THE ART OF TEACHING

SCIENCE

By
TASNEEM SAIFUDDIN
 PROBLEM
COURAGE SOLVING
CREATIVITY

DEMOCRACY WHAT IS SCIENCE ?

MIND
DEVELOPMENT

DISCOVERY/
RESEARCH HUMAN
VALUES
The Artistry of Teaching
• Delivery
• Engagement The Art of Teaching
Science has been
designed to provide
encounters in various
contexts focused on
learning about teaching
through reflection and
discussion
 EVIDENCES FOR SCIENCE TEACHING

CURRICULUM
RECITATION
FOCUSED
(DISCUSSION)=
33-37%
FOCUS ON
DEMONSTRATION= WORKBOOK
2 /5 EXERCISES

PROJECTS
(ONCE IN A
MONTH)
 SCIENCE TEACHING
There is ENRICHMENT of metaphor
Kids are just like
Scientists !!

HANDS ON MINDS ON
SCIENCE TEACHING AND
INQUIRY
SCIENCE TEACHING AND
INQUIRY
EXAMPLE OF AN
INQUIRY ACTIVITY
Students perspective about
Science
Essay
Draw a Diagram
Develop a Rubric
Comparison and Analysis
 CHARACTERISTICS OF
INQUIRY PROCESS

• OBSERVATION
• MEASUREMENT
• EXPERIMENATION
• COMMUNICATION
• MENTAL PROCESS
Approaches to teach Science
• Direct/Interactive Teaching
• Cooperative learning
• Constructivist Teaching: Learning as
Making Meaning
SCIENTIST AND STUDENTS TWO
CULTURES

SCIENTISTS STUDENTS

BRIDGING GAP
SCIENCE FOR ALL
"Science for all" implies there's
something in it (science) for
everyone. It means that nearly every
child can learn and experience the
essence of science. Science for all
acknowledges that science education
in the past has not been science for
all, that large numbers of persons
have indeed been failed or just passed
over by the science
SCIENCE FOR ALL
• Each learner is unique. All students can learn. There is enormous
diversity among learners, and this diversity should be respected and
accepted.
• School science should be designed to meet the needs of all students,
not just the science prone or those who will pursue careers in science.
• School science should be inclusive, not exclusive. Those who have
been traditionally turned away from science should be encouraged to
study it.
GLOBAL THINIKING
• Global Events Fostering Global Thinking
• Rationale for Global Thinking:
Einstein realized the increasing
importance of thinking from a
global as well as a local
GLOBAL GLOBAL perspective and of considering
THINKING CITIZENSHIP the long-term consequences of
political or military decisions
on the fragile ecosystem of
GLOBAL earth. We could infer that what
PERSPECTIVE Einstein was calling for was a
move toward "systems
thinking";
• Infusing Global Thinking into the
Science Curriculum
• Integrating Global Science
Education Activities into Planning
• Using the Internet to Globalize the
Classroom
• World (Global) Core Curriculum
SCIENCE FOR LIFE AND LIVING: INTEGRATING SCIENCE,
TECHNOLOGY, AND HEALTH (SFLL)

ENGAGE

EXPLORE

EXPLAIN

ELABORATE

EVALUATE
SCIENCE AS A UNIFIED SUBJECT
What students can learn in Science?

THEY CAN LEARN ABOUT?

THEY CAN HOW TO?

PROCESS THEY UNDERGO ?

 MODELS OF SCIENCE
TEACHING

CONSTRUCTIVIST SOCIOCULTURAL DIRECT/ INTERACTIVE

INQUIRY BASED
MODELS

DEDUCTIVE COLLABORATIVE PROJECT

INDUCTIVE
INQUIRY INQUIRY BASED
INQUIRY
INQUIRY
 CONSTRUCTIVIST
MODELS
The Learning Cycle: A Model
of Conceptual Change EXPLORATION PHASE
Students interact with
Materials and with each other
PHASES
CONCEPT EVALUATION CONCEPT
 Invitation Phase EXPLANATION/
APPLICATION AND
E
 Exploration Phase PHASE DISCUSSION INTRODUCTION
 Concept Explanation Students Apply PHASE
Information to New Naming of
Phase Objects/s and or
Situation
 Taking Action. Events
COLLABORATIVE LEARNING
MODELS
Cooperative Learning
Elements :
• Face-to-face Interaction
• Positive Interdependence
• Individual Accountability
• Cooperative Social skills
• Group Processing
 COOPERATIVE STRUCTURES

Think-Aloud-Pair-
Problem solving

THREE STEP
INTERVIEW
STUDENT TEAMS-ACHIEVEMENT DIVISIONS

TUTORIAL MODELS : STAD

• Phase I: Teach
(Class Presentation)
• Phase II: Team Study
• Phase III : Test
• Phase IV :Team Recognition
 CONSTRUCTIVE
JIGSAW CONTROVERSY

NUMBERED HEAD
TOGETHER
 Cooperative Structures
• Think-Pair-Share
• Pairs Check
• Roundtable/Circle
of Knowledge
• Talking chips
PROBLEM SOLVING CONCEPTUAL
MODELS
Group Investigation
Phase I: Topic and Problem Selection
Phase II: Cooperative Planning
Phase III: Implementation
Phase IV: Analysis and Synthesis
Phase V : Class Presentation
Science Experiences
• Phase I: Orientation
• Phase II: Action
• Phase III: Reporting
 DIRECT /INTERACTIVE TEACHING
MODEL

CHECK PREVIOUS WORK,

RETEACH

WEEKLY AND MONTHLY

INDEPENDENT PRACTICE
REVIEWS
PRESENT NEW CONTENT
AND SKILLS

FEEDBACK AND
CORRECTIVES

INITIAL STUDENT
PRACTICE
Structuring Content for Direct/Interactive Teaching
• Whole-to-part
• Sequential structuring
• Combinatorial organization
• Comparative relationships
From Structure to Interactivity ;
• Organization of the content
• Presentation
 Activities

• Pair and compare

• Pair, compare, and ask
• Periodic free-recall, with pair-and-compare
• Listen, recall, and ask; then pair, compare, and answer
• Solve a problem
• Case study
• Pair/group and discuss an open-ended question
• Pair/group and review
• Pair/group and experience an EEEP
Inquiry models of teaching
INQUIRY ACTIVITIES
• INDUCTIVE INQUIRY : • The Inquiry Box
• The Wood Sinks and Floats
Discrepant Event
• Stomach upset at the time of
stress

• DEDUCTIVE INQUIRY :
PROJECT – BASED SCIENCE INQUIRY