following key teaching strategies.

Motivate! Look for current events that excite children and adults. An extensive survey I
completed over the last seven years suggests that the following events are winners: discrepant
events or science "magic" such as the wind picking up Nicole's coat, danger and disasters,
science fiction, world records, and sensational demonstrations such as chemical changes.

Model Scientific Curiosity Bring in newspaper or TV news articles to stimulate discussion.

Share them with your students, and tell them what you find exciting or interesting. Ask
questions aloud and encourage your students to ask their own.

Reinforce Scientific Thinking Make a "Question Collection" and periodically choose a

question to initiate a science exploration or activity. Publish a student Science Quest
Newsletter with answers researched by the class.
 Assess Science Skills There's an old educator's saying that says "if you don't assess it, you
won't get it." Help them understand what the different kinds of science skills are and the
important role they will play in their future.

If we accomplish these goals we will be well on the way to meeting the challenge articulated
in the opening paragraph of Benchmarks for Science Literacy. The terms and circumstance
of human existence can be expected to change radically during the next human life span.

SCIENTIFIC REASONING SKILLS

SKILL
Longing to Know and
Understand
Questioning of Scientific
Assumptions
Search for Data and Its
Meaning
Demand for Verification
Respect for Logic
Consideration of Premises
Consideration of
Consequences
Respect for Historical
DESCRIPTION
The desire to probe, find information, and seek explanation
The tendency to hold open for further verification presented
assumptions, encounters, and ideas
The propensity to collect information and to analyze it in
context
The inclination to repeat and replicate findings and studies
The inclination to move from assumption to testing and data
collection to conclusions
The tendency to put into context the reason for a particular
point of view
The tendency to put into perspective the results of a particular
point of view
The inclination to understand and learn from earlier ideas,
studies, and events

Observing - using the senses to gather information about an object

or event. Your vocabulary for this lesson: Qualitative Observation
(using the senses) and Quantitative Observation (using exact
measurement).

Example: Describing a pencil as yellow.

Inferring - making an "educated guess" about an object or event

based on previously gathered data or information.
 Example: Saying that the person who used a pencil
made a lot of mistakes because the eraser was well worn.

Measuring - using both standard and nonstandard measures or

estimates to describe the dimensions of an object or event.

Example: Using a meter stick to measure the length of a table

in centimeters.

Communicating - using words or graphic symbols to describe an

action, object or event.

Example: Describing the change in height of a plant over

time in writing or through a graph.

Classifying - grouping or ordering objects or events into categories

based on properties or criteria.

Example: Placing all rocks having certain grain size or

hardness into one group.

Predicting - stating the outcome of a future event based on a

pattern of evidence.
 Example: Predicting the height of a plant in two weeks time
based on a graph of its growth during the previous four weeks.