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Teaching Approaches and Strategies for Science
Transcript of Teaching Approaches and Strategies for Science
Factors to Considers:
a. age and instructional level
c. abilities of students
- investigate processes and procedure in searching for information
- develops critical thinking
- a way of teaching patterned after the way a scientists respond to a puzzling situation
- a condition that needs immediate solution
a. identifying the problem
b. formulating hypothesis
c. choosing and testing the hypothesis
d. colleeting and interpreting data
e. formulating conclusion
- employing investigative techniques and procedures to gain knowledge and information
- intended to find out effect of some conditions and variables
- most effective in teaching science concept
Steps in Experimenting
1. identification of a problem
2. formulating hypothesis
3. testing the hypothesis
4. analyzing and interpreting data
5. formulating conclusion
Pointers in Using Experiment Approach
1. student involvement
3. emphasis in one variable at a time
4. refrain from revealing the data
5. orderly distribution and retrieval of laboratory tools
6. tactful guidance from tactful teacher.
- direct instructional approach
- requires expertise
- particular process/activity is performed
- social sciences and technoly-based disciplines
Pointers in Using Demonstration Approach
1. Try equipment before the demo.
2. Use appropriate materials.
3. Mastery of the procedure.
4. Consider time.
a teaching strategy that involves gathering and organizing information about the concept and presenting it in a concrete form.
- model, diorama, dream house
- represents the attainment of an objective including the learning tasks that led to its desired product.
- application of what was learned in visual form.
Pointers using Project Approach
1. Clear objectives, criteria and metrics.
2. Check design prior doing to avoid waste.
3. Proper use of materials.
4. Promote independence.
5. Recognize and acknowledge
Interest Learning Centers
- an innovative way of inviting students to satisfy their curiosities
- consist of assigning as area and organizing a set of instructional materials, tools aims writing paraphernalia to be used.
1. Prepare materials and be ready for
2. Student log can assist future monitoring.
3. Short quizzes and written observations
may be required.
4. Construct project while lesson is undertaken.
Visiting Community Resources
- promotes a close link between the school and the community
- students becomes more familiar in the natural resources
- first-rate learning
1. Teachers must have a file of the establishments.
2. Lesson-objectives must be understood.
3. Reminders on behavior and plans of procedure must be prepared.
4. Involve the students.
5. Students must know how the trip will be evaluated.
6. Assign community leader.
- a group-oriented teaching method characterized by a free communication of ideas and information between the teacher and the students
- Encourages students to express their own ideas openly.
- Develops critical thinking.
1. Frequent questions are asked due to the following reasons:
a. To motivate
b. To instruct or guide
c. To evaluate
2. Make sure discussion does go astray or beyond the planned scope.
3. Minimal teacher discussion allows students to volunteer their ideas
3. Minimal teacher discussion allows students to volunteer their ideas.
4. Refrain from censuring out-of the-topic remarks.
5. Praise and recognize student performance.
6. Allow sufficient time for every discussion.
- a way of teaching that aims to help students acquire some basic skills and procedural knowledge.
- straightforward done in a step-by-step fashion
- mastery in short period of time
- emphasis on how to execute steps
a. provide the rationale
b. demonstrate the skill
c. provide guided practice
d. check for understanding and provide feedback
e. provide extended practice and transfer
1. Give ample time to practice.
2. Include the students.
3. Describe the testing situation and specify the level of performance expected.
4. Divide skills equally for precision.
5. Design strategy based on the skills of the students.
6. Rehearse before the demonstration.
7. Provide feedback and encouragements.
8. Be able to construct good performance-based tests
Using Audio-Visual Materials
equipment, tools and instructional materials
- bulletin boards and chalkboards
- printed materials, charts, books and references
- models, miniatures and mock-ups
- projected still pictures, video tapes, films
- audio recordings
- overhead transparencies, lenses
- dissecting tools
Criteria for Selecting the Audio-Visual Material
1. relevance to the lesson
3. quality of the materials
Jessica D. Mojica