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The Science Teacher and the Integrated Approaches and

Technology

Introduction
Just like any other teachers, science teachers play a vital role in molding,
developing, and preparing our students to become lifelong learners for them to survive
and succeed in this fast-changing, technology-driven world. Effective teaching is
highly valued observation in a science classroom. As such, producing effective
teachers who can facilitate learning among all students is the goal of every teacher
education institution. It follows the principle that effective science teaching depends
on the quality of science teachers. The quality of science education and teaching
solely depends on the characteristics of the teachers. In this chapter, we will explore
the characteristics of the science teachers, the learners, and the importance of
integrated approaches in teaching science.
Objectives
a. Determine the characteristics of a science teacher.
b. Identify the learners’ characteristics that influence teaching science.
c. Explain the concept of an integrated approach and technology in teaching
science.
Engage
 What are the characteristics of a science teacher?
 What are the characteristics of learners relevant to teaching science?
 Why use an integrated approach and technology in teaching science?
Explore
1. Review of Related Literature
 Conduct a review of related literature about the characteristics of an
effective (Mathematics and Science) teachers and (At least 10 pieces of
literature).
 Use the table which follows.

Title Author/Year Characteristics of science teachers

 Answer the following questions

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a. Based on your review, what are the common characteristics of an

effective (science) teacher?
b. What are the less common or different (only one literature mention it) of
an effective (science) teacher?
c. Do you agree with all of them? Discuss your answer.
2. Interview
 Interview at least 3 teachers about the characteristics of Mathematics and
Science-inclined learners.
 Ask them to give supporting details on each of the characteristics.
 Ask them also what are their approaches and strategies used in teaching
Mathematics and/or Science
 Based on the interview data, what are your insights on the Mathematics and
Science-inclined learners?
Explain
A. The Science Teacher
Mathematic and Science teachers have a very special role played in society. We
are the ones who are tasked to communicate scientific knowledge to society through
learners in the schools. As they say, society does not need the technicalities and formulas
associated with mathematical and scientific knowledge. Its need is the layman’s
explanation of the concept and its practical application to everyday lives. People are not
so concern about how knowledge is discovered or developed but how knowledge is
applied to improve the way of living. For example, a person can lift a heavy load which is
normally could not lift all by himself with the use of a simpale machine coupled with
analytical and critical thinking. The person does not need the computation of the load, the
force, and energy needed to complete the task but rather the practical application on how
a tool can do to make the task possible with less effort but greater effectiveness. Thus, it
is the responsibility of the Mahtematics and Science teacher to convey and relate the
scientific knowledge to the learners to capacitate and empower them with the 21 st
Century Skills. We need to remember always that we are not asked to teach only a few
“scientists to be” learners but rather the majority of next-generation who are workers of
the global market largely influenced by ICT.
Mathematics and Science teachers may vary in their approach and style of
teaching but what is important is they arrive at a common goal of not only facilitate
Mathematics and Science learning but most importantly inspire learners. Good and
effective science teachers are the ones most remembered by the students. They are
cherished by the difference they make in the lives of the learners. One may ask, what is
an effective science teacher? We may give different but correct answers to the question.
Our answers may describe it using the qualities or characteristics that we thought best
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describe an effective science teacher. We may enumerate lots of characteristics. Let us

look at some of them as follows.
Characteristics of an Effective Mathematics and Science Teacher
1. Content
1. Teachers recognize the importance of mastery of the subject matter and its
interconnectedness and application within and across curriculum areas.
2. Teachers make commitment and dedication to continuing professional
development (training, seminars, workshops, and formal education-Masters and
Doctorate).
3. Teachers are aware and up – to – date with national issues – social, political, and
economic which affect current science-based development thrusts.
4. Teachers demonstrate knowledge of indigenous technology in science lessons and
integrate them into the lessons.
5. Teachers are knowledgeable about various media that can serve as a source of
information regarding new products, investigations, and usable resources.
6. Teachers know their students and their lives.

