Teaching Science in the Primary Grades PDF

ATIS, LEI ANN – BEED 2-1 By the end of the semester, my child will be able to articulate the anatomy of plants BEED 21...

ATIS, LEI ANN – BEED 2-1 By the end of the semester, my child will be able to articulate the anatomy of plants BEED 21 with ___% of accuracy. Teaching Science in the Primary Grades By the end of the year, my child will be able to do a presentation on his/her own -It is the way scientific knowledge is generated, validated, and evolves over time. about our local ecological system. -It emphasizes the importance of empirical observations, personal influences, imagination, and By the end of the quarter, my child will be able to accurately classify the different discussions among scientists in shaping scientific understanding. types of animals with ___% accuracy. -seeks to describe the nature of the scientific enterprise and the characteristics of the knowledge it generates. Considerations in Teaching Science in the Primary Grades 1.Develop students’ scientific vocabulary Why teach the nature of science? 2. Encourage students to explain their thinking. Research shows: 3. Guide students to work scientifically. it helps us better define the boundaries of science and non-science 4. Relate new learning to relevant, real-world contexts. increased student interest 5. Use assessment to support learning and responsive teaching. developing awareness of the impacts of science in society 6. Strengthen science teaching through effective professional development, as part of an implementation process. To help students develop a better understanding of: what science is The Processes of Science the types of questions science can answer What is meant by the processes of science? how science differs from other disciplines Why is the process of science important? the strengths and limitations of scientific knowledge (Bell, 2008) The Scientific Method enables us to test a hypothesis and distinguish between the correlation of two Key nature of science tenets or more things happening in association with each other and the actual cause of the phenomenon we 1. Tentativeness observe. All scientific knowledge is subject to change in light of new evidence and new ways of thinking. Key Concepts in the Process of Science That does not mean that we shouldn’t have confidence in scientific knowledge, rather that it may 1.Science is a process of investigation into the natural world and the knowledge generated through change in the future. that process. 2. Observation and inference 2. Scientists use multiple research methods to study the natural world. Observation involves gathering information using the five senses while inferences are explanations 3. Data collected through scientific research must be analyzed and interpreted to be used as based on observation and prior knowledge. evidence. Key nature of science tenets 3. Empirical evidence Key Concepts in the Process of Science Scientific knowledge is derived from data and evidence gathered by observation or The Science Process Skills experimentation. Basic Science Process Skills 4. Scientific laws and theories Basic Science Process Skills A law is a description of relationships or patterns in nature based on observation and is often Observing: expressed mathematically. Scientific theories are broadly based concepts that make sense of a Skill Sequence -- The student will be able to: large body of observations and experimentation. a. Distinguish differences in physical properties of objects by direct observation. Key nature of science tenets b. Manipulate or change an object in order to expose its properties. 5. Objectivity and subjectivity c. Use instruments to aid the senses in making observations. Scientists strive to be objective and employ self-correcting mechanisms such as peer review. But d. Make observations (not inferences). intuition, personal beliefs, and social values all play a role in the scientific enterprise. e. Repeat observations as a means of improving reliability. 6. Scientific methods f. Use measurement as a means of refining observations. scientists employ a wide variety of approaches to generate scientific knowledge. There is no single g. Order events chronologically. universal method. h. Identify changes in properties and measure rates of change. Key nature of science tenets i. Differentiate constants from other variables. 7. Creativity j. Identify correlational changes in variables. is a source of innovation and inspiration in science. Scientists use creativity and imagination throughout their investigations. Basic Science Process Skills An inference is an idea based on an observation or set of observations. Making an inference requires Effective NOS instruction in the classroom evaluation and judgment based on past experiences. Inferences lead to prediction. Kindergarten, first, and second grade students can begin to understand what science is, who does Skill Sequence -- The student will be able to: science, and how scientists work through classroom activities, stories about scientists, and class a. Demonstrate that inference is based upon observation. discussions. b. Separate pertinent observations upon which given inferences are based from those which are Third grade students’ knowledge base and observational abilities are increasing; asking scientific extraneous. questions and constructing reasonable explanations based on evidence; and, communicating their c. Develop an inference from a set of related observations. own ideas and investigations. d. Develop a series of inferences from a set of related observations e. State cause-and-effect relationships from observation of related events. Characteristics of the Nature of Science f. Identify limitations of inferences. Science education has defined tenets (characteristics) of the nature of science that are g. Develop plans to test the validity of inferences. understandable by students and important for all citizens to know. h. Use inferences to suggest further observations. Science is an attempt to explain natural phenomena. i. Extend inferences to formulate models. People from all cultures contribute to science. 