TEACHING SCIENCE

in the ELEMENTARY GRADES

(Biology and Chemistry)

MODULE 4

AGUILAR ERIKA M. BEED II-A

ACTIVATE

Activity A.1
Recall the best moments you had in your science class. What were you doing? What was your lesson?
Who was your teacher? What made it the best moment?

The best part is that by chance me and my partner did it right in the first time even we didn't knew how
we expected ourselves in the third category but mam took our flask up and showed the class that this is
how colour is supposed to be!! So a EUREKA moment! Needless to say we were helping our friends after
that without having the proper clue how we did it ourselves! One of my favourites is from bio lab. One
day lazily I was just seeing the specimens(preserved dead bodies of animals like frog fish earthworm etc.
and absentmindedly started singing really low but still somehow some saw it and he shouted — Sakshi is
talking to the specimens!! (embarrassing) Apart from this every experiment done ,every gossip told ,to
every broken appratus that we used to hide, to some of the flirty lab partners everything was fun and I
miss it a lot!

ANALYZE

Activity B.1
From the list below, circle the principles of constructivist teaching and learning.
Make it Meaningful 1. Engage the students in the discovery and examination of relevant and meaningful
problems.
Curriculum Organization. 2. Organize the curriculum into activities and broad primary concepts.

Seeing and understanding the world 3. Explore and value the students’ perspective.
Classroom Activities Challenge Student Assumptions 4. Encourage the students to investigate and
challenge their assumptions.
Diagnostic Assessment 5. Use assessment to diagnose and guide the student learning.
Benefits of using flexible groupings 6. The teacher uses multiple forms of assessment and flexible
groupings.

Constructivism is a learning theory 7. Knowledge is shaped by experience.

Constructivism is a learning theory 8. Learning is a personal interpretation of the world.
Kinesthetic learners 9. Learning is solely by doing.

Activity B.2

How does a constructivist classroom look like compared to a traditional classroom? Characterize a
constructivist classroom by completing the list of features in the second column.

Traditional Classroom Constructivist Classroom

Adhere to fixed curriculum Strict adherence to fixed curriculum is highly

valued. Pursuit of student questions and interests
is valued. Teachers have a dialogue with students,
 helping students construct their own knowledge.
Teacher's role is directive, rooted in authority.

Textbooks and Workbook Materials include primary sources of material and

manipulative materials.

The instructor gives and the students receive Learning interaction building on what students
already know

Knowledge is inert Knowledge is seen as dynamic, ever changing with

our experiences.

Assessment via paper-and-pen test Assessment via student works observation point of
view, tests.

The instructor assumes authoritative role Instructor interacts/ negotiates with student

The students work individually Knowledge is dynamic/change with experiences.

Students work in groups source

APPLY

Activity D.1

Try out your knowledge and understanding of constructivist teaching strategies by selecting appropriate
strategies that will complete the table of alignment below. Make sure that the teaching strategies match
the target topic and competencies.

Topics Competencies Constructivist Teaching

Strategies

Characteristics of solids, liquids, Describe the different objects Solids have a definite shape and
and gases. based on their characteristics volume. Liquids have a definite
(e.g., shape, weight, volume, volume, but take the shape of
ease of flow) the container. Gases have no
definite shape or volume.

Human sense organs Enumerate healthful habits to The human sense organs contain
protect the sense organs receptors that relay information
through sensory neurons to the
appropriate places within the
nervous system. Each sense
organ contains different
receptors.
Animal Describe animals in their The environment in which an
immediate surroundings animal lives is referred to as its
habitat. A habitat includes both
biotic (living) and abiotic (non-
living) components of the
animal's environment.

Plants Describe ways of caring and Stick your finger in the soil up to
proper handling of plants your 2nd knuckle to see how wet
it is; if your finger comes back
dry, you need to water your
plant.

Always use warm water for your

plants, as cold water can shock
the roots and cause damage to
the plant.

Give your plants a deep watering

about once a month.

Ecosystems Explain the need to protect and Don't dump your trash
conserve estuaries and overboard; dispose of properly
and recycle.
intertidal zones.
Maintain your boats to reduce
oil leaks.

Keep your boat or motorized

watercraft out of sensitive areas
like seagrass beds.

Install and maintain marine

sanitation devices on your boat.

Use designated pumpout

stations.

Humans Describe the changes that occur Their bodies increase in size and
during puberty shape during puberty. Their hips
become more rounded and they
get a more defined waist. The
vulva, vagina and nipples get
bigger and the breasts begin to
 develop, sometimes unevenly.

Activity D.2

How would you like to be taught in science?

1. Ask your colleagues the same question and tabulate your answers.

• What are the challenges of online classroom management?

Online teaching platforms are equipped with different facilities to enable teachers and students to make
the best use of the learning environment. These classes are more flexible and convenient. It MIGHT
promote life-long learning and computer literacy as well. Additionally, you can save a lot of money by
participating in online classes.

HOWEVER, it is not without problems. It can be difficult for the instructors to monitor students' behavior
and check their contribution and progress. It may create a sense of isolation in my opinion. This image
tell the story:

" In an online course, no one can hear you scream. And that causes discomfort for some online students.
Studying alone with only the computer as your companion can be terrifying. There's no whispering in
the back of the room, no wise remarks from the peanut gallery, no commanding presence at the front of
the classroom pleading for everyone to listen

2. Find out patterns and themes.

• A theme is generated when similar issues and ideas expressed by participants within qualitative data
are brought together by the researcher into a single category or cluster.

• Thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of texts, such
as interview transcripts. The researcher closely examines the data to identify common themes topics,
ideas and patterns of meaning that come up repeatedly.

3. Categorize your response as constructivist or non-constructivist teaching and

learning approaches.

• Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a
process of meaning and knowledge construction rather than passively receiving information. Learners
are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates
motivated and independent learners. This report examines constructivist teaching and learning by
looking at the distinctive features of a constructivist programme, the qualities of a constructivist
teacher, and the organization of a constructivist classroom. A constructivist teacher and classroom differ
from a traditional classroom in a number of ways: the learners are interactive and student-centered;
and the teacher facilitates a process of learning in which students are encouraged to be responsible and
autonomous. Part One of this report provides a definition of an a rationale for constructivist teaching.
Part Two examines the characteristic features of a constructivist classroom interweaving the research
literature on constructivist teaching with the narrated experiences of a practising constructivist teacher.
Part Three presents a discussion of the professional development of a constructivist teacher. Part Four
considers implications of and possibilities for this research on constructivist teaching and suggests
recommendations for schools, colleges and school boards.

4. Come up with your personal definition of constructivist teaching.

• Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a
process of meaning and knowledge construction rather than passively receiving information.
Constructivist teaching fosters critical thinking and creates motivated and independent learners.

EVALUATE

Write a brief reflection. Consider the following questions.

1. Are there downfalls in using constructivist teaching approach? Explain your answer.

One of the biggest disadvantages of constructivism is that the learner may be hampered by
contextualising learning in that, at least initially, they may not be able to form abstractions and transfer
knowledge and skills in new situations (Merrill, 1991) In other words, there is often, during the initial
stage.

2. When does constructivist teaching strategy work best?

• Consequences of constructivist theory are that: Students learn best when engaged in learning
experiences rather passively receiving information. Learning is inherently a social process because it is
embedded within a social context as students and teachers work together to build knowledge.