what is - ministry of education
TRANSCRIPT
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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
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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
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Changing the Pupils’ Attitudes
Curiosity Inquiring minds
Excitement Engagement by things
around them
Thinking strategies The Scientific Method
Answering
Techniques
Study skills
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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
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Example of Inquiry discussions
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Example of Inquiry discussions
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Science Spy Magazine
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Science Spy Magazine
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• 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)
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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)
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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)
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Nature Study Book
Inquiry-based discussions
Additional notes
Misconceptions
Concept mapping
Science spelling
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Exam Skill: Note Taking
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Exam Skill: Note Taking
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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
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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”
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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.
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Home Support
• Help your child see that Science is in our
everyday life.
• Encourage your child to ask questions to
clarify doubts.
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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
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Thank You