TEACHING SCIENCE IN THE ELEMENTARY GRADES

THE NATURE OF SCIENCE

 Science can be thought of as both a body of knowledge (the things we have already discovered), and the process
of acquiring new knowledge (through observation and experimentation—testing and hypothesising). Both
knowledge and process are interdependent, since the knowledge acquired depends on the questions asked and
the methods used to find the answers.

The field of ‘science’ is often grouped into:

1. natural science—life or biological science (the study of living organisms) and physical science (the study of the
material universe including physics, chemistry, space science etc).

2. social science—the study of society and people (such as anthropology, psychology)

3. formal science—the study of logic and mathematics

4. applied science—disciplines that rely on science and use existing scientific knowledge to develop new
applications, such as in engineering, robotics, agriculture and medicine.

Both natural science and social science are known as empirical sciences. This means that any theories must be based on
observable phenomena, reproducibility of results and peer review.

SCIENTIFIC WORLD VIEW

 Scientists share certain basic beliefs and attitudes about what they do and how they view their work. These have
to do with the nature of the world and what can be learned about it.
1. The World Is Understandable-Science presumes that the things and events in the universe occur in
consistent patterns that are comprehensible through careful, systematic study. Scientists believe that
through the use of the intellect, and with the aid of instruments that extend the senses, people can discover
patterns in all of nature.
2. Scientific Ideas Are Subject To Change- Science is a process for producing knowledge. The process depends
both on making careful observations of phenomena and on inventing theories for making sense out of those
observations. Change in knowledge is inevitable because new observations may challenge prevailing
theories.
3. Scientific Knowledge Is Durable- Although scientists reject the notion of attaining absolute truth and accept
some uncertainty as part of nature, most scientific knowledge is durable. The modification of ideas, rather
than their outright rejection, is the norm in science, as powerful constructs tend to survive and grow more
precise and to become widely accepted.
4. Science Cannot Provide Complete Answers to All Questions- There are many matters that cannot usefully
be examined in a scientific way. There are, for instance, beliefs that—by their very nature—cannot be
proved or disproved (such as the existence of supernatural powers and beings, or the true purposes of life).

SCIENTIFIC INQUIRY

 Scientific inquiry has two primary functions. First, it provides a description of how scientific inquiry is conducted
in practice. Second, it gives an explanation of why scientific inquiry is successful in arriving at genuine knowledge
at the end of its process.
 Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations
based on the evidence derived from their work. Scientific inquiry includes the traditional science processes, but
also refers to the combining of these processes with scientific knowledge, critical thinking and scientific
reasoning to develop scientific knowledge.

WHAT ARE THE STEPS TO SCIENTIFIC METHOD?

The seven steps of the scientific method

1. Ask a question

2. Perform research

3. Establish your hypothesis

4. Test your hypothesis by conducting an experiment

5. Make an observation
 6. Analyze the results and draw a conclusion

7. Present the findings

GOALS OF ELEMENTARY SCIENCE EDUCATION

 The purpose of science education is for students to understand and interpret the natural systems of the world
around them. Science is driven by curiosity and reasoning and is much more than the memorization of scientists,
theories, and formulas. The education of science encourages problem solving and collaboration.

WHY TEACH SCIENCE?

1. Skill Sets

2. Future Resources

3. Foundation of Learning

4. Future Careers

5. Creative Exploration

GENERAL OBJECTIVES OF SCIENCE EDUCATION

 At the primary level, emphasis is on engaging the learners in joyfully exploring the world around and
harmonizing with it. The objectives at this stage are:
1. to nurture the curiosity of the child about the world (natural environment, artifacts and people)
2. to have the child engage in exploratory and hands on activities to acquire the basic cognitive and
psychomotor skills through observation, classification, inference, etc.
3. to emphasize design and fabrication, estimation and measurement as a prelude to development of
technological and quantitative skills of later stages; and
4. to develop the basic language skills: speaking, reading and writing not only for science but also through
science
 At the upper primary level, the emphasis is on engaging the learner in learning principles of science through
familiar experiences, working with hands to design simple technological units and modules and continuing to
learn more on environment and health through activities and surveys.

