WESTERN MINDANAO STATE UNIVERSITY

Siay External Studies Unit

Poblacion Suay Zamboanga Sibugay
PED103-PRINCIPLE AND METHODS OF TEACHING

Instructor: Mrs. Genoveva B. Sasota

Chapter 11 THE TEACHING OF SCIENCE

Lesson 1 : The nature of science and Goals of Science Teaching
"Science does not know it's debt to imagination"- Ralph Waldo Emerson
*THE NATURE OF SCIENCE
1. Science is a wonderful world. It deals with nature and natural phenomena.
2. Science is evidence-based. It deals with the observable,the verifiable and empirical data
3. Science has limits. Not all of reality is verifiable by physical senses. There's always a limit
in this world you shouldn't believe all things what you have see .
4. Science knowledge is inherently uncertain. Although science knowledge is supported by
a wealth of hard data from repeated trials,it is not considered the final word.
5. This fundamental uncertainty makes a science a dynamic and expanding body of
knowledge. Science is a field of scientific inquiry.
6. Science is both a product and process. It information presented and also the way in
which information has been collected.
7. As a field of study, science demand eyes Keen for observing, analytical, synthesizing
and bias free minds,traits such as perseverance and diligence.
*LEARNING AREA STANDARD
The learning area of science is wholistic. It embraces the cognitive, psychomotor and affective
domain. Scientific attitudes and values that science Teaching wants to integrate are. 1. Critical
problem solving, 2. Innovation of beneficial product, 3. Environmental care, 4. Conservation of
resources, 5. Enhancement of integrity and wellness, 6. Informed decision making and 7.
Discussions of relevant issues that involve Science, technology and environment.
Science Teaching is also to develop in student scientific attitudes and Values such as:
1. Belief. A scientific believes that everything that happen in this world has cause and
reason
2. Curiosity. A scientist shows interest to dig into the "why" of phenomena.
3. Objectivity. A scientist is objective. She/he will not allow his feelings and to influence his
or her recording of observation.
4. Critical mindedness. A scientist bases suggestions and conclusion on evidence.
5. Open-mindedness . A scientist listens to and respect the ideas of others.
6. Inventiveness. A scientist can generate new and original ideas.
7. Intellectual honestly. A scientist gives a truthful report of observation.
8. Risk-taking. A scientist is willing to take risk but calculated risk.
9. Humanity. A scientist is humble
10. Responsibility. A scientist actively participate in the task of making the world more safe
and more human by caring the environment.
*SPIRAL PROGRESSION APPROACH
In this spiral progression approach,teaching begins with the basic but these basic become more
complex in treatment as they are taught across the grades. Teachers go back to the basic
concept in very grade level but teach them in increasing sophistication as they go up the grade
level.

