why teach science in school?

7/21/2019 Why Teach Science in School?

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TAYTAY ELEMENTARY SCHOOLGOA, CAMARINES SUR

ROMER C. PATOC

School Science Coordinator

WHY TEACH SCIENCE?



WHY IS SCIENCE IMPORTANT IN YOUNG KIDS' LIVES?

• Science involves a lot ofcommunication

with other people.

• Science develops patience andperseverance in kids.• It can help kids form a healthy dose

of skepticism.• Science teaches kids about the world

around them.• Science can spark in kids' minds that

they, too, can help solve the world'sbig

problems.



OUR O!!O "OR OUR #I$S%



GOALS FOR SCIENCE EDUCATION

“Science is built up of facts as a house isof stones, but a collection of facts is nomore a science than a pile of stones is ahouse.”

&enri oincare, LaScience et

l’Hypothese )*+-



/

Tell me,

I fore!"

S#o$ me,I remem%er"

I&ole me,I (&)er*!+&)"

01ncient 2hinese roverb



3

ACTIVEENGAGEMENT



I& or)er for +!-e *!()e&!e&+eme&! !o o(r,

!e+#er* &ee) !o )eelo.e/e!-e l+**room

m+&+eme&! ro(!-&e*"


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5&1! IS 12!I67 78919778!:

1ctive engagement refers to the ;oint functioning ofmotivation, conceptual knowledge, cognitivestrategies, and social interactions in literacyactivities.

)9uthrie < 1nderson, *+++

1ctive learning involves providing opportunities forstudents to meaningfully talk and listen, write,read, and re=ect on the content, ideas, issues andconcerns of an academic sub;ect.

)eyers < >ones, *++?


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FOCUS ON INSTRUCTIONALO01ECTIVES

*. 5hat should studentsknow and be able to

$o )ob;ective:?. &ow will I, and they,know when they are

successful:

@. 5hat learning

eAperiences willacilitate their success: 3. Based on data, how do

I reCne the learningeAperiences:

D. &ow does this lessonob;ective Ct into the

Ebig pictureF ofinstruction this year:

)Introduction of skill, review of skill,introduction of skill at more

compleA level

/. 5hat resources will IUse:



*

GO87 O" ROHI1 $767O78!% !712&7RJS RO7

!he teacherJs role is to assist thestudents in moving through the Kone tobecome eApert users of their new

knowledge and skills.



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$eCnition%

!emporary devices

< rocedure used by

teachers to support

students as they learn

strategies



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PreK234 Deelo.me&! of wonder +%o(! !#e &+!(r+l

$orl) +&) !#e +%-l-!5 !o +..l5 %+*- .roe***6-ll*

Gr+)e* 7284 Deelo.me&! of %+*- descriptions of &+!(r+l

.#e&ome&+ +&) !#e +%-l-!5 !o .erform *-m.lee9.lor+!-o&*

Gr+)e* :2;4 Deelo.me&! of %+*- explanations for &+!(r+l

.#e&ome&+, +&) !#e +%-l-!5 !o +..l5e9.er-me&!+l .roe)(re* !o +<(-re &e$6&o$le)e



71R8I89 2L27

Engagement: stimulate students’ interest, curiosity and

preconceptions;

Exploration: first-hand experiences with concepts without direct

instruction;

Explanation: students’ explanations followed by introduction offormal terms and clarifications;

Elaboration: applying knowledge to solve a problem. Students

freuently develop and complete their own well-designed

investigations;

Evaluation: students and teachers reflect on change in conceptual

understanding and identify ideas still !under development".

See: #$ %odel: http:&&www.newhavenscience.org&#e.doc

http://www.newhavenscience.org/5e.doc

http://www.newhavenscience.org/5e.doc



77 I8MUIRL S!18$1R$S

SCIENTIFIC INQUIRY

ｨ Scientific inuiry is a thoughtful

and coordinated attempt to search out,describe, explain and predict natural

phenomena.

SCIENTIFIC LITERACY

ｨ Scientific literacy includes

speaking, listening, presenting,interpreting, reading and writing aboutscience.

SCIENTIFIC NUMERACY

ｨ %athematics provides useful tools

for the description, analysis and presentation of scientific data and ideas.

INQ!" %ake observations and ask uestions aboutob'ects, organisms and the environment.

INQ!# Seek relevant information in books,maga(ines and electronic media.

INQ!$ )esign and conduct simple investigations.

INQ!% $mploy simple euipment and measuringtools to gather data and extend the senses.

INQ!& *se data to construct reasonableexplanations.

INQ!' +naly(e, critiue and communicateinvestigations using words, graphs and drawings.

INQ!( ead and write a variety of science-relatedfiction and nonfiction texts.

INQ!) Search the eb and locate relevant scienceinformation.