7. Teachers have a plan for instruction.

8. Teachers demonstrate knowledge of the different information and communication

technologies and their positive use.
2. Skills
1. Teachers effectively allocate time for students to engage in hands-on experiences,
discuss and process content, and make meaningful connections.
2. Teachers demonstrate the flexibility of the use of teaching strategies, learning
materials, equipment, displays, and space in the classroom.
3. Teachers create learning environments where students are active participants as
individuals and as members of collaborative groups.
4. Teacher motivates students and nurtures their desire to learn in a safe, healthy,
and supportive environment which develops compassion and mutual respect.
5. Teachers display effective and efficient classroom management that includes
classroom routines that promote comfort, order, and appropriate student
behaviors.
6. Teachers provide students equitable access to technologies, space, tools, and time
and the positive use of them.
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7. Teachers create a learning atmosphere where student work is valued, appreciated,

and used as a learning tool.
8. Teachers not afraid to employ out – of – the classroom teaching methodologies
that would keep students in touch with the community thereby getting involved in
productive endeavors.
9. Teacher communicates clearly and directly to their subjects without wandering,
speaking above students’ levels of comprehension, or using speech patterns that
impair the clarity of their presentation
10. Teachers know how to find effective strategies to ensure that all students are
learning.
11. Teachers know how each student in the classroom is doing at all times and how to
differentiate instruction to meet the needs of each. Effective teachers can manage
their classrooms to meet with individual students or small groups of students to
ensure maximum learning.
12. The teachers have the skill in basic research methodologies that will enable him to
conduct simple investigations about issues and events needing decisions.
3. Attitude
1. Teacher inspires students to learn and improve themselves.
2. The teacher encourages students to accept responsibility for their learning and
accommodates the diverse learning needs of all students.
3. Resourceful and consistently use local materials.
4. Teachers cultivate cross-cultural understandings and the value of diversity.
5. Teachers show deep care and concern for his students with the question “Is
this best for the student?” as a guide when making decisions.
6. The teachers continually push the students to the next level, always keeping
them in Vygotsky’s “zone of proximal development.”
7. The effective teacher listens to students, parents, administrators, and
colleagues when making decisions for instruction.
8. Teachers demonstrate scientific attitudes such as critical thinking, keen
observer, resourceful, open-mindedness, and the likes.
The characteristics mentioned do not just happen in the wink of an eye. Becoming
an effective science teacher is a rigorous process. It involves time, dedication, and
commitment to honing oneself with the end in mind of inspiring and helping students
realize their full potential.
B. Characteristics of Learners relevant to teaching Mathematics and Science
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Learning Mathematics and Science are already considered an important element

in building a strong nation in the middle of the opportunities and threats posed by
globalization. Many students recognize the relevance Mathematics and Science as an
enabling tool for future endeavors and a coping vehicle to service in the constantly
changing and technology-driven world. Unfortunately, many of them also do not like the
subjects even if they consider them relevant. The situation even if it can be viewed as
simple as it may be, may create problems in the future. With very few students consider
Mathematics and Science-related careers, they will surely affect the many fields of our
society.
Lots of factors have been considered contributory to the reality that many students
do not like Mathematics and Science. Part of it is the Mathematical elements, the need for
depth understanding of the scientific principles to apply it, the pedagogy, the learning
materials and the lack of them, and even the personality of the Mathematics and Science
teachers. Through the years, teachers and curriculum experts have made significant
curricular innovation but the issue continues to linger. In our approach in addressing the
problem, we sometimes forget, take for granted, or even fail to consider the learners'
characteristics that may have a significant influence on the teaching of science.
As Mathematics and Science teachers to be, we need to look for and consider
these characteristics in planning, developing, and implementing our lessons. By looking
into the characteristics we mean “knowing our students” beyond their demographics. We
must dig deeper into knowing their interests, problems, issues, likes, and wants as well as
their aspiration. This way, we are helping our students not only find science relevant but
also like and love it as well as helping ourselves to improve our instructional delivery.
Among the characteristics that are considered relevant to science, teaching is as follows.
1. Learners learn and develop as a whole person.
2. Learners grow through the same predictable stages but at different rates.
3. Learners learn best through active involvement with concrete experiences.
4. Learners are curious and eager to learn.
5. Learners have different learning styles.
6. Learners need time to summarize their observations and to draw and note
conclusions.
7. Learners are engaged when they can connect the lesson to their prior
experiences.
8. Learners have multiple intelligences but at varying degrees or aptitudes.
9. Learners gain learning confidence and independence when they are involved.
10. Learners learn in ways that are identifiably distinctive from each other.
11. Learners are naturally inquisitive.
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12. Learners by nature are problem-solvers.