3. Measuring - using both standard and nonstandard measures or estimates to describe the Scientific knowledge, while durable, has a tentative character. dimensions of an object or event. Example: Using a meter stick to measure the length of a table in Scientific knowledge relies heavily, but not entirely, on observation, experimental centimeters. evidence, rational arguments and skepticism. Measuring quantities: There is no one way to do science – therefore, there is no universal step-by-step Measure during cooking. scientific method Follow recipes. New knowledge must be reported clearly and openly. When driving places, estimate distances and check with the odometer. Scientists require accurate record-keeping, peer review and reproducibility. Count at the grocery store. “We need 3 apricots, help me count, 1, 2, 3…”. “How many chips are in your bag of potato chips?” Measure how long it takes to do things. Goals of Science Elementary Education “How long does it take you to get ready for school in the morning?” 3. Measuring - using both standard and nonstandard measures or estimates to describe the Albert Einstein, the goal of education is “to produce independently thinking and acting dimensions of an object or event. Example: Using a meter stick to measure the length of a table in individuals.” The eventual goal of science education is to produce individuals capable of centimeters. understanding and evaluating information that is scientific in nature and of making decisions that “How long did it take us to drive to school? How far was it?” incorporate that information appropriately, and, furthermore, to produce a sufficient number and Weigh things. “How much do you weigh with your backpack on? With your backpack off? How much diversity of skilled and motivated future scientists, engineers, and other science-based do you think your backpack weighs?” professionals. Practice fractions. “We have one pie. How many people want to eat pie? How many pieces do we The science curriculum in the elementary grades, like that for other subject areas, should be need? Help me cut and count”. designed for all students to develop critical basic knowledge and basic skills, interests, and habits “How many pizzas do we need for this many people? How many slices in each pizza?” of mind that will lead to productive efforts to learn and understand the subject more deeply in Use money. “These costs $1.00. How many quarters is that?” “I gave the cashier $1.00. How much later grades. should I get back?” The purpose of science education is for students to understand and interpret the natural systems Measuring properties of objects and events can be accomplished by direct comparison or by indirect of the world around them. Science is driven by curiosity and reasoning and is much more than the comparison with arbitrary units which, for purposes of communication, may be standardized. memorization of scientists, theories, and formulas. The education of science encourages problem Skill Sequence -- The student will be able to: solving and collaboration. a. Order objects by inspection in terms of selected common properties such as size, shape and weight. Remember that the goal of science education is to teach students to: b. Order objects in terms of properties by using measuring devices without regard for quantitative 1. Use and interpret science to explain the world around them units. 2. Evaluate and understand scientific theories and evidence c. Compare quantities such as length, area, volume and weight to arbitrary units. Compare time to 3. Investigate and generate scientific explanations units developed from periodic motions. 4. Participate in scientific debates, ask questions, and adopt a critical stance d. Use standard units for measurements. 5. Acquire Knowledge and evidence to promote creative solutions e. Select one system of units for all related measurements. Sample Goals for Life Sciences f. Identify measurable physical quantities which can be used in precise description of phenomena. In life science (also known as biological science) children learn about the different types of living g. Convert from one system of units to another. organisms, such as microorganisms, plants, animals and humans. The older the child, the more h. Use and devise indirect means to measure quantities. complex forms of life they will start to understand i. Use methods of estimation to measure quantities. By the end of the year, given a diagram of a plant (or animal), my child will be able 4. Communicating - using words or graphic symbols to describe an action, object or event. to identify internal and external structures that are involved in growth (or survival, Example: Describing the change in height of a plant over time in writing or through a graph. behavior, reproduction) with ___% accuracy. In order to communicate observations, accurate records must be kept which can be submitted for By end of quarter, my child will understand and be able to explain in his/her own checking and re-checking by others. Accumulated records and their analysis may be represented in many words the structure and processes of molecules with ___% of accuracy. ways. Graphic representations are often used since they are clear, concise and meaningful. Complete Constructivism in Teaching Science