QUEZONIAN EDUCATIONAL COLLEGE INC.

SAN ANDRES CAMPUS

POBLACION, SAN ANDRES QUEZON

WRITTEN REPORT

I .CHARACTERISTICS OF SCIENCE LEARNERS/DIFFERENT LEARNING STYLES

 The Learners

 Characteristics of Young Learners and Independent Learners

 Factors Affecting Cognitive Development of Children

 Different Learning Styles

II. INTENDED LEARNING OUTCOMES

 Explain the factors affecting the cognitive development of children.

 Enumerate ways by which teachers can promote their students’ cognitive development.

 Distinguish independent learners from other students.

III. PRIMING THE ACTIVITY

 Sharing of Idea About the Topic.

INSTRUCTION

 Before the discussion the reporter will ask the students if they have any thoughts on the

topic.
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IV. PRESENTATION

CHARACTERISTICS OF SCIENCE LEARNERS/DIFFERENT LEARNING STYLES

The Nature of the Learner - The learner is an embodied spirit. He is the union of sentient body

and a rational soul. His body experiences sensations and feels pleasure and pain. His soul is the

principle of spiritual acts, the source of intellectual abstraction, self-reflection, and free rational

volition. Body and soul exist in mutual dependence. (Kelly, 1965)

The Fundamental Equipment of the Learner The learner has the power to see, hear, touch, smell,

taste, perceive, imagine, retain, recall, recognize past mental acts, conceive ideas, make

judgment, reason out, feel and choose.

Five Elements of the Learner

1. Ability-The students' native ability dictates the prospects of success in purposeful activity. It

determines their capacity to understand and assimilate information for their own use and

application.

2. Aptitude-Aptitude refers to the students' innate talent or gift. It indicates a natural capacity to

learn certain skills.

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3. Interest-Learners vary in activities that are undertaken due to a strong appeal or attraction.

4. Family & Cultural Background Students-who come from different socioeconomic

background manifest a wide range behaviour due.

5. Attitudes-Students have unique way of thinking and reacting. Confronted with the same

situation in the learning environment each one would react differently depending on their

personal characteristics.

Positive Attidudes:

A. Curiosity

B. Responsibility

C. Creativity

D. Persistence

Howard Earl Gardner (born July 11, 1943 is an American developmental psychologist who is a

professor of Cognition and Education at Harvard University. Senior Director of Harvard Project

Zero and author of over twenty books translated into thirty languages. Since 1995, he has been
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the co- director of the Good Work Project. He is best known for his theory of Multiple

Intelligence.

Multiple Intelligence

1. Verbal-Linguistic Intelligence

2. Logical-Mathematical Intelligence

3. Spatial Intelligence

4. Bodily-Kinesthetic Intelligence

5. Musical Intelligence

6. Intrapersonal Intelligence

7. Interpersonal Intelligence

8. Naturalist Intelligence

9. Existential Intelligence

CHARACTERISTICS OF SCIENCE LEARNERS

BE OBJECTIVE – ORIENTED

 When we read a prompt or an experiment, it’s especially important in the sciences to

keep the bigger picture in mind. When we read an experiment, or consider a law or

relationship, it’s always important to keep in mind the effect that we are testing for.

 How does one variable affect another?

 When we do different trials and adjust this constant, what changes as a result?

 Identifying which variables we analyze and why can give a greater context as to the

purpose of the experiment/trial in general.

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UNDERSTAND THE CONNECTION BETWEEN SUBJECTS

 Something that we see all the time within Chemistry, Biology, and Physics is that each

lesson can be related to another. In Chemistry, we will always need Stoichiometry to

understand Thermodynamics. In Physics, we will always need Kinematics to understand

Energy Conservation.

 If you have a global mindset for a given subject, you can contextualize lessons more than

in any other discipline. Science stands out as the most interwoven

DON’T BE AFRAID TO APPLY MATH.

 No matter how you frame it, science and math go hand in hand. While we’re not

necessarily sitting around applying exponent rules or simplifying expressions in a science

class, we are very typically using math as a means to an end. To a moderate degree in

Chemistry and Biology and an extreme degree in Physics, math will constantly be a tool

for us to draw conclusions between two different conditions in material sciences. Don’t

be afraid to jam some algebra! Math will seem scary in a science class, especially as we

start to use more and more variables, but the math we do in science classes will always be

easier than what you see in a math class.