13. Learners are considered digital natives.
14. Learners have abilities and resources different from one another.
Emphasis must be given on the learners' characteristics as they are the primary
beneficiary of the teaching-learning process. Our learners must be the primary
consideration in planning and developing science lessons. The success and failure of the
science lesson depend on the performance of our students. Since their performance is the
measures then the enumerated characteristics must be given utmost attention.
C. Key Points in Teaching Mathematics and Science
We have emphasized in the previous section that learners’ characteristics should
be given primary consideration for the science lesson to be successful. An equally
important factor that should also be given attention. As they say “what students learn is
greatly influenced by how they are taught”. As teachers, we also need to look into at what
particular way students learn best. There is no such thing as ineffective teaching and
teaching strategies but rather they are better ways to teach a particular lesson for a
particular group of students. To put it simply, all learners will learn whatever the methods
or strategies used by the teachers however there are better strategies for a certain topic
considering the characteristics of the students.
It should also be noted that effective strategies of the strategies depends also on
us, teachers who are using them. There are maybe lots of people that say a certain
strategy is good for a particular topic. However, the procedure on how to conduct the
strategy does not fit to our personality, then more likely than not we will have difficulty
achieving the objectives of the lesson. The worse thing, students learning is at a minimum
or not learning at all.
The success of the Mathematics and Science teaching-learning process stems
from us, teachers. Success depends mainly on three teacher factors. These are in-depth
understanding of the subject matter; mastery of varied and integrated approaches
(pedagogy) and the attitude. It is very essential that we, Mathematics and Science
teachers have the breadth of knowledge across Mathematics and Science disciplines even
if we have an area of specialization or major. This is for us to become responsive to the
need of the K to 12 Curriculum. Being responsive is to teach Mathematics and Science
lessons effectively. The way we teach (or strategies) is dependent on the breadth of
knowledge that we have coupled with our attitude and personality.
The following are key points worthy of reflection in the teaching of science.
1. Present Mathematics and Science as a way of finding out rather than as a body of
facts to be memorized
2. Emphasize not just the “what” factor but also the “why”.
3. Emphasize learning by doing.
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4. Encourage interactions among learners.

5. Adapt Mathematics and Science experiences to the learners’ developmental levels.
6. Implement activities that promote inclusivity and cater to the diversity of learners.
7. Maximize the usage of technology in the teaching-learning process.
8. Foster attitudes, values, and beliefs that support positive science learning.
9. Builds personal and social competence as well as self-efficacy.
10. Use a variety of approaches (integrate them) in teaching Mathematics and
Science.
11. Avoid giving students the impression that you are "experimenting" with them.
12. Adopt a reasonable and adjustable pace that balances content coverage and
student understanding.
13. Make connections to current events and everyday phenomena.
14. Use localization and contextualization.
15. Determine the student's confidence level as you listen to the answer.
16. Give students enough help so that they won’t be too overwhelmed but at the same
time not too much that they won’t give efforts to understand it.
17. Integrate science, technology, and society facilitated by Mathematics as a
language of Science.
18. Give attention to alternative conception.
19. Allow the use of one’s cognitive reasoning.

