Teaching Approaches and Strategies for

Science

A. The Inquiry ApproachCharacteristics and Steps

1. Effectiveness

• Motivates students to undertake learning activities through their own learning styles

• Intended to satisfy the innate curiosity of the young

• The habitual use of scientific processes such as classifying, measuring, analyzing, and others are important in weighing evidences, enhances their critical thinking ability

• Experiences gained in successful inquiries develop a creative way of seeking knowledge and information rather than follow traditional modes or other peoples’ view

• Students develop a feeling of self-confidence and a deep sense of responsibility for their own learning

• Can be labeled “discovery approach” where the students are figures out for themselves how to attack the problem/question and to arrive at the conclusion considering their own discovery

• Students are observed to be genuinely interested since the procedures are being employed are of their own choices.

• Being honest and objective in their information-research, they become skilled in problem solving and decision-making

2. Pointers

Suggestions on how to facilitate inquiry teaching:• The teacher must be good in asking questions

that are of the what-why-how type.• The teacher and the students must be consistent

in following the steps in the procedure as well as in applying appropriate investigate processes to ensure the attainment of the right conclusion or decision.

• There should be minimal coaching in order for the students to originate their own way of inferring, hypothesizing, and interpreting data.

• A conductive learning environment must be provided

• Recognition of successful classroom activities that are inquiry-oriented can strengthen the feelings and attitude students have developed

• The teacher should act as a guide, facilitator and motivator rather than the usual authority

• At the end of the activity, the teacher may ask the students to evaluate their own performance in order for them to know their success or failure.

B. Problem Solving- is a way of teaching that is patterned after the way a scientist responds to a puzzling situations

Basic Steps in Problem-Solving:

a.Sensing and defining the problem clearly

b.Formulating a tentative guess, termed a hypothesis

c.Choosing and testing the likely hypothesis by employing some appropriate science processes and procedures

d.Organizing, interpreting, and evaluationg collected data

e.Formulating conclusion

1. Effectiveness• The students develop the skill in employing

the science processes such as observing, measuring, analyzing and interpreting data

• The strategy promotes a systematic and orderly way of following a procedure similar to the five steps enumerated in Lesson 3.

• It guarantees the development of higher order thinking skills such as inferential, critical and creative thinking skills

• The investigate and inquisitive nature of the learning activities cultivate curiosity, objectivity and open mindedness

• With continued experience of success they become adept at wise decision-making and independent problem solving

• The students become responsible, resourceful and persistent in pursuing the lesson objectives and in the end, their own goals in life

2. Pointers

• Make sure that the problem they solve fits their age, interest and abilities

• Provide sufficient practice in sensing and stating the problem in a manner that is well understood, otherwise the following steps may not be automatically undertaken

• To ensure the correct sequencing of activities, vigilance and tactful questioning can lead the students to the right direction without dictating them on what to do next

• All the tools and materials that will be needed, especially if an experiment will be performed, must be prepared and made accessible ahead of time in order not to disrupt the procedure.

• Every student, if in groups or in class, must be actively involved from the planning stage to the formulation of conclusions

• Be ready with the alternative steps or directions in case of snags

• An evaluation of the whole procedure including the detailed steps will be of great help in perfecting this methodology

C. Experimenting

1.Effectiveness

• Setting up an experiment is a learning activity that needs much care and readiness to undertake every step planned

• Students learn by doing

• It guarantees the inculcation of higher order thinking skills such as inferential, critical and creative thinking skills

• Consistent practice in following the methodical procedure is internalized and becomes part of students’ habitual response to instant inquiries met

• The scientific attitudes of objectivity, open mindedness and originality are strengthened

• Completing an experiment can serve as an impelling force that sustains the interest in similar pursuits

D. Demonstration

1.Effectiveness

• It is a direct approach which follows a definite systematic procedure

• It is better panned ahead of time due to the accuracy of the steps to be demonstrated

• It makes use of expensive equipment and measuring instruments that could obtain the desired data and evidence

• Observers are seen to be keenly following every step and in the end appear satisfied and well informed

• Leadership qualities and a strong feeling of confidence could be developed among the demonstrators

2. Pointers• Operating the equipment must be tried

beforehand and several times if needed• The use of appropriate materials including the

amount must be determined and prepared before the demonstration

• Make sure the demonstrator knows the whole procedure and is confident about the task

• The length of time needed must be determined in order to avoid incomplete demonstrations, especially when attention shall have been elicited

• Observers may be provide with guides or pointers to avoid attention to irrelevant changes

• Concentration is assured by avoiding too much talk or noise in the surrounding

E. Projects

Constructing Projects is a teaching strategy that involves gathering and organizing information about a concept and presenting it in a concrete form

1.Effectiveness

• Constructing projects gives the students the opportunity to show how a principle, law or theory works

• It is a self directed study and therefore serves as a good test of one’s understanding of a particular concept or idea

• It develops the skill in designing and constructing a concrete product that can be understood by the viewers

• Manipulative skill, resourcefulness and originality are exhibited by capable students

• The project is an evidence of what has been learned or what have yet to be learned

• A finished project adds to their feeling of accomplishment and satisfaction

• The values of industriousness, hard work and enterprising spirit are worth emulating.

2. Pointers

• Make sure that the objective and criteria that will be used in evaluating the finished product are clearly understood

• Select the material to be used for suitability and durability

• Check the design or plan well before starting and even during the construction

• Minimal supervision should be provided to promote independence, initiative and persistence in learning

• Outstanding projects can be displayed in the classroom to serve as reminders of the concepts they represent and at the same time to make the class feel satisfied with the learning objectives achieved.