TMN 3705 EXAM PACK 2023 LATEST UPDATE WITH CORRECT QUESTIONS AND ANSWERS QUESTION

TMN 3705 EXAM PACK 2023 LATEST UPDATE WITH CORRECT QUESTIONS AND ANSWERS QUESTION 1: [30 marks] 1) List and explain any two learning theories. (10 marks) Behaviourism Behaviourism assumes a learner is essentially passive, and will be shaped through positive or negative reinforcement. Learning is therefore defined as achange in behaviour. Skinner (1974) believed that behaviour is a function of its consequences, i.e. learners will repeat the desired behaviour if positive reinforcement is given. The behaviour should not be repeated if negative feedback is given. Giving immediate feedback, whether positive or negative, should enable your learners to behave in a certain way. Positive reinforcement or rewards can include verbal feedback such asThat’s great, you’ve produced that document without any errorsorYou’re certainly getting on well with that task, through to more tangible rewards such as a certificate at the end of the grade. Cognitivism Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a stage theory of child cognitive development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Cognitivism focuses on what happens in the mind – such as thinking and problemsolving. New knowledge is built upon prior knowledge and learners need active participation in order to learn. Changes in behaviour are observed, but only as an indication of what is taking place in the learner’s mind. 3) How can a Natural Science and Technology teachers accommodate all types of learners in their lesson planning? (5 marks) VISUAL AUDITORY READ/WRITE KINESTHETIC Learn by seeingLearn by hearing Learn by reading and writing Learn by doing Picture aidsRead-alou dDictionaries Practical assessment Power pointsVerbal instructionNote-takingHan ds on GraphicsDiscussionsBooksPhysical work NSTech teachers can accommodate all types of learners with the above-mentioned learning styles so learners can be assisted and be given the support they need. Learners must be given sufficient resources to describe the lessons to the learners so they can understand it properly. 4) How does indigenous knowledge differ from western knowledge regarding Technology? (5 marks) Indigenous knowledge Western knowledge Seeks to understand the world in a more holistic way and connecting through all the parts. Tries to understand the natural world by studying each part individually. Weak in predictive principlesWeak in local areas Lengthy acquisition Rapid acquisition Explanations based on examplesExplanations b ased on hypothesis Long-term wisdom Short term prediction Downloaded by: BradCooper | Distribution of this document is illegal QUESTION 2: [25 marks] 1. List the seven components of Technological Pedagogical Content Knowledge (TPACK). (14 marks) Content Knowledge (CK)– “Teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics… As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge” (Koehler & Mishra, 2009). Pedagogical Knowledge (PK)– “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009). Technology Knowledge (TK)– Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal and being able continually adapt to changes in information technology (Koehler & Mishra, 2009). Pedagogical Content Knowledge (PCK)– “Consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009). Technological Content Knowledge (TCK)– “An understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa” (Koehler & Mishra, 2009). Technological Pedagogical Knowledge (TPK)– “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009). Technological Pedagogical Content Knowledge (TPACK)– “Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009). 2. Reflecting on the components of TPACK, what are the three most important ideas about developing your own approach to teaching Natural science and Technology? Justify your choices. (6 marks) Content Knowledge (CK) This is the knowledge I as a teacher must have regarding Natural science and Technology, we will be teaching our students. We need to know what content will be taught in which subject and grade as Natural science differ from Technology so does the content per grade. The knowledge I have regarding the content being taught to my learners will include “theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge”. Pedagogical Knowledge (PK) This is the depth of the knowledge I have of the types of teaching methods I can use as a teacher and how and in what manner I will teach my learners. I also have the knowledge regarding the purpose, value and aims these teaching methods have in Natural science and Technology. “This applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” Technology Knowledge (TK) I as the teacher must have enough understanding regarding technology so I can use it comfortably and well in my everyday life. This helps our way of thinking and the way we use this in our teaching. We need to be able “to recognize when information technology can assist or impede the achievement of a goal and being able continually adapt to changes in information technology.” 3. Why is it important to integrate indigenous knowledge when you teach Technology? (5 marks) Analysis and synthesis of the design Searches for optional but specific solutions Use knowledge, skills, values, and resources to meet individual needs. Helps us to understand the skills and knowledge to perform accurate decision making. Provides important knowledge and insight towards the process when observing, adapting and mitigation. QUESTION 3: [15 marks] 1. What is the difference between a work schedule and Annual Teaching Plan (ATP)? (5 marks) WORK SCHEDULE ATP (ANNUAL TEACHING PLAN) This is a schedule that is used on a weekly basis to cover the content that will be taught for the subject. This is used when teaching a specific subject throughout the year. It is all the work that will be covered by us as the teachers during time. It displays the content that must be covered over the term, throughout the year. A work schedule is viewed according to the specific term. It displays formal and informal assessment that must be done in the time allocated. Dates displayed in the work schedule must correspond with the dates written in the learner’s books when activities or work are done. It gives us the hours that must be completed per grade, and it shows us what needs to be taught in that specific subject and we use the same annual teaching plan format per subject The work schedule consists of a week, date, topic, content, resources used, activities and date completed. It is a teacher’s guide that assists teachers with a set of principles on how make teaching proficient. 2. During their first teaching practice at Inanda Primary School, Ayanda and Johan are tasked to develop an exam for the Natural Science and Technology subject. They are not provided with any guidance about the task. How should they develop the exam? Explain thoroughly. (10 marks) I think before Fikile and Jaco, develop the examination task assigned to them, they need to get hold of the work already covered as stated in the curriculum so they can keep away from work that was not covered and stay clear to what was taught in the specific term. They will have to set out enough questions on various topics to make up the body of the examination question so teachers can identify skills and knowledge gained over the term, also to see where the learners are struggling, therefore Fikile and Jaco will have to cover a brought spectrum on the lessons that was done. They will need to do a lot of researching regarding the resources used while the teachers taught the