“The important thing is never to stop questioning.”

-Albert Einstein

CURRENT DEVELOPMENTS IN PRIMARY SCIENCE

THE SCIENCE FRAMEWORK IN K TO 12

Scientifically and Technologically Literate (STL) should be:

• Critical and Creative Problem Solver

• Responsible Steward of Nature

• Innovative and Inventive Thinker

• Informed Decision Maker

• Effective Communicator

3 Intervening Skills:

1. Understanding and Applying Scientific Knowledge-Science consists of two things: a body of knowledge and the
process by which that knowledge is produced.

2. Developing and Demonstrating Scientific Attitudes and Values

SCIENTIFIC ATTITUDES:
 -Curiosity

-Humility

-Open-Mindedness

-Intellectual Honesty

-Perseverance

-Skepticism

-Creative and Innovative

-Rational

-Objectivity

-Innovative

3. Performing Scientific Inquiry- A science oriented mind is a questioning mind. To inquire is to ask a series of
questions and find answers to the questions asked. The series of questioning and finding answers to the question
refer to science inquiry.

SEVEN APPROACHES ANCHORED IN THE K TO 12 FRAMEWORK

1. Multidisciplinary-Interdisciplinary Approach- the use of two or more subject areas in one lesson or activity

2. Science-Technology STS Approach- interdisciplinary field that examines how science and technology shape
societies

3. Problem/Issue Based Learning-a method of teaching which allows students to focus on how and what they will
learn

4. Inquiry-based Approach-seeking for truth, information or knowledge

5. Constructivism- theory that explains about how people learn by constructing their own understanding and
knowledge of the world through prior experiences and reflecting on those experiences

6. Social Cognition Learning Model- culture is the primary factor of individual development

7. Learning Style Theory- each individual has a preference in how they learn

MONITORING AND ASSESSMENT

-All throughout the process of science teaching and learning, and based on the framework, there is a continuous
monitoring and assessment of learning. These are very important elements that need to be addressed on all
educational endeavour including science teaching and learning.

CONTENTS OF ELEMENTARY SCIENCE PROGRESSION

SPIRAL PROGRESSION- developing the same concepts from one grade level to the next in increasing complexity and
sophistication
THE PROCESSES OF SCIENCE

BASIC SCIENCE PROCESS SKILLS

1. Observing- using the senses to gather information about the object or event.
2. Classifying- grouping objects into categories based on the properties/ criteria
3. Communicating- using words or graphic symbols to describe an action
4. Measuring- using both non-standard or standard measures to describe the dimensions of an object
5. Predicting- to state the outcomes of a future event based on a pattern of evidence.
6. Inferring- making an educated guess about an object based on previously gathered data

INTEGRATED SCIENCE PROCESS

1. Formulating hypothesis- stating expected outcome of an experiment

2. Controlling variables- being able to identify variables that can affect an experimental outcomes

3. Defining operationally- making a definition that is specifically applicable to the activity or how it shall be done

4. Experimenting- where hypothesis is proven to be true or not, thus a conclusion is arrived at

5. Interpreting Data- give meaning to a data

6. Formulating models- are either mental or physical model of processes or events

INQUIRY-BASED SCIENCE

• 5 E s Model in Science Teaching

 Engage- motivation, trigger questions

 Explore- science activities, guided by teacher
 Explain- learners provide explanation of what they have done
 Elaborate- further explanation
 Evaluate- Feedback or assessment plus reflection

• Q-M-S Strategy

 Q- question of problem
 M- means or how the plan will be carried out
 S- solution

• 3E-P

 Exciting Examples of Everyday Phenomena

• 4As in Science Teaching

 Ask question
 Conduct Activity
 Analyze the data
 Apply the science concepts in similar/related situations

• Use of Discrepant Event (POE-E)

 Prediction- What do you think will happen?

 Observe- What did you observe?
 Explore- Find solution to the problem
 Explain- Describe what you think happened in words and pictures