in Primary Education and understandable experimental reports are essential to scientific communication. Constructivism sees learning as a dynamic and social process in which learners actively construct Skill Sequence -- The student will be able to: meaning from their experiences in connection with their prior understandings and the social setting a. Describe observations verbally. (Driver, Asoko, Leach, Mortimer & Scott, 1994). b. Describe conditions under which observations were made clear. c. Record observations in a systematic way. The constructivist view of learning argues that students do not come to the science classroom d. State questions and hypotheses concisely. empty-headed but arrive with lots of strongly formed ideas about how the natural world works. In the view of constructivists, pupils should no longer be passive recipients of knowledge supplied e. Construct tables and graphs to communicate data. by teachers and teachers should no longer be purveyors of knowledge and classroom managers f. Plan for communication of procedures and results as an essential part of an experiment. (Fosnot, 1996). From this perspective, learning is a process of acquiring new knowledge, which is g. Report experimental procedures in a form so other persons can replicate the experiment. active and complex. h. Use mathematical analysis to describe interpretations of data to others. Use tables and graphs to convey possible interpretations of data. This is the result of an active interaction of key cognitive processes (Glynn, Yeany & 4. Communicating - using words or graphic symbols to describe an action, object or event. Britton, 1991). It is also an active interaction between teachers and learners, and Example: Describing the change in height of a plant over time in writing or through a graph. learners try to make sense of what is taught by trying to fit these with their own In order to communicate observations, accurate records must be kept which can be submitted for experience. checking and re-checking by others. Accumulated records and their analysis may be represented in Constructivist views also emphasize generative learning, questioning or inquiry many ways. Graphic representations are often used since they are clear, concise and meaningful. strategies (Slavin, 1994). An emphasis on constructivism and hands-on inquiry-oriented Complete and understandable experimental reports are essential to scientific communication. instruction to promote children's conceptual knowledge by building on prior Skill Sequence -- The student will be able to: understanding, active engagement with the subject content, and applications to real a. Describe observations verbally. world situations has been advocated in science lessons (Stofflett & Stoddart, 1994). b. Describe conditions under which observations were made clear. And constructivist views emphasizing discovery, experimentation, and open-ended c. Record observations in a systematic way. problems have been successfully applied in science (Neale & Smith, 1990). d. State questions and hypotheses concisely. Wildy and Wallace (1995) believed that good science teachers are those who teach for e. Construct tables and graphs to communicate data. deep understanding: "They use students' ideas about science to guide lessons, f. Plan for communication of procedures and results as an essential part of an experiment. providing experiences to test and challenge those ideas to help students arrive at g. Report experimental procedures in a form so other persons can replicate the experiment. more sophisticated understanding. h. Use mathematical analysis to describe interpretations of data to others. Use tables and graphs to convey possible interpretations of data. The classrooms of such teachers are learner-centered places where group discussion, 5. Classifying - grouping or ordering objects or events into categories based on properties or criteria. exploration and problem solving are common place. Example: Placing all rocks having certain grain size or hardness into one group. To explicitly build on students' existing knowledge is one of the ways to encourage Dump out a junk drawer and organize it. Organize toys and label containers. deep approaches to learning (Biggs, 1995). To achieve this, teachers should have a When grocery shopping ask what aisle would you find eggs in? Apples? Cheese? clear idea of what students have already known and understood so that they can 5. Classifying - grouping or ordering objects or events into categories based on properties or criteria. engage students in activities that help them construct new meanings (Von Glaserfeld, Skill Sequence -- The student will be able to: 1992). a. Perceive similarities and differences in a set of objects. Moreover, the opportunities for pupils to talk about their ideas concerning particular b. Separate a set of objects into two groups according to those that have or do not have a single concepts or issues are prominent in the learning process. Teachers who employ characteristic. constructivist teaching try to help pupils to learn meaningfully. They should encourage c. Group a set of objects on the basis of a gross characteristic, such as color or shape, where many pupils to accept the invitation to learn and to take action on what they have learnt, identifiable variations are possible. and to provide pupils with opportunities to explore, discover and create, as well as to d. Develop arbitrary one-stage classificational schemes where all included objects of phenomena propose explanations and solutions. may be put into mutually exclusive categories. Teaching methods based on constructivist views are very useful to help students' e. Use quantitative measurements as criteria for grouping. learning. The following are practices derived from cognitive psychology that can help f. Develop classificational schemes of two or more stages of subsets having mutually exclusive students understand, recall and apply essential information, concepts and skills. They categories. are used to make lessons relevant, activate students' prior knowledge, help elaborate g. Use an accepted classification system or key to identify objects or phenomena. and organize information, and encourage questioning. Important concepts from this 6. Predicting - stating the outcome of a future event based on a pattern of evidence. perspective are (Slavin, 1994, p.237-239): Example: Predicting the height of a plant in two weeks’ time based on a graph of its growth during the previous four weeks. “What will happen when I put this in the microwave?” 