Lesson # 1 Introduction to Teaching Intermediate SCIENCE

Science is a systematic enterprise that builds and organizes knowledge in the form of
testable explanations and predictions about the universe. 

 It is a systematic body of knowledge about specific phenomena.

 It is a process used to collect and evaluate information.

 It is observing, predicting what might happen, testing those predictions and making sense
of observation.

 Science is an attitude exemplified by curiosity and interest in the word.

 Science is problem solving.

 Science is encouraging children to explore their own environments and reflect on their
observations and discoveries.

According to Kamii & Lee-Katz (1983), “Children acquire scientific knowledge by

 They must create an explanation of observed phenomena or the outcomes of the

 Allowing and encouraging children to explore scientific process rather than only using
direct instruction.

Goals of Science Teaching:

To develop the students’ competence in searching for knowledge and information in the use
of a number of basic as well as integrated science processes .

Acquire skill in developing the scientific method

Arouse and sustain interest in future science-based pursuits

PHYSICS- The branch of science concerned with the nature and properties of matter and energy.
The subject matter of physics, distinguished from that of chemistry and biology, includes
mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of
atoms.
Geology is the primary Earth science. The word means "study of the Earth."

Geology deals with the composition of Earth materials, Earth structures, and Earth processes.

 Space Science is a science that studies the properties of outer space, including our solar system
and other galaxies and solar systems, by analyzing data collected by equipment mounted on
orbiters, satellites and other probes that are sent into space.

Science Theories and Approaches

1. Active Learning: Learn by Doing

Active learning is a set of strategies that posits the responsibility for learning with the student. 

Discovery learning, problem-based learning , experiential learning, and inquiry-based instruction

2. Teaching to multiple learning modalities

 Theorists and practitioners claim that learners have a preference for one learning style
over another. 
 Visual learners learn best by watching, while auditory learners learn best by verbal
instruction, and kinesthetic learners learn best by manipulation.
 Teachers often resort to the instructional style, lecture and discussion

3. Teaching to multiple intelligences

 Intelligence is a property of the mind that includes many related abilities such as the
capacities to reason, plan, solve problems, comprehend language and ideas, learn new
concepts, and think abstractly.
 The theory of multiple intelligences implies that people learn better through certain
modalities than others.
 Science teacher should design curriculum to address as many modalities as possible

4. Developing higher order reasoning

Benjamin Bloom wrote extensively on the six basic levels of cognitive outcomes they identified
– knowledge, comprehension, application, analysis, synthesis, and evaluation. 

When educators refer to “higher level reasoning,” they are generally referring to analysis,
synthesis and/or evaluation. 

5. Perennialism
It enable the students acquire understandings about the great ideas that have the potential for
solving problems in any era.

The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not
changing, as the natural and human worlds at their most essential level, do not change.

6. Essentialists

This philosophy believes that there is a common core of knowledge that needs to be transmitted
to students in a systematic, disciplined way.

It accepts the idea that school should be practical, preparing students to become valuable
members of society. It should focus on facts-the objective reality out there--and "the basics,"
training students to read, write, speak, and compute clearly and logically.

Students should be taught hard work, respect for authority, and discipline

7. Progressivism

It believes that education should focus on the whole child, rather than on the content or the
teacher.

This educational philosophy stresses that students should test ideas by active experimentation.
Learning is rooted in the questions of learners that arise through experiencing the world. It is
active, not passive.

The learner is a problem solver and thinker who makes meaning through his or her individual
experience in the physical and cultural context.

Effective teachers provide experiences so that students can learn by doing. Curriculum content is
derived from student interests and questions.

8. Cognitivism/Constructivism- Gestalt and Piaget

Cognitivists or Constructivists believe that the learner actively constructs his or her own
understandings of reality through interaction with objects, events, and people in the environment,
and reflecting on these interactions

Learner's previous experiences determine what can be learned.

Motivation to learn is experiencing conflict with what one knows, which causes an imbalance,
which triggers a quest to restore the equilibrium.

The learner organizes his or her understanding in organized structures.

Piaget claims that at the age of 10, learner realizes the importance of creating functional society
and the importance of establishing cooperation among community members.

10. Social Learning theory- A. Bandura (1977)

It bridges between behaviorism and cognitivism because it encompasses attention, memory and
motivation.

It gives emphasis that people learn through observing other’s behavior and most behavior
learned through modelling

11. Critical Theory

It aims to dig beneath the surface of social life and uncover the assumption that keeps us from a
full and true understanding of how the world works.

Characteristics of Intermediate Students (9 or 10 years old)

 Since children in this stage are already in their childhood, rapid development of
mental skills is evident.
 According to Jean Piaget, concrete operational thinkers can now organize thoughts
effectively, although, they can logically perceive the immediate situation.
 They can apply what they have learned to situation and events that they can manipulate.
 Older children have longer and more flexible attention.
 Their span of attention is dependent on how much they is required by the giving task.
 In terms of school works, older children can concentrate and focus more for longer period
of hours especially if they are interested in what they are doing.

 Creativity
 Children at this stage are open to explore new things. Creativity is innate in children
They just need a little guidance and support from parents, teacher and people around
them.
 They are usually at their best when the work is done in small pieces.
 Performing Activities

Encourage different responses from each child

• Celebrate uniqueness.

• Break stereotypes .
• Value process over product .

• Reduce stress and anxiety of children.

 Support to share ideas, not only with the teacher / parent but also with other children •
Minimize competition and external rewards

 Communication
 The brain becomes able to synthesize information into ideas.
 Communicate effectively in speech and in writing.
• Work collaboratively.
• Use technological tools.
• Analyzed problems, set goals, and formulate strategies for achieving those
goals Seek out information or skills on their own, as needed, to meet their
goals.

• Violence and Aggression

 Children will increase anti-social and aggressive behaviour

• Children may become less sensitive to violence

and those who suffer from violence.

• Children may review the world as violent and mean.

Children will desire to see more violence in entertainment and real life.

• Children will review violence as an acceptable way to settle conflicts.