what is - ministry of education

What is

Science? • Science is a way of

understanding the world

• Experimental findings are

used to derive ‘explanations’

What is a Teacher’s Role?

• To guide students towards this

understanding

• To develop scientific

understanding, students need to

be explicitly taught how to

develop scientific explanations

Inquiry Based

Instruction • Scientific thinking skills

• Questioning skills

• Process skills

Communicating Formulating

explanations and

justifications to

convince wife/husband

and yourself…

Observation

“Woah, that car

looks amazing!

Questioning

•Where is it from??

•How much is it??

•Will my wife/husband let me

buy it??

Hypothesis: “The car is a

worthy investment!”

Research

• Search online

websites

• Ask friends

Changing the Pupils’ Attitudes

Curiosity Inquiring minds

Excitement Engagement by things

around them

Thinking strategies The Scientific Method

Answering

Techniques

Study skills

Inquiry –based

discussions

Science Spy

magazines SEE programme

Nature study

book

Process skills

activities

Topical

worksheets

Experiential

learning

Use of

MConline

portal

Remedial/

Enrichment

School-based Science Programmes

Example of Inquiry discussions

Example of Inquiry discussions

Science Spy Magazine

Science Spy Magazine

• Questions are posed and pupils are given the

opportunity to apply Science concepts in real

life situations.

• The situations impress upon pupils that Science

is everywhere around them.

SEE Programme

(Science in Everyday life Experiences)

Phenomenon / Experience / Situation:

Air-conditioners are usually placed at a higher

level rather than at a lower level.

SEE Programme

(Science in Everyday life Experiences)

Explanation:

Cold air sinks and hot air rises. When hot air rises,

the air-conditioners at a higher level will be able to

cool the hot air. As a result, the air in the room will

be cooled faster.

SEE Programme

(Science in Everyday life Experiences)

Nature Study Book

Inquiry-based discussions

Additional notes

Misconceptions

Concept mapping

Science spelling

Exam Skill: Note Taking

Exam Skill: Note Taking

Weaknesses in answering supply-

type questions

A number of weaknesses can be seen in the

way pupils answer supply-type questions.

Their answers are either:

• Incomplete

• Not specific enough (not clear)

• Used imprecise words to refer to scientific

terms and concepts

E.g. Answer not clear or complete … After a few hours, Devi observed that the

temperature in container A was higher than that in container B.

What could Devi conclude from her observation?

Pupils’ answer: “ The black surface absorbed heat”

instead of using the comparative phrase “absorbed more heat”

E.g. Answer not specific enough Tom planted 5 pots of balsam seedlings. He gave each pot of seedlings the same amount of soil and fertilizer. He watered them daily with different amounts of water. He measured their heights on the seventh day. Study his chart below :

What does Darrel want to find out in this experiment?

Pupil’s answer: He wants to find out the height of the seedlings

Corrrect: He wants to find out how the amount of water given affects the height of the seedlings.

Home Support

• Help your child see that Science is in our

everyday life.

• Encourage your child to ask questions to

clarify doubts.

Home Support • Provide opportunities for informal science

learning – kitchen, garden and even

watching science documentaries on OKTO

or National Geographic Channel

• MConline – e-experiments, quizzes,

Chapter Overviews, videos

Thank You