The Basics of SCIENCE

Ric Angelo M. Dagdagan

Danica R. De Silva

SCIENCE as INQUIRY

SCIENCE AS INQUIRY

• Inquiry is presented as a step beyond such process learning skills as OBSERVING, INFERRING and PREDICTING.

• INQUIRY-ORIENTED instruction, often contrasted with expository methods, reflects the constructivist model of learning.

ACTIVE LEARNING

•CONSTRUCTIVIST MODEL OF LEARNING

• The result of ongoing changes in our mental frameworks as we attempt to make meaning out of our experiences

•Plan and conduct a simple investigation

•Employ simple equipment and tools to gather data

•Used data to construct reasonable explanations

•Communicate the results of the investigation and give explanation.

TEACHING the PROCESS of INQUIRY

SCIENCE PROCESS SKILLS

• Those that allow students to process new information through concrete experiences.

BASIC PROCESS SKILLS

•Observing

•Comparing

•Classifying

•Measuring

•Communicating

INTERMEDIATE PROCESS SKILLS

•Gathering information

•Organizing information

• Inferring

• Predicting

ADVANCE PROCESS SKILLS

•Hypothesizing

•Defining and Controlling Variables

DEVELOPING SCIENCE ATTITUDES USED in

INQUIRY

SCIENTIFIC ATTITUDES

• CURIOSITY – desire to know something

• SKEPTICISM – hesitate to believe everything that you see

• POSITIVE APPROACH to FAILURE and SELF-IMAGE – they will pursue dead ends, but often much more is learned in the pursuit than in the correct answer.

SCIENTIFIC ATTITUDES

• Objectivity

• Open-mindedness

• Observing Carefully

• Making Careful Conclusions

• Checking Evidence

•Willingness to Learn

• Humility

SCIENTIFIC CONTENT KNOWLEDGE and LEARNING

AND THE DEVELOPMENT of LITERACY

• In its early stages, literacy can be supported by giving children an opportunity to manipulate familiar and unfamiliar objects and during science experiences, children use their thinking skills to match, discriminate, sequence, describe and classify objects.

APPROPRIATE SCIENCE CONTENT

APPROPRIATE SCIENCE CONTENT

The four main areas of science

• Life science

• Health science

• Physical science

• Earth and environmental science

LIFE SCIENCE, PHYSICAL SCIENCE, AND EARTH AND

SPACE SCIENCE

All of these content areas focus on the science facts, concepts,

principles, theories and models that are important for all students

to know, understand and use.

LIFE SCIENCE

• In life science, children in kindergarten through grade are expected to develop an understanding of the characteristics of organisms, the life cycles of organisms and environments.

• The areas of content typically covered with young children are plants, animals, and ecology.

PHYSICAL SCIENCE

• In physical science, children in kindergarten through grade four are expected to develop ;

- an understanding of the properties of objects and materials;

- position and motion of objects; and

- light, heat, electricity, electricity, and magnetism

EARTH AND SPACE SCIENCE

• In earth and space science, students in kindergarten through grade 4 gain an understanding of properties of earth materials, objects in the sky, and changes in the earth and the sky.

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES

Health Science and Nutrition

•Children are expected to develop an;

- an understanding of personal health

- characteristics and changes in population

- types of resources

- changes in environment; and

- Science and technology in local challenges

SCIENCE AND TECHNOLOGY EDUCATION

• The content standard for science and technology focuses on establishing connections between the natural and designed worlds and providing opportunities for children to develop their decision-making skills, the child is expected to be able to;

- distinguish between natural objects;

- objects made by human (technological design) ; and

- to exhibit a basic understanding of science and technology.

HISTORY AND NATURE OF SCIENCE

• Students are expected to develop an understanding of science as a human endeavor.

THE

END!