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GSC201 ASSIGNMENT NO. 1 FALL 2022 |
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TEACHING OF
GENERAL SCIENCE (GSC201)
Assignment
I (Fall 2022)
Total
Marks: 20
Lesson: 1-12
Instructions:
Solve following questions. Question and Rubrics are given below:
Q1. Write a detail note on the various methods used
for teaching of General Science.
(10)
|
Level of Achievement |
Score Description |
|
Exemplary (10) |
Demonstrates complete understanding the various methods used for teaching of General Science. All requirements (different strategies for
the teaching of science) are included in response. |
|
Quality (8) |
Demonstrates considerable understanding
of the various methods used for teaching
of General Science. All requirements
(different strategies for the teaching of science) are included in response. |
|
Adequate (6) |
Demonstrates partial understanding of the various methods used for teaching of General Science. All requirements (different strategies for
the teaching of science) are included in response. |
|
Needs Little Improvement (4) |
Demonstrates little understanding of the various methods used for teaching of General Science. All requirements (different strategies for
the teaching of science) are included in response. |
|
Needs Major Improvement (2) |
Demonstrates no understanding of the various methods used for teaching of General Science |
|
No answer (0) |
No response/task not attempted. |
Write a detail note on the various methods used for
teaching of General Science.
Answer:
The
teaching of general science in teacher education often emphasizes teaching
approaches, such as the thematic approach, integrated learning, issues-based
inquiry, and STS approach.
There
are a variety of science teaching methods you can draw upon when helping
students understand their world.
Whilst there are several approaches to try, the most important thing to keep in mind is that our role as science educators is to help students understand how the scientific method actually works and why science impacts upon their own lives.
Some of the methods of teaching Basic Science and Technology involving the use of outdoor science educational activities includes;
Methods for teaching science
All science teaching methods come
down to either teacher-centred or student-centred instruction. Both types of
instruction have their place, however in practice have very different dynamics
in the classroom.
Lecture (teacher-centred)
In this approach, it is the teacher
that is the focus. Students either passively take notes or ask questions
through the teacher’s presentation. Handy for large groups of students or for
when you need to get through a large body of information. The key to this
lesson style is to keep it lively by inserting graphics, video snippets, animations, science
demonstrations, audio grabs or guest appearances via video
conference. To help increase the engagement during a lecture, try
incorporating student polling using Poll Everywhere, Plickers, Quizizz or Kahoot.
The advantage of getting active student feedback is that this formative
assessment can help shape your lecture and future lessons to fit the
student’s needs.
Hands-on activities
(student-centred)
Break out the experiment materials!
Whether the students work in small groups or by themselves, the lesson has a
clear question that students need to find an answer to with the teacher acting
as a facilitator. There are a few variations here;
Station-based rotations. Here the
students rotate around the classroom to explore a variety of hands-on materials
that all cover an aspect of your lesson topic. The trick here is to ensure that
there is enough time for the students to complete each activity and that there
are no bottlenecks in terms of access to resources or one particular activity
taking too long to complete.
Project Based learning
(student-centred)
This teaching method draws on the
hands-on nature of the activities above and extends this to involve students in
a deep dive into a given topic. Time is the key here, as students will be
engaged over an extended period of time in researching their topic, designing
their experiment or model, writing a scientific
report or creating a
poster and
presenting their findings in a short talk. When planning this in your scope
and sequence, consider access to resources both within and beyond your school
and how the students might be able to involve the community in their research
or as an audience for the final presentation at a school science fair.
Often part of inquiry-based instruction, the outputs of Project Based Learning
(PBL) can include several of the following as a major work;
Peer-led team learning
(student-centred)
Peer-led team learning (PLTL) is
about empowering the students to teach the other students. Often employed in
undergraduate studies, this approach also works in schools where it is most
effective when connecting older students with younger students. Alternatively,
PLTL can also be used when pairing students with a high subject aptitude with
students needing help. Guidance is important here as you need to ensure that
what is being covered is correct and safely performed. With supervision, this
approach can be effective for students to learn leadership skills and can
create a positive atmosphere around scholarship.