INQ!* *se measurement tools and standard units

e.g., centimeters, meters, grams, kilograms/ to describeob'ects and materials.

INQ!"+ *se mathematics to analy(e, interpret and present data.



ractical uses for the sciencecurriculum



*3

SO7 I8!7R7S!I89 "12!S

Students are not attentive to what is being saidin a lecture @N of the time.

Students retain 4N of the information in the Crstten minutes of a lecture but only DN in the lastten minutes.

eyer < >ones,

*++?



2OO7R1!I67 71R8I89

2ooperative learning is based on student0centered learning.

EStructured student interactions thatpromote a sense of community amongstudents and involves Spencer #aganJs fourprinciples of cooperative learning% positiveinterdependence, individual accountability,

ePual participation and simultaneousinteraction.F )ason, D3



2OO7R1!I67 71R8I89

Storch )D4 refers to groupand pair work as EQcollective

scaoldingJ, a process wherebylearners pool their linguisticresources in order to reach

resolutions to language0relatedproblems.F



B787"I!S O" 2OO7R1!I67

71R8I89 Small groups give the learner more

opportunities to use the second

language for a range of functions otherthan teacher0led activities )Storch,D4.

Storch also says cooperative learningfacilitates learning by givingEopportunities to give and receivefeedback.F



B787"I!S O" 2OO7R1!I6771R8I89 One of the other beneCts of cooperative

learning is that Eits interconnectedness canhelp students transcend the gender, racial,cultural, linguistic, and other dierences theymay sense among themselvesF )ason,D3.

eers of dierent proCciency levels couldbeneCt from working with one another, whenthey work collaboratively )5atanabe <Swain, D4.



R7MUIR778!S "OR SU227SS"U 2OO7R1!I6771R8I89

!eachers must provide language supports sothat students are able to succeed completethe task successfully )i.e. vocabularysupports

earners often go through a Esilent periodF inwhich they listen more than they are able to

speak )ason, D3. !his is a normal stage,but it can cause some diculties incooperative learning activities.



R7MUIR778!S "OR SU227SS"U2OO7R1!I67 71R8I89

Often, in group work,students who do not speakup are viewed as notfulClling their responsibility)ason, D3 T it isimportant for teachers totake studentsJ comfort andability levels intoconsideration, and to makethe cooperating studentsaware of these.



R7MUIR778!S "OR SU227SS"U 2OO7R1!I6771R8I89

ow self0esteem, fear of ridicule, andlack of motivation can disrupt alearnerJs ability to comprehend and

respond to meaningful input )ason,D3.

Students need to be comfortable in

their environment, so they can learn totheir best capacity.



9787R1 RI82I7S

!asks are designed so that individualsmust work together

ositive interactions are developed and

encouraged Students have opportunities to work in

dierent groups

Social, language and content skills areintegrated into the task

(50 Strategies for Teaching English Language Learners, Herrell and Jordan, 2008)



1IR 5OR# S!R1!79I7S

!hink0air0Share

Buddy Reading

Research Interview

2onversation Role0lay

E2onvince eF

(50 Strategies for Teaching English Language Learners, Herrell and Jordan, 2008)



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>igsaw

9roup

Investigation

Skills

9rouping



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3 (Ecellent) 2 (!ood) " (#oor)

La$els % S&elling is &erfect oral'ost &erfect

ll &lant &arts arela$eled correctl

- S&elling is good, $ut thereare 3%5 'ista*es

- +ne or to &lant &arts arerong

- S&elling has a lot of'ista*es

- -ost of the &lant &artsare rong

.escri&%tions

% ll or al'ost all thei'&ortant &arts aredescri$ed in &oint for'

% +ne or to &lant &arts arenot descri$ed in &oint for'

% -ost of the &lant &artsare not descri$ed in &ointfor'

+/erallneatness

-

The draing and la$elsare neat

- riting is neat and easto read

-

The draing and la$els areneat

- riting is 'ess and hard toread

-

The draing and la$elsare hard to understand

- riting is 'ess andhard to read



RUBRI2S Simple, easy0to0understand language

SpeciCc evaluation criteria

!he key is tocommunicateeApectations clearly

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$7S2RIB7 !&7 RO27SS7S O" $I""USIO8,OSOSIS, 2O8$U2!IO8 O" "UI$S,

!R18SIR1!IO8, &O!OSL8!&7SIS 18$ 91S

7H2&1897 I8 18!S.7Aample% Students divide into groups. Individual students represent individual molecules

)water, oAygen, etc.. !he other students ;oin hands and represent a cell

membrane or cell wall. Students rehearse and demonstrate the process or

processes they are assigned.

2ould be combined with a short eAplanation of theprocess to the class. Or with a Cll0in0the0blank worksheet that the rest of

the class completes.



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why teach science in school?

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