1. Advanced organizers: general statements given before instruction that relate new information to “What will happen when we add salt to boiling water? What will happen when we add salt to ice?” Find existing knowledge to help students process new information by activating background knowledge, ways to use measurement to make predictions. “How many seeds will be in this watermelon?” suggesting relevance, and encouraging accommodation; “How big do you think our avocado seed will be?” “How many miles to grandmother’s house? How long will it take? Which one is farther, your friend’s house, or grandma’s house? How can we find out?” “How 2. Analogies: pointing out the similarities between things that are otherwise unlike, to help students learn new information by relating it to concepts they already have; and many robins will we see on our walk?” 6. Predicting 3. Elaboration: the process of thinking about new material in a way that helps to connect it with “How many of the seeds that we plant in our garden will sprout? How many days until they sprout? Which existing knowledge. will grow faster?” Though Wilson (2000) suggested science educators need to look beyond the confines of cognitive “How many rungs on the monkey bar can you do without needing help or falling?” “Did you make it half- psychology in developing pupils' understanding of scientific concepts, the four immediate accessible way?” points she suggested for practicing teachers to consider in teaching concepts to pupils also rooted “Before I turn the page of this book, what do you think is going to happen? Why do you think that?” (And with constructivist teaching, these were: then, “What happened? Was your prediction, right? Why or why not?”) Before the commercial is over, “What do you think is going to happen next in the TV show? Why do you 1. recognizing what pupils already know; think that?” 2. teach fewer concepts; 3. improve continuity across key stages and progression of the development of concepts. Pupils are Skill Sequence: -- The student will be able to: exposed to scientific concepts at a much earlier stage in their education; and, a. Distinguish between guessing and predicting. 4. acknowledge the diversity of learners. b. Use repeated observations of an event to predict the next occurrence of that event. Science-Technology Society Approach c. Use a series of related observations to predict an unobserved event. STS approach is an integrated between science, technology, and society. d. Use quantitative measurement as a means of improving the accuracy of predictions. Social and technological issues are key characteristics of the STS learning approach. e. Use interpolation and extrapolation as a means for making predictions. Through the STS learning approach, students learn science in the context of real experience f. Establish criteria for stating confidence in predictions. Through the STS approach, students will be learned through phenomena or cases that occur in the community, which is an implication of science and technology. Integrated Science Process Skill Science-Technology Society Approach 1. Controlling variables - being able to identify variables that can affect an experimental outcome, STS learning approach based on constructivism theory that emphasizes the keeping most constant while manipulating only the independent variable. Example: Realizing development of the concept in cognitive structure independently by students. through past experiences that amount of light and water need to be controlled when testing to see The learning approach emphasizes that students can think, assess, solve problems, and how the addition of organic matter affects the growth of beans. make decisions. The constructivist foundation of STS is an advantage that can equip students to face 2. Defining operationally - stating how to measure a variable in an experiment. Example: Stating the challenges of competition in the 21st century. that bean growth will be measured in centimeters per week. The STS learning approach requires that students be included in setting, planning, implementing, how to obtain information, and evaluation of learning. 3. Formulating hypotheses - stating the expected outcome of an experiment. Example: The greater The principle of learning STS is a discussion of issues in society related to science and the amount of organic matter added to the soil, the greater the bean growth. technology, so that issue in the community is the organizer in learning STS Science-Technology Society Approach Integrated Science Process Skill. The implementation of the STS learning approach is aimed at engaging students in 4. Interpreting data - organizing data and drawing conclusions from it. Example: Recording data the problem-solving activities they have identified. Students focus on problems and from the experiment on bean growth in a data table and forming a conclusion which relates trends questions related to problems in the environment and daily life. To be able to in the data to variables. interpret the impact of science and technology, students need to understand the concept of science itself, which can be measured through student learning outcomes. 