Lsk3701_Summary

Learning Unit 1 The Nature of Science and Science Learning 1.1 SCIENTIFIC LITERACY • Scientific literacy refers to four interrelated FEATURES, that is, an individual’s → Scientific knowledge and the use of that knowledge to identify questions, acquire new knowledge, to explain scientific phenomena and to draw evidence-based conclusions about science-related issues. →understanding of the characteristic features of science as a form of human knowledge and inquiry →awareness of how science and technology shape people’s material, intellectual and cultural environments →willingness to engage in science-related issues and with the ideas of science as a constructive, concerned and reflective citizen • Influences people’s decisions about personal and societal problems. • Overall aim of the science curriculum is to develop scientific literacy – May be broken down into components so that an achievable curriculum and programme can be planned. • To promote this aim, 3 components are distinguished: →scientific knowledge/concepts →scientific process skills →scientific attitudes 1.2 THE NATURE OF SCIENCE • Yours & learner’s ideas about science will influence the way you teach and the way they learn. • Gender, cultural group, race or age→ You may stereotypically teach by passing on these ideas that you have regarding a scientist onto the learners that you teach. • 2 main views that people hold about NOS: → TRADITIONAL VIEW: Science is a subject that has rules, laws and theories to be learnt →MODERN VIEW: Science as a study of natural phenomena, as well as a way of trying to understand the world and a way of thinking and acting • Science as way of doing rather than “object” to study = motivated to teach science as a form of inquiry and not just a subject that involves the study of facts. What is a scientist to kids: -White lab coat -Spectacles -Wild hair LSK3701- LIFE SKILLS SCIENCE AND TECHNOLOGY TEACHING IN FOUNDATION PHASE • It is through learner’s enquiry that they develop an understanding of the NOS and become scientifically literate. • Teaching science in an integrated way is known as STEAM (science, technology, engineering, arts and mathematics), IKS (Indigenous knowledge system), or teaching through play. • The practice of science is understood to have the following nature: → Tentative(subject to change), empirically based (observations of natural world), subjective (theory-laden), partly the product of human interference, imagination and creativity (invention of explanation), and socially and culturally embedded. →Distinction between observations and inferences and between functions of and relationships between scientific theories and laws • In addition, →there are various methods of investigation →current knowledge guides investigations →assumptions are involved in formulating and conducting scientific inquiries →there are limitations to data collection and analysis in addressing research questions →alternative explanations and models are developed from the same data →there are reasons behind the use of controls and variables in experiments →there are differences between data and evidence →logically consistent arguments connect evidence and explanations →communication plays a role in the development and acceptance of scientific information • The integration of explicit, reflective instruction about the NOS and scientific inquiry in science topics promotes the development of scientific literacy 1.3 LEARNING SCIENCE THROUGH ENQUIRY • Attitudes and thinking in science are the same as those attitudes and thinking in problem solving. • The development of thinking (reasoning) and open-mindedness = exploration of science is enjoyable and supports lifelong learning of science. • Inquiry-based approach develops scientific thinking. →promotes the development of scientific thinking →develops an understanding of “how we know” science →develops an understanding of the nature of science → develops skills of independent inquiry about the natural world • Inquiry as a teaching approach: →is opposite to expositor approaches (transition approach which exposes information) →is constructivist in nature (learn from ongoing mental framework changes to make meaning of our experiences) →encourages active learning in children