D. Integrated Approaches and Technology in Teaching Science

As argued, “All teaching approaches and strategies are best approaches and
strategies”. However, their effectiveness is dependent on lots of factors. Some of these
factors are the characteristics of the students, the teachers, the classroom environment,
and the topics among others. Their effectiveness varies based on the given situation. It is
then necessary to utilize approaches and strategies wherein students use different abilities
and skills.
In planning and developing the lesson, we must select approaches and strategies
that will help create a rich learning environment that engages students to “learning by
doing” applying all the knowledge, skills, and abilities they have had. In the context of
“not every student learn the same way”, we must ensure the approach or strategy we use
should give students the freedom or opportunity to learn by relating the present concept
to be learned from prior experiences, applying the concept to any other fields the learners
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are familiar to and connecting the knowledge they have from other disciplines. In doing
so, we are allowing students to have meaningful learning experiences and the chance to
excel and succeed.
Studies have found out that technology has a positive impact for the students to
have meaningful learning experiences. As Mathematics and Science teachers who are
considered as the central figure which makes the teaching-learning process possible, the
approach and strategy must also maximize the availability of information and
communication technology (ICT). In the approach, ICT should not just a substitute or
replacement of the previous educational materials. ICT should be a vehicle for the
transformation of the Mathematics and Science teaching-learning process.
Many studies revealed that an effective science teaching-learning process happens
when the science concept is taught not in isolation but the conjunction with other
disciplines-interdisciplinary and multidisciplinary. It follows the principles that “the
whole is greater than its parts”. For example, the concept of electric current should not be
taught in isolation in Physics discipline but rather in connection with other disciplines
such as biology and chemistry. How electric current affects the cells and tissues in the
body of an organism. How information travels from the senses to the brain? What are the
chemicals that make these processes happen efficiently? We can also connect electric
currents to the economy, transportation, and other fields. Mathematic knowledge on
algebra and calculus can also be used to calculate the possible electrical consumption of a
particular device or a whole building. With the use of technology, we can give even more
emphasis by having a simulation on how electric current works to highlight the
importance and application to different fields. This particular manner of teaching is called
an integrated approach and technology in science teaching.
Integrated approach and technology in Mathematics and Science teaching is an
approach in Mathemactics and Science teaching which purposefully combines or
integrates the knowledge, skills attitudes, and values within and across disciplines and
technology to develop more meaningful learning of the concepts. It is an approach that
allows learners to learn holistically without limitations from the subject or discipline. It
also allows learners to use whatever skills or abilities they have as well as discovering,
developing, and mastering a particular skill, method, and ability. It also encourages the
integration of technology in the process and collaboration with others-family, peers, and
communities. It enables learners to acquire and use basic skills in all the content areas
and to develop positive attitudes for continued successful learning throughout their lives.
In this approach also, ICT is not just a substitute for the old educational technology but
rather a tool they can use to increase their knowledge, improve their productivity, and to
complete complex tasks.

Benefits of Integrated Approach and Technology in Science Teaching

• Allowing teachers to use a variety of teaching strategies to achieve an integrated
learning process.
• Allowing for flexibility in the plan and development of key skills and
understandings that transcend individual strands and subjects.
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• Building on prior knowledge and experiences

• Unifying the students’ learning,
• Reflecting on the real world.
• Matching the way students think.
• Focusing on basic skills, content, and higher-level thinking.
• Providing a deeper understanding of content.
• Encouraging active participation in relevant real-life experiences.
• Providing connections among various curricular disciplines.
• Accommodating a variety of learning styles, theories, and multiple intelligences.
• Maximizing the use of technology as a transformative tool.
• Creating opportunities for communication, collaboration, and critical thinking
among pupils working in tasks and performances.
Ways to Integrate the Curriculum]
Integrated Approach involves three different ways of integration.
Multidisciplinary Integration: Teachers who use this method focus primarily on the
disciplines. They use a central theme, and standards from each subject are
selected to support the theme. For example, a unit focused on geocaching that met
standards in math, language arts, and science would be multidisciplinary.
Interdisciplinary Integration: The interdisciplinary approach supports standards from
different subcategories in one subject area. For example, a unit that integrated
reading, writing, and oral communication would be interdisciplinary. Another
example might be a unit that integrated history, economics, and geography.
Elaborate
 Conduct a short survey and ask the following?
1. What are the characteristics of good Mathematics and/or Science teachers as
perceived by:
a. The students (10 students)?
b. The teachers (5 Teachers)?
2. What are the characteristics of the learners which are relevant to the success
of teaching science as perceived by:
a. The students?
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b. The teachers?
3. (This is for the teacher only) What is an integrated approach to teaching science as
perceived by the science teachers? How did they conduct an integrated approach?
How did technology influence their use of the approach? What is the outcome of their
use of the approach in terms of their students’ performance?
 Analyze, interpret, and discuss the result of the survey.
 Your discussion must also include the following;
1. What are the characteristics of the Mathematics and Science teachers the same
or similar to the characteristics outlined in this chapter?
2. What are the characteristics of the Mathematics and Science teachers which
are different from the characteristics outlined in this chapter?
3. What are the characteristics of the students the same or similar to
characteristics in characteristics outlined in this chapter?
4. What are the characteristics of the students which are different from the
characteristics outlined in this chapter?
Evaluate
Discuss the following:
1. Which of the characteristics of the Mathematics and Science teachers do you consider
you already have?
2. Which of the characteristics of the learners do you consider the most relevant?
3. Why the integrated approach and technology work in teaching Mathematics and Science?