5. Experimenting - being able to conduct an experiment, including asking an appropriate question, Therefore, the aims of this study were to examine the effect of Science Technology stating a hypothesis, identifying and controlling variables, operationally defining those variables, Society (STS) learning approaches towards students’ learning outcomes on chemical designing a "fair" experiment, conducting the experiment, and interpreting the results of the equilibrium subject. experiment. Example: The entire process of conducting the experiment on the affect of organic matter on the growth of bean plants. The Science, Technology, and Society (STS) approach is an interdisciplinary framework that examines the relationships and interactions between scientific knowledge, technological 6. Formulating models - creating a mental or physical model of a process or event. Examples: The advancements, and societal issues. model of how the processes of evaporation and condensation interrelate in the water cycle. Here are some key components of this approach: Interconnectedness: STS emphasizes that science and technology do not exist in isolation; they are deeply intertwined with social, political, economic, and cultural  contexts. Understanding this interconnectedness helps students see how scientific discoveries and technological innovations impact society and vice versa. Critical Thinking: The STS approach encourages critical examination of the ethical, moral, and social implications of scientific and technological developments. Students learn to analyze the potential consequences of new technologies and scientific practices, fostering responsible citizenship. c. Real-World Relevance: STS connects classroom learning to real-world issues, such as climate change, public health, and technological ethics. This relevance helps students appreciate the importance of science and technology in addressing societal challenges. d. Collaborative Learning: The approach often involves collaborative projects and discussions, encouraging students to work together to explore complex issues. This fosters teamwork and communication skills, essential for tackling multifaceted problems. e. Diverse Perspectives: STS acknowledges that different stakeholders—scientists, policymakers, activists, and the public—have varying perspectives on scientific and technological issues. Exploring these diverse viewpoints helps students understand the complexity of decision-making in science and technology. f. Empowerment: By engaging with STS topics, students gain knowledge and skills that empower them to participate in discussions and decisions about science and technology in their communities and the broader world. Here are some examples of how the Science, Technology, and Society (STS) approach can be evidenced in elementary classrooms: Project-Based Learning: Students work on projects that address real-world issues, such as creating a plan to reduce waste in their school. This involves researching environmental science, using technology to gather data, and discussing the societal implications of waste management. Technology Integration: Classes use technology to explore scientific concepts. For example, students might use coding to create simple programs that simulate ecological systems, fostering an understanding of both technology and environmental science. Ethical Discussions: Teachers facilitate discussions about the ethical implications of scientific advancements. For instance, after learning about genetic modification, students discuss the potential benefits and concerns, helping them understand the societal impact of science. 4. Community Involvement: Schools may partner with local organizations for science fairs or environmental projects, allowing students to engage with community issues. This involvement helps students see the practical applications of their learning and the role of science in society. 5. Field Trips: Visits to science centers, environmental parks, or technology labs provide students with firsthand experience of scientific and technological applications. Students reflect on how these experiences relate to their studies and the community. 6. Collaborative Learning: Students work in groups to solve problems related to societal issues, such as designing a healthier school lunch menu. They research nutritional science, gather opinions from peers, and present their solutions, integrating scientific knowledge with social considerations. 7. Use of Current Events: Teachers incorporate current events related to science and technology into the curriculum. For example, discussing climate change or public health issues helps students connect their learning to real-world challenges. 8. Inquiry-Based Activities: Students investigate questions related to their community, such as “How can we conserve water at school?” This inquiry promotes critical thinking about scientific methods and societal impact. 9. Diverse Perspectives: Lessons that explore various cultural perspectives on science and technology encourage students to appreciate diversity in scientific understanding. For example, discussing traditional ecological knowledge alongside modern science. 10. Reflective Journals: Students maintain journals where they reflect on what they learn about science and its impact on society. This reflection encourages them to think critically about the role of science in their lives.