THE CONCEPT OF SCIENCE

A. THE CONTENT OF SCIENCE

CONCEPTUAL LEARNING

Reporters:
George Lois Dumlao
Ralph Ramacula
Clarisse Kim Tumandao
CONCEPTUAL LEARNING OF SCIENCE

- USING POTENTIAL OF MODEM TECHNOLOGY TO

IMPROVE KNOWLEDGE AND UNDERSTANDING OF
BASIC CONCEPTS IN SCIENCE AND TECHNOLOGY
WITH A SPECIAL FOCUS ON INTUITIVE AND
QUALITATIVE APPROACHES.
 CONCEPT FORMATION
 is a classification activity that leads the students
to use item characteristics for classification.

 It develops their abilities to observe items

thoroughly and to make useful observations.

 It also helps them to discover methods of

classification. 
 PURPOSE:
Concept formation as a teaching strategy
is to have the students examine carefully
some objects/actions/processes, and to
think about a method for classifying them.

Aim:
Concept formation helps us to disregard
what is inessential by creating idealized
structures that focus on what is
essential.
 DIFFERENCE BETWEEN CONCEPT
ATTAINMENT AND CONCEPT FORMATION

In a CONCEPT ATTAINMENT, the teacher gives the

students examples of objects/actions/processes
already classified the way she/he wants them to
classify them.

In CONCEPT FORMATION, the teacher gives the

students a lot of objects/actions/processes, and
the students choose how to classify them.
 INSTRUCTIONAL STRATEGIES
FOR CONCEPT FORMATION
I. INDEPENDENT STUDY
 Independent learning involves "planned independent study
by students under the guidance or supervision of a
classroom teacher". It may involve one or more of the
following strategies:
o Assigned questions
o Computer assisted o Correspondence
instruction lessons
o Essays
II. DIRECT INSTRUCTION
Direct instruction is a teacher-centred
approach. While often overused, it is an
effective instructional strategy when the
teacher's goal is to:
o Homework
o Learning activity packages
o Learning centres
o Learning contracts
o Research projects
  Provide information
 Teach standard procedures

 Develop step-by-step skills

 It involves the following strategies:

  Demonstrations: A demonstration

refers to a "teacher activity and

talk that shows students "how".
 Didactic Questions: used to

effectively diagnose recall and

comprehension and to draw on
prior learning experiences.
 Drill and practice: Drill and practice

"refers to the structured,

repetitive review of previously
learned concepts to a
predetermined level of mastery.“
• Explicit teaching: Explicit teaching
involves "six teaching functions:
o  presenting new material

o conducting guided practice

o provide feedback and corrective

o conduct independent practice

o daily, weekly and monthly review.

• Mastery Lecture: Mastery lecture is a

type of direct instruction. A significant
amount of information can be
communicated in a relatively short
period of time.
• Guides for reading, listening, and
viewing: Guides for reading,
listening, and viewing refer to
"providing leading questions,
diagrams, or statements to assist
students in focusing on the
important ideas within text,
lecture, media, or other
presentations.“
• Structured overview: A
structured overview "refers to
organizing and arranging topics or
concepts to make them
meaningful to students."
 INTERACTIVE INSTRUCTION
 Brainstorming : Brainstorming is a
strategy for generating creative ideas
and solutions.
2. Circle of Knowledge: A circle of
knowledge "involves each student in
thinking and discussing with a peer
before sharing ideas with a large group.“
3. Cooperative learning
groups: Cooperative learning groups "are
heterogeneous with respect to student
characteristics and have two to six
members sharing the various roles.
4. Debate: Debate is an oral exchange of
ideas through a specified structure.
5. Discussion: Discussion begins with
the selection of a problem or issue.
This issue may or may not have a
particular solution.
6. Interviewing: Interviewing, a
meeting during which information
is obtained by one person from
another, is an excellent means for
students to gain an insight into
another's worldview
6. Lab groups: Lab groups are
"cooperative learning groups in an
experimental setting.“
7. Panels: Panels are "small groups
that individually discuss an issue in
front of the rest of the class under
the direction of a moderator.“
6. Peer Practice: Peer practice "involves each student
rehearsing skills or conceptual information with a
peer.“
7.  Problem solving: Problem-solving, or problem-
based learning, is a constructivist approach that
promotes student involvement and active learning.
10. Role play: Taking on roles and interacting in groups
actively involves students in learning opportunities.
11. Tutorial Groups: "Tutorial groups are set up to help
students who need remediation or additional
practice, or for students who can benefit from
enrichment.
12.
IV. INDIRECT INSTRUCTION
 Indirect instruction is a learning-centred teaching strategy. It promotes
student involvement in the learning process and, in doing so, fosters true
learning for understanding. It includes the following among its strategies.
A. Case study: A case study is a story, told with a wealth of accurate,
detailed information, which offers students the opportunity to
B. Cloze procedure: Cloze procedure originated as a diagnostic reading
assessment technique. In a cloze procedure, every nth word is deleted
from a selected reading. Students are then asked to read the passage,
inserting a word into each blank to create a meaningful reading.
C. Concept attainment: Concept attainment is an indirect instructional
strategy that compels students to identify distinguishing characteristics
of a given item or concept.
D. Concept Mapping: It is said that a picture is worth a thousand words. A
concept map is a graphic representation of a network of concepts with
links revealing patterns and relationships between the concepts.
A. .
E. Inquiry: Inquiry method is a process of asking and answering
some key questions.
F. Reading for meaning: Reading for meaning is an indirect
instructional method in which the reader reads with the
intent of understanding the information presented; that is,
the reader interprets the material to construct meaning
within the context of the text
G. Reflective study: While reflective study may take many
forms(reflective writing or reflective discussion) , the purpose
of the work is for the student to learn more about himself or
herself.
References:

https://www.academia.edu/9619062/Concept
_learning_in_Science?fbclid=IwAR2Xtu--
EDtNAZmMHSTt6_vIDN_8ooFVY8Llp1ODrCZ39hv
m9hnmYYG-Avg

https://link.springer.com/chapter/10.1007/97
8-94-011-0942-0_10?fbclid=IwAR3irMa9Lk-
zeJYaJ4dEBVJuKQlu83TQyYOjTvqnKE41Mc81MS
TZF4mwbs8