COLLABORATE

 Science, even at the highest level, is a collaborative field. At its purest, scientists work

together in incredibly narrow fields to draw conclusions with the help of each other’s

work.
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 As Newton said, “If I have seen further, it is by standing on the shoulders of giants.”

Don’t be afraid to reach out to others to work together! Understanding concepts is a

collaborative effort between yourself, your teacher, and the students you are in class with.

All science is done in teams. Form discussion groups, and work with each other to

understand concepts and theories.

THINK CRITICALLY

 Arguably shared most by our friends in the English department, science students need to

be critical thinkers above all else. Whereas Math is all objective fact, the sciences test our

best ability to interpret the world around us: it is inherently more subjective of a subject.

A good science student can look at results and draw conclusions about their implications

for an experiment.

 The process of science requires more human understanding than any other subject. A

computer couldn’t create hypotheses and test them in order to form a conclusion. Your

calculator can’t know what variables to test an experiment for. All of this is our job, to be

able to dissect a situation and critically think about experiments and their purpose

NEXT STEPS

 A large part of being a successful science student is rebuilding your understanding of

what the subject is. While the sciences are often intimidating of many students, they are

inherently very interconnected and collaborative. Understanding one concept will help

you as you learn another—but this also mean that you need to have a strong foundation of

concepts and science learning in order to be truly successful!

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WHAT ARE THE FACTORS AFFECTING COGNITIVE DEVELOPMENT OF

CHILDREN?

1. BIOLOGICAL FACTORS

A. SENSE ORGANS

 Sense organs are important because they receive stimuli from the environment. Their

proper development helps in receiving correct stimuli and the correct concepts are

formed. Defective sense organs collect defective stimuli and as a result wrong concepts

can be formed and the cognitive development will not be perfect.

B. INTELLIGENCE

 It has been seen that cognitive development of intelligent children is better. Children

with low.

 It has been seen that cognitive development of intelligent children is better. Children

with low

 Cognitive development lags behind. Intelligence affects all mental capacities.

C. HEREDITY

 Cognitive development is also influenced by the hereditary traits; one gets from his

parents. Their development is similar to their parents cognitive development.

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D. MATURATION

 As the child gets matured he gets more interactive with his environment. For a good

cognitive development interaction with environment is very necessary which the child

does with the help of his mental and motor maturation. They help directly in the

development of cognition.

2. ENVIRONMENT FACTORS

A. LEARNING OPPORTUNITIES

 The opportunity a child gets to learn affects the cognitive development. The more

opportunities he gets the better is the cognition, because he will be able to add to his

mental capacities by learning through these opportunities.

B. THE ECONOMIC STATUS

 Economic state of the family also helps in the development of cognition. Children from

better economic status get more opportunities and better training and it helps in cognitive

development.

C. PLAY

 Play is also quite important in developing cognition. Through play activities, the child

interacts with the environment, receives stimuli and responds to them.

 Through this he learns new processes acquire knowledge. He forms new com Eighteen

months- old draws irregular sketch with crayons when he sees some similar between the

sketch and any object around him.

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 He immediately understands and image is formed in his mind; e.g., he sketch a ‘circle’

and mother points out towards ‘mi He is now able to recognise this shape, child while

playing and while many his toys learns many new experiences, becomes imaginative and

does drama holding a ‘Gada’ and becomes Lord Hanum He plays school-school. Chess

and cards in increasing his mental abilities.

D. VARIOUS TYPES OF STIMULI

 As child grows, he gets various stimuli from environment through his senses and

perceives their meanings. These stimuli form concepts and symbols. Parents and other

people around the child could assist him get the right meanings of stimuli. Tl instructions

and motivation help in cognitive development of the child. The child gets these stimuli

from his toys and activities like identifying different colour shapes, smell, and sounds,

etc.

E. FAMILY AND SOCIETY

 Family is v important from the point of view of providing the child hereditary traits,

which are the of development family also providing opportunities to learn, good

encourage atmosphere to the child if the family provides such atmosphere to the child in

which he maximum stimuli from the environment, would be encouraged to learn and with

his environment. His cognitive development will be good.