Flipped learning (student-centred)
Flipped learning has gained a lot of
popularity in recent years. The idea is that the instructional content is given
to the students outside of normal school time, with the intention that students
can then come to school with deeper questions for teacher clarification. you
can present this content via a series of videos, articles and books to read,
podcasts to listen to, investigating a problem and so on. There is much debate
on how to best implement this in the classroom; in essence, you need to
consider how your students will respond to flipped learning and how you can
motivate them to trial it. A handy app to use with this is Flipgrid,
whereby you can record a very short video question to your class and the
students then respond to you with their answers via video as well.
Differentiation (student-centred)
Differentiation is all about
ensuring that students of all levels can be involved in your lesson. You may
want to create worksheets with different tasks or levels of difficulty, perhaps
have a variety of activities for students to choose from or creating a variety
of job roles for students when running PBL. Of course, with differentiation
comes a time requirement to prepare the lesson, however it can help with
students being more on task as they can choose tasks that they can achieve. You
can differentiate tasks as both extension activities as well as design
activities for students who need more support.
It’s up to you!
Without a doubt, the list of
teaching methods above are just a brief overview of what you can try in your
classroom. In reality, there are many ways to teach science and you might find
that you’ll blend methods together and change on the fly depending on how your
students are responding. No matter what, it’s not just about the technology but
more about the pedagogy. Have a chat with your fellow teachers or reach out to
others via Twitter on the myriad of professional learning networks for advice.
As always if you’ve got any thoughts on the above or advice, pop it in the
comments below or get in touch!
Field Trip/ Excursion Method
Field trips involve
journey with the pupils to observe and investigate situations outside the
classroom. Many of such expeditions might go no further than the school
building or environment. Within the school itself, the teacher may find illustrative
examples for his or her students. In the immediate environs of the school,
there may be available for examinations and observation such things as
different soils, flowers, a river etc. Popular field trip sites include zoos,
nature centers, community agencies such as fire stations and hospitals,
government agencies, local businesses, amusement parks, science museums, and
factories, not only do field trips provide alternative educational
opportunities for children, they can also benefit the community if they include
some type of community service.
Field trips are most
often done in three steps: preparation, activities and follow-up activity.
Preparation applies to both the student and the teacher. Teachers often take
the time to learn about the destination and the subject before the trip.
The teacher should give
the students opportunity to select any of scientific and technological interest
for the field trip. The teacher should visit the site for the field trip before
the date of excursion and make necessary and adequate arrangements. The science
and technology concepts to be learned should have relevance to the curriculum
and the students should have sufficient time to observe and ask questions. When
the pupils return, the teacher should ask them to discuss and make a report of
the trip.
Demonstration Method
Demonstrations are the repetition of
series of planned actions designed to illustrate certain phenomena. The
demonstration can be presented by the student or the teacher. Demonstration
often occur when students have a hard time connecting theories to actual
practice or when students are unable to understand the application of theories.
Demonstration in science class involves carrying out science and technology
activities to illustrate science and technological concepts or ideas.
Demonstration method refers to the
type of teaching method in which the teacher is the principal actor while the
learners watch with the intention to act later. Some of the advantages of this
method as outlined below includes:
It saves time and facilitates
material economy.
The method is an attention inducer
and a powerful motivator in lesson delivery.
Students receive feedback
immediately through their own products.
It gives a real-life situation of
course of study as students acquire skills in real-life situations using tools
and materials.
It helps to motivate students when
carried out by skilled teachers and it is good in showing the appropriate ways
of doing things.
Teachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature.
Project Method
The project method also discussed
under headings like project work, project approach, and project-based learning,
is one of the standard teaching methods. It is a sub-form of action-centered
and student-directed learning and an enterprise in which children engage in
practical problem solving for a certain period of time. He also revealed
that projects focus on applying not imparting specific knowledge or
skills, and more rigorously than lecture, demonstration, or recitation, they
aim at the enhancement of intrinsic motivation, independent thinking,
self-esteem, and social responsibility. scholars also opin that proponents of
the project method attempt to allow the student to solve problems with as
little teacher direction as possible. The teacher is seen more as a facilitator
than a delivery of knowledge and information.