LESSON 2. THEORIES, APPROACHS GUIDING PRINCIPLE AND METHOD OF TEACHING SCIENCE

Educational theories on which teaching is grounded
The framework is supported by underlying learning educational theories: a. Constructivism b.
Social cognition, c. Learning style theory and d. Brain-based learning.
 Bandura's (1986) social theory states learning as a cognitive process takes place in a
social context and can occur through observation or direct instructions.
 Learning styles theory explains that students have referential individual learning styles
and therefore people may vary in their response to learning opportunities and how they
learn ( Kolb, 1984; Honey& Mumford, 1992).
 Brain-based learning theory is another theory on which science teaching in the k-12
curriculum is founded. It is a purposeful engagement of strategies based on how our
brain works. Here are some brain based learning principle
1. The brain is parallel processor. The brain processes thoughts, intuition,pre-
disposition and emotions simultaneously.
 2. The search for meaning is innate. This means that we are naturally programmed to
search for meaning . Lesson needs to be meaningful.
3. The search for meaning through "patterning" . Patterning refers to the organization
and categorization of information. The brain resists having meaningless patterns
imposed upon it . Thematic and integrative teaching based on this principle.
4. Emotions are critical to patterning. In the brain you can't separate emotion from
cognition.it is an interacting web factors, everything has some emotion in it .
5. Learning is enhanced by a challenge and inhibited by threat. Then make your
learning ask challenging but not threatening.
 Experiential learning as advocated by David Kolb(1975) is learning that occurs by making
sense of direction everyday experience.
 Situated learning, theorized by Lave and Wenger(1990) is learning in the same context in
which concept and theories are applied.
 Reflective learning refers to learning that is facilitated by reflective thinking. It is not
enough that learners encounter real life situation. Deeper learning occurs when learners
are able to think about their experience and process these.
 Discovery learning takes place in problem solving situation where the learners draw on
his/her own experience and prior knowledge to solve a problem.
GUIDING PRINCIPLE IN TEACHING SCIENCE
1. Constructivist principle.Find out the learners ideas and consider them in teaching.
2. Discovery principle; learning by doing principle. Don't tell them the answer. Make
children learn science by doing not teaching about science .
3. Brain-based principle. Teach for meaning. Make your teaching meaningful. Integrative
and thematic learning is more meaningful than teaching facts.
4. Make students works together . Encourage collaborative learning .
5. Consider multiple intelligence and learning styles. Make use of varied teaching method
and activities. Make sure of cooperative learning but give opportunity for twinning or
individual works.
THE INQUIRY-BASED APPROACH
Inquiry(scientific inquiry to be specific) refers to the diverse ways in which scientist study the
natural world propose explanations based on the evidence derived from their works. (Inquiry
and National Science Education Standards (NRC,2000)
Essential features of Inquiry
1. Learners engages in scientifically-oriented question. Teachers and students ask "why"
questions. "Why do clouds form?" These can be changed into "how" questions that lend
themselves to scientific inquiry. "How do clouds form?"
2. Learner gives priority to evidence in responding to questions. Science uses evidence
from observations as the basis for explanations about how natural world is. Evidence
collected is subjected to questioning and further investigation.
3. Learners formulates explanation for evidence. Scientific explanations are based on
reason. They provide evidence collected to support their conclusions.
4. Learners connect explanation to scientific evidence. Explanations can be revised or even
discarded as new evidence is uncovered.
5. Learner communicates and justifies explanations. Scientists communicatr their
explanation and evidence with one another through scientific journals.
Different levels of inquiry in the classroom.
 Structured. Teachers gives students problem to investigate hands-on activities as well as
procedures and materials . Students determine the outcome
 Guided . Teachers gives students the problem or questions and materials. Students have
to determine the processes and outcome.
 Open. Students determine the problems, investigation, procedures and outcomes

Doing Science
Science is a process. The FF.are the process skills that will help in developing science process
skills and literacy the goal of Science Teaching.
1. Observing :observe objects or events in a variety of ways,using one or more of the
senses and identify properties of an object(shape,color,size and etc.)
2. Classifying: Identify properties useful for classifying objects,group the objects by
their properties or similarities and differences and construct and use classification
system.
3. Inferring: Suggest explanation for events based on observation and distinguish
between an observation and an inference.
4. Predicting: Forecast a future event and based on prior experience.
5. Measuring:Compare and order objects by length,area,weight and volume and
measure properties objects or events by using standardize units of measure.
6. Communicating:Construct and use written reports, diagrams,graphs or charts to
transmit information learned from science experiences and verbally ask questions
about,discuss,explained or report observation.
7. Using space/time relations:Describe an object's position in relation to the other
objects ( above, below and beside)
8. Defining operationally:State definition of objects or events in terms of what the
object is doing or what is occurring in the event.
 9. Formulating hypothesis:Identify questions or statements which can and cannot be
tested and design statement which can be tested by an experiment.
10. Experimenting:Design an investigation to test a hypothesis,conduct simple
experiments and recognize limitation of methods and tools used in experiment.
(experimental errors).
11. Recognizing variable:Identify the manipulated(independent) variable responding
(dependent) variable ,and variables held constant in an experiment and control the
variables in an investigation.
12. Interpreting Data:Organizing and state in his or his own words information derived
from a Science investigation and revise interpretations of data based on new
information or revised data .
13. Formulating models:Create a mental, physical or verbal representation of an idea,
objects or event and use models to describe and explain interrelationships among
ideas objects or events.
Reporter/Student
Jonna V. Villegas