 The child learns observing and imitating others. He learns language, habits, by observing

family and people around them. If society provide encouraging atmosphere, facilities

gaining knowledge like good schools, librarian’s healthy recreation facilities, health

facilities etc. to the children, they will develop possibility and good cognitive capacity.
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So we see the family and society both play an important rot in the development of

cognition of the child.

ENGAGING WITH THE 4 DIFFERENT TYPES OF LEARNING STYLES

What are learning styles?

Learning style theory refers to the differences in how individuals learn. According to many

theories, people can be classified according to their preferred learning style. These styles of

learning differ based on which learning modalities best fit the individual when taking in new

information.

Not everyone prefers to learn the same way. Some individuals prefer hands-on activities, while

others might choose to listen and absorb information that way.

4 DIFFERENT TYPES OF LEARNING STYLES

Learning styles can be categorized into four types: visual, auditory, kinesthetic, and

reading/writing. Visual learners prefer visual aids, auditory learners thrive through listening,

kinesthetic learners engage in hands-on activities, and reading/writing learners prefer text-based

learning. Recognizing and accommodating these styles enhances the effectiveness of instruction.

It’s important to understand these learning styles and to be able to adapt instruction for each of

the common sensory modalities.

1.VISUAL LEARNERS

A visual learner (aka aural learners) is best able to absorb information if it is presented via
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pictures, videos, charts, visual cues, and infographics. Create or select a training curriculum that

contains a mix of different visual media.

2. AUDITORY LEARNERS

Auditory learners (aka verbal learners) get the most out of training that they can listen. This

includes live or recorded lectures, podcasts, and training videos with accompanying audio.

3. READING AND WRITING LEARNERS

Individuals that prefer reading writing are the most traditional learners you will encounter. They

do best when reading the written word, such as manuals, wikis, guides, and FAQs. These training

participants will also engage well with slide presentations that use text and handouts.

4. KINESTHETIC LEARNERS

A kinesthetic learner (aka tactile learners) is hands-on. They do well when taking part in

participatory exercises. Many take to training better if they have some freedom of movement.

OTHER INDIVIDUAL LEARNING STYLES

Besides the four learning styles we mentioned above, there are a few more individualized

learning styles, such as:

 Logical learners – depend on logic and analytical skills to search for connections,

patterns, causes, and results from what they’ve learned.

 Social learners – prefer to learn in a social setting with other peers through conversation,

group discussions, participation, and interaction.

 Solitary learners – aka “solo learners”, learn best when training alone and not

interacting with other learners, the opposite of a social learner.

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 Nature learners – excel when in the presence of nature, which creates calm and relaxing

learning environments, such as outdoor training sessions, educational hikes, or field trips.

 Cultivate a Culture of Learning-Learning is most effective when it is part of an

organization’s culture, and companies striving towards building a culture of learning see

rapid growth and talent retention

V. POST ASSESSMENT

INSTRUCTION

Write a short reflection about the topic and share in our class time.

REFERENCE

https://www.slideshare.net/kcm.2805/principle-of-teaching-the-learner?

fbclid=IwAR10Pp1hsqwjlgVD7O8edzR4MBweMFk7GgUwLLl8VlgSlA5JNEM0zWG6y1c

https://mekreview.com/5-traits-of-highly-successful-science-students/?

fbclid=IwAR0YUgBFzB2mlE5seDdQeiMW8mM7VffZcjLGJo5KRku2kKIIs_YHlqs7MvQ

https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-020-08598-5?

fbclid=IwAR0dNzR6mxmb4BNyYYQK5SdQh-9dXPbniypBgc_y8sflMiYJWpQ-9I-

rVwA#:~:text=Children's%20cognitive%20development%20is%20affected,environment%2C

%20provision%20of%20appropriate%20play
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https://sphero.com/blogs/news/learning-styles-for-kids?fbclid=IwAR2pdn3tgDwj-

m_Om6XBGpFApnT_FntsdWVIXNHdphfeFMxjbHbIGaOyNt8

SUBMITTED BY:

Lustanas, Jhulia B.

Lustanas, Mary Rose D.

Junio, Jamaica O.

Porbosa, Jiezel Anne P.

Banquiles Joeven R.

SUBMITTED TO:

Sir Fernan P. Reduta

Science Instructor