Southern Luzon State University

COLLEGE OF TEACHER EDUCATION

Lucban, Quezon
ELE 02
Teaching Science in the Elementary Grades (Physics, Earth, and Space Science)
Learning Task 1
Name:_________________________ Date:_______
Year/Section____________________

A. Contemporary Psychologists: Their Impact on Science

1. Bruner and Discovery

a) Jerome Bruner's teaching philosophy emphasized that students learn
most effectively when they actively discover knowledge and solve problems. He
believed that learners should take on the role of problem solvers, interacting with
their environment, testing ideas, and forming general principles through this
process. Bruner's educational goal was intellectual development, with a specific
focus on nurturing problem-solving skills through inquiry and discovery within the
science curriculum.

According to Bruner, knowledge isn't simply about memorizing information

found in textbooks but is a dynamic process. To truly grasp scientific
concepts and become adept problem solvers, students should encounter
challenging and perplexing situations. In these situations, students are
naturally motivated to seek solutions, forming the foundation for the
creation of discovery-based learning activities that engage and empower
learners.

2. Gagne and Learning Hierarchy

a) Robert Gagne's Learning Hierarchy plays a crucial role in shaping
science education. Gagne's theory presents a hierarchical model of learning,
which is applicable to science teaching and learning. The hierarchy offers a
structured approach to science education, allowing educators to establish a solid
foundation of knowledge and skills, cultivate critical thinking, and ready students
for real-world applications in diverse scientific domains. Aligning instructional
methods with Gagne's hierarchy can significantly enhance the quality of science
education, ensuring that students progress through well-organized levels of
learning, and fostering a deeper understanding of scientific concepts. This
integration of Gagne's theory aids in the effective teaching and learning of
science.
3. Piaget and Cognitive Theory
a) Jean Piaget's cognitive theory significantly influences science
education, particularly in the context of how students grasp scientific ideas. This
impact is underscored by the theory's emphasis on acknowledging students'
cognitive development, fostering active learning, and encouraging the
construction of knowledge. It offers invaluable guidance to educators in
designing science education experiences that match students' developmental
stages, promoting a deeper understanding and heightened engagement with
scientific concepts. This approach ensures that science education aligns with the
evolving cognitive abilities of students, allowing them to construct knowledge
effectively. This integration of Piaget's theory enhances the overall effectiveness
of science education.
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Lucban, Quezon
For each of the following questions, explain you answer in two to three sentences.
1. What is the purpose of discovery learning?
Discovery learning is an educational method that encourages students to
learn by actively exploring, thinking critically, and solving problems rather than
passively receiving information. Its main purposes are to engage students in a
deeper understanding of the subject, foster critical thinking and problem-solving
skills, and stimulate curiosity. However, it may not be suitable for all subjects or
students, and a balance between guided instruction and discovery-based
learning is often necessary.
2. What are the characteristics of discovery learning?
a. Discovery learning, grounded in cognitive theory, exhibits three key
characteristics that enhance its educational impact. Firstly, it
encourages active student engagement, promoting hands-on
exploration and experimentation. Secondly, it emphasizes the
development of meaningful understanding, enabling students to
construct knowledge through connections and interactions. Lastly, it
has the potential to transform students' attitudes and values, fostering a
sense of problem-solving self-efficacy and promoting a positive outlook
toward the subject matter. These characteristics underscore the
alignment of discovery learning with cognitive theory principles.
3. What is the role of the teacher in discovery learning?
a. In the discovery learning process, the teacher acts as a facilitator, not a
traditional instructor. Their role is to create a conducive learning
environment with ample resources and to stimulate students' self-
directed curiosity and problem-solving abilities rather than providing
straightforward answers or procedures. This approach promotes
independent learning and critical thinking in students.
4. How does discovery learning deepen students understanding?
a. In the discovery learning mode, students take an active role in
decision-making regarding what, how, and when they learn. They are
not simply told the content by the teacher but are expected to explore
examples and uncover principles or concepts through their own
discoveries. This approach emphasizes student-driven exploration and
understanding of the subject matter.
5. What is the highest level of learning in the hierarchy proposed by Gagne?
Why?
a. Signal Learning: This is the initial stage where a learner responds to a
simple cue or signal, forming a basic association between the cue and
the response.

b. Stimulus-Response Learning: Learners make connections between

specific cues and responses. This level involves more specific
associations between stimuli and behaviors.
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Lucban, Quezon
c. Chaining: Chaining involves connecting a sequence of stimulus-
response associations in a specific order to achieve a goal, such as a
series of steps to complete a task.

d. Verbal Association: Learners start associating words or symbols with

concepts and ideas, forming the foundation of language and abstract
thinking.

e. Discrimination Learning: At this stage, learners begin to differentiate

between different stimuli or concepts, allowing them to make
distinctions.

f. Concept Learning: Learners grasp broader principles and concepts,

understanding the relationships between different ideas and
categories.

g. Rule Learning: Rule learning involves understanding and applying

general principles or rules to solve problems and make decisions.

h. Problem Solving: The highest level in Gagne's hierarchy, this stage

focuses on applying rules and principles to solve complex, real-world
problems, requiring critical thinking and creativity.
i. Among 8 levels of learning hierarchy: … Problem solving is considered
the highest level because it demands the ability to transfer knowledge
to novel situations, analyze, synthesize, and evaluate information, and
adapt to various contexts. It's a skill that goes beyond rote
memorization or simple recognition and represents a deeper and more
versatile understanding of the material.
6. How can teachers use the hierarchy of needs in learning?
a. Comprehending and putting into practice Maslow's Hierarchy benefits
both educators and students. Teachers should utilize their
understanding of this hierarchy to design classroom lessons and create
a suitable learning environment. Ideally, the learning space should
address students' needs, with a particular focus on safety, a sense of
belonging, and the fulfillment of esteem needs.
7. How Gagne's events of learning can help one to be an effective teacher?
a. Gagne's events of learning offer a structured approach to instructional
design that benefits teachers in several ways. They help teachers set
clear learning objectives, engage students, and present content
effectively. These events also encourage periodic reviews, guided
practice, feedback, and assessment, fostering a more engaging and
effective learning experience while promoting critical thinking and
adaptability to individual learning styles.
8. What are the 4 stages of Piaget's cognitive development?
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Lucban, Quezon
a. Sensorimotor Stage: Infants and toddlers, from birth to about 2 years,
explore the world through their senses and motor actions, developing
object permanence and engaging in trial-and-error learning.
b. Preoperational Stage: Children, aged 2 to 7 years, use symbols and
language but struggle with egocentric thinking and understanding
concepts like conservation.
c. Concrete Operational Stage: Occurring between 7 and 11 years, this
stage brings improved logical thinking within concrete contexts, with
the ability to solve problems systematically while abstract thinking
remains a challenge.
d. Formal Operational Stage: Typically starting at 11 years and continuing
into adulthood, individuals develop abstract and hypothetical thinking,
enabling complex reasoning and critical thinking.
9. How does Piaget's theory impact child development?
a. Piaget's theory of cognitive development significantly influences child
development by providing a structured framework to understand how
children's thinking evolves. It guides the creation of developmentally
appropriate learning activities, promotes problem-solving and critical
thinking skills, and emphasizes individual variations in development.
This theory has shaped educational practices, encouraged research in
child development, and improved assessment methods to better align
with children's cognitive stages.
10. What are the 5 principles of cognitive learning theory?
a. Engage - It often involves a question, demonstration, or activity that
piques the students' interest and motivates them to learn more.
b. Explore - They work to explore and discover concepts or phenomena
on their own or in groups.
c. Explain - In the explain phase, the teacher provides explanations and
clarifies concepts based on the observations and questions raised
during the explore phase.
d. Elaborate - This phase often involves additional activities, projects, or
experiments that deepen their understanding and reinforce the
concepts.
e. Evaluate - The final phase, evaluate, focuses on assessing students'
understanding and learning outcomes.
f. The 5E Model is most effective when students are encountering new
concepts for the very first time because there is opportunity for a
complete learning cycle. It is designed to promote active, inquiry-based
learning, and it aligns with constructivist and experiential learning
theories. It encourages student engagement, critical thinking, and
problem-solving skills.