Davao Doctors College, Inc.

College Department
Gen. Malvar St., Davao City

ED-SCI 204:
The Teaching of Science

JOEBERT DIOLOSA, LPT

Instructor

KAREN CRYSTEL L. APOSTOL

Student
BSED GEN SCI 2-G2A

JANUARY 2019
1. Enumerate the Guiding Principles in the Teaching of Science

 Constructivist Principle
This principle is based on the Constructivism Theory of John Dewey.
When we say constructivism, it is a viewpoint on how the mind forms and
modifies its understanding of reality. Teachers are responsible in creating
environments in which children can construct their own understandings. It
believes that knowledge isn’t a thing that can be simply given by the teacher in
front of the class instead, it believes that knowledge is constructed by learners
through an active and mental process development of learners. The
constructivist way of teaching fosters critical thinking and creates active and
motivated learners. It also frees teacher to make decisions that will enrich
students’ development in Science.

 Discovery Principles
When we hear the word “discovery”, we immediately define it as the act of
discovering something or making new findings. In teaching Science in the
academe, it is a situation where genuine learning occurs. The cognitive and
affective states of the students are being involved. By using this principle,
students could learn how to cooperate with each other and to collaborate with
their teachers. They could feel accomplished because they could be able to
discover solutions by themselves.

 Brain-based Principles
Brain-based Principle is based on the Brain Learning Theory of Paul
MacLean. This theory believes that the brain is developed in three layers. In this
principle of teaching Science, the teaching methods are based on the latest
scientific research about how the brain learns. It believes that human brain is
dynamic which means that it is susceptible to change throughout our lifetime. It
also believes that human brain is a social brain which means that teachers
should expose students in activities that could develop their cooperation and
collaboration.

 Collaborative Principles
Collaborative Principle is anchored on Collaborative Learning that
happens to be an umbrella term for a variety of approaches in education that
involve joint intellectual effort by students and teachers. In this principle, learners
are engaging in a common task in which everyone depends on and is
accountable to each other. Through this principle, teachers could empower
students to work together to build their understanding of topics and concepts in
Science. The social skill of the students is also one of the priorities of this
principle. I could say that this is a very effective way of teaching Science.

 Multiple Intelligences and Learning Styles

This combined principle is based on the Theory of Multiple Intelligences
by Howard Gardner and Learning Styles Theory by David Kolb. These two
theories have been put forward to interpret human differences and to design
 educational models around these differences. This combined principle could be
used by teachers in determining their students’ capability in learning Science. It is
very useful when teachers are handling a diverse classroom. Through this, they
could make strategies that are compatible with their learners needs.

2. Research on:

 Inquiry-Based Approach
Inquiry-Based Approach is based on the Inquiry-based Learning. It is
developed on 1960’s by John Dewey. It is a learning and teaching method that
prioritizes student questions, ideas, and analyses. From a student’s point-of-
view, it focuses on investigating an open question or problem. From a teacher’s
point-of-view, it focuses on moving students beyond general curiosity into the
realms of critical thinking and understanding. Teachers could make use of inquiry
activities such as case studies, group projects, research projects and field work
for Science lessons.

 Spiral Progression Approach

Spiral Progression Approach is proposed by Jerome Bruner. It means
that the basic principles are introduced in the first grade and are rediscovered in
succeeding grades in more complex forms. Philippines’ educational system is
embracing this approach through the K-12 PROGRAM. The features of this
program are to enhance the Basic Education Program and strengthen the
Science and Math education which follows the spiral progression. Countries that
have high Science curriculum such as Finland, Australia, England, Japan, New
Zealand, and United States are following the spiral progression.

References:
Canakan, M. (n.d.). Spiral Progression Delimma. Retrieved January 17, 2020, from

https://www.academia.edu/29017585/Spiral_Progression_Delimma

Guido, M. (2019, May 27). Inquiry-Based Learning Definition, Benefits & Strategies.

Retrieved January 17, 2020, from https://www.prodigygame.com/blog/inquiry-based-learning-

definition-benefits-strategies/?

fbclid=IwAR0A3KT9MtOdjDzdZ9HbDOFeYvGYfoH3o2aR7yt28rOWVxRuHLhsNDS-
 Lazo, J. (2016, February 7). Teaching of science. Retrieved January 17, 2020, from

https://www.slideshare.net/jericlazo716/teaching-of-science-57974966?

fbclid=IwAR3uUj5Ec2qH5rufvDR-HRyp4j6uBbhUp8-6gph3ngdVaedfVq6D4RjfF_s