DEVELOPMENT OF

THE DIMENSIONS
OF SCIENTIFIC
KNOWLEDGE
GROUP 3
S
K
C  Sometimes labelled as N
I the product of science.
O
E  Has been W
N accumulating for
L
T centuries as the result
of empirical and E
I analytical activities.
D
F
G
I
E
C
FOUR
DIMENSIONS
OF
SCIENTIFIC
KNOWLEDGE

a. Facts
b. Concepts
c. Principles
d. Theories
 FACTUAL KNOWLEDGE
 The basic elements students must know to be acquainted with
science.

 Includes terminology, specific details, and elements of a subject.

 Most common type of knowledge a student must learn.

EXAMPLES OF FACTUAL KNOWLEDGE
 Physical change does not produce a new substance.

 The three states of matter are solid, liquid, and gas.

 People that study biology are known as biologist.

 Green plants contain chlorophyll which absorbs sunlight.

 CONCEPTUAL KNOWLEDGE
 The interrelationships among the elements of subject.

 The combination of several facts or observation.

 It highlights the connections between concepts themselves.

 Interpreting concepts and the relations between concepts.

EXAMPLES OF CONCEPTUAL KNOWLEDGE

 When a solid turns into a liquid, it is called melting.

 Leaf is not the reproductive organ of a flowering plant but it is the

flower.
 THEORIES
 These are explanations that appear to be true.

 Enable the understanding, prediction, and sometimes the control of

a wide variety of natural phenomena.
 EXAMPLES OF THEORIES ARE:

 THEORY OF EVOLUTION: Species adapt to their environment.

 CELLULAR THEORY OF LIFE: Living things are made of cells.

 ATOMIC THEORY: The atom contains a nucleus with protons and

neutrons and a vast space with electrons.
 LAWS AND PRINCIPLES
 These are explanations that are proven true.

 Results of experiments or observations, usually within a certain

range of application.
 EXAMPLES OF LAWS & PRINCIPLES
ARE:
 THE LAW OF CONSERVATION OF MATTER: Matter can
neither be created nor destroyed.

 THE LAW OF UNIVERSAL GRAVITATION: All objects attract

all other objects.

 ATOMIC THEORY: Particles move from areas of high

concentration to areas of low concentration.