Project method is a method used by
science teachers to individualize instruction. It is used to teach a central
theme, idea or problem to be tackled. This theme could be given to individual student
of group of students. The students are encouraged to investigate, collect
specimens or materials, analyze and construct things on their own. The teacher
act as a guider in facilitating the students’ learning. At the end of the
investigation, the reports on the project are collected and discussed with the
whole class. Examples of projects in BST include:
Process-Based Teaching Method
Problem-based learning is a process that uses identified issues within a scenario to increase knowledge and understanding. Process-based approach lays emphasis on helping the students to develop process skills through practice or hands-on activities. These activities can take place inside the school classroom or outside. The teacher is to encourage the students to learn how to observe objects or events more closely as they use their senses to gather information about the objects or events. The teacher should make sure the information the students obtain are qualitative by describing what they have actually observed. An example of process-based learning is illustrated in the case of grouping (classification) and observation. For example, identifying similarities and differences of objects and events such as
· Students to identify common weeds in the environment,
· Students to identify diseases infesting crop materials in their environment,
· Students to identify types of building and differentiate between each of the buildings in their environment.
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Inquiry Approach Method
The inquiry approach is
primarily a pedagogical method, developed during the discovery
learning movement of the 1960s as a response to traditional forms of
instruction where people were required to memorize information from
instructional materials. Inquiry method encourages divergent thinking,
allows students to find out information by themselves and it generates
students’ enthusiasm at examining issues logically.
There are specific learning
processes that people engaged in during inquiry approach, these processes
include:
·
Creating questions of their own;
·
Obtaining supporting evidence to answer the question(s);
·
Explaining the evidence collected;
·
Connecting the explanation to the knowledge obtained from
the investigative process;
·
Creating an argument and justification for the explanation.
In the inquiry approach, the students are given the opportunity to carry out the search and discovery of facts about events and scientific and technological ideas. The pupils should be made to observe carefully, identify the problem, explorations, hypothesizing, predicting, describing and conducting experiments, collecting data, organizing and analyzing data, reporting, making generalizations and so on. It develops attitudinal skills such as objectivity, curiosity, open-mindedness, and perseverance. Inquiry entails practicing of attitudinal skill such as honesty, open-mindedness, and perseverance when carrying out science and technology tasks. Inquiry can be open-ended or close-ended. It could also be done in the classroom or outside the classroom.
Laboratory or Experimental Method
The laboratory method
refers to the activities such as observation of processes, products or events
carried out by a group of students or individual students. Laboratory method
can be used to practice skills or acquire skills such as interpreting and
operating experiments. Experiments could be carried out to verify hypotheses,
confirm the known and discover the unknown. It aids the development of
manipulating skills, enhances realistic learning, it aids better retention, it
develops competence in learners in learners by developing confidence and helps
develop students’ scientific attitudes, interest, and skills. The method aids
the learners to use their mental process such as observing, inferring,
measuring and data analysis. The advantages of this method may not fully be
realized because of lack of the facilities and equipment necessary for the
effective use of this method.
Lecture Method
This method is the most commonly
used mode by the teachers. This expects the students to quietly sit and listen
to the talk about the subject matter. The teacher does all the talking while
the students are passive, doing little or no talking. The lecture is seldom
used in secondary school classroom teaching-learning situations. Most of what
happens in teaching situations with a class size of over 200 students in
tertiary institutions is lecturing. This is an organized verbal presentation of
a subject matter dominated by the teacher with little or no student
involvement. The teacher is responsible for organizing, preparing and
presenting the lecture while the students listen. A teacher would have no
option than to use the lecture method when the topic is abstract. It saves time
and more topics are covered, but it is rote learning and most often students
lose the essential parts of the lesson. The learners are passive and the class
is boring and at the end does not make room for the acquisition of scientific
skills.
Some of the advantages of this
method are:
·
It allows the material to be clarified and presented to a
large group in a short period of time.
·
It gives teachers maximum control of the teaching in terms
of the amount of interaction, type of substance presented and organization of
material.
·
Since note is taking accompanies the lecture, the method
promotes learners’ oral and written expression.
· It also helps learners to cultivate the habit of listening attentively.
Co-operative Learning
Co-operative learning is a
successful teaching strategy in which small teams, each with students of
different levels of ability, use a variety of learning activities to improve
their understanding of a concept or subject. Each member of a team is
responsible not only for learning what is taught but also for helping teammates
learn, thus promoting academic achievement and cross-cultural understanding.
However, the quality of achievement and other outcomes depend on the
implementation of cooperative learning methods that are characterized by at
least two essential elements: positive interdependence and individual
accountability.
Discussion Method
Discussion simply means
talking over topics from various points of view and the teacher’s role is to
act as moderator. Discussion in a science classroom should be differentiated
from lecturing. This is because discussion implies that every student has
background information that provides him with viewpoints. In the use of this
method, there is an exchange of ideas between the teacher and the learner.
Discussion method can be used to introduce a lesson thus motivating students’
activities. It develops a positive interpersonal relationship and provides
students with a sense of confidence through frequent exchange of ideas between
the teacher and the students. It enables the teacher to get a feedback on
topics taught and learners are able to express themselves in relation to the
understanding they have on a particular topic. However, it cannot be used often
as it does not allow easy coverage of syllabus, and not all topics led
themselves to discussion. As the discussion method must necessarily start with
a question, the teacher must avoid vague questions and so requires a thorough
knowledge of the topics under discussion.
Teacher exposition
Teacher
exposition is a teacher-centered technique used to present subject matter in an
orderly and organized fashion. It is the most frequently used method by
teachers. It is normally confused with the lecture method, which is extremely
expository. Teacher exposition is not a lecture method. A good teacher
exposition differs from a good lecture in that the former makes specific
provisions for obtaining knowledge for pupil learning at regular and frequent
intervals, while the latter does not. However, teacher exposition is said to be
teacher-centered, it is relatively more student-centered that lecture method.
Obtaining knowledge of pupils’ learning is accomplished by frequent monitoring
of pupils’ performance at relevant cognitive tasks and by observing the
non-verbal dimension of the pupils’ communication. Teacher exposition,
therefore, constitutes constant active interaction between teacher and pupils.
A lecture may not necessarily involve the pupils actively.
Since
teacher exposition is the presentation of content in an orderly fashion, the
key to its success is organization. That is, the breaking down of the content
into less complex subtopics and the sequencing of these subtopics in a way that
would maximize learning.
Hands on Learning:
This
is the best teaching method invented so far that involves the active
participation of students to experience scientific concepts than to just have
an audience view. Schools are promoting the use of low cost apparatus in
classrooms to helps students to have hands on learning experience.
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Q2.
Explain the properties of weight in detail note?
(10)
|
Level of Achievement |
Score Description |
|
Exemplary (10) |
Demonstrates complete understanding of
the properties of weight. All requirements (comparison with mass)
are included in response. |
|
Quality (8) |
Demonstrates considerable understanding
of the properties of weight. All requirements (comparison with mass)
are included in response. |
|
Adequate (6) |
Demonstrates partial understanding of
the properties of weight. All requirements (comparison with mass)
are included in response. |
|
Needs Little Improvement (4) |
Demonstrates little understanding of
the properties of weight. All requirements (comparison with mass)
are included in response. |
|
Needs Major Improvement (2) |
Demonstrates no understanding of the properties of weight. |
|
No answer (0) |
No response/task not attempted. |
Answer:
Weight is the
product of mass multiplied by acceleration acting on that mass. Usually,
it's an object's mass multiplied by the acceleration due to gravity. On Earth,
mass and weight have the same value and units. However, weight has a magnitude,
like mass, plus a direction.
The weight of an object
is the force of gravity on the object and may be defined as the mass times the
acceleration of gravity, w = mg. Since the weight is a force, its SI
unit is the newton. Density is mass/volume.
It is the measure of
the force of gravity acting on a body.
The formula for weight
is given by:
w = mg
As weight is a force
its SI unit is also the same as that of force, SI unit of weight is Newton (N).
Looking at the expression of weight we see that it depends on mass and the
acceleration due to gravity, the mass may not change but the acceleration due
to gravity does change from place to place. To understand this concept let’s
take this example,
Shape of the earth is
not completely spherical, but an oblate spheroid, therefore a person standing
at the equator is far away from the center of the earth than a person
standing at the north pole, as acceleration due to gravity is proportional to
the inverse of the square of the distance between two objects, a person
standing at the north pole would experience more weight as he is closer to the
center of the earth than a person standing at the equator.
The material properties
are size, shape, density of the particles, and their intrinsic
mechanical properties (Young's modulus, yield stress, fracture
toughness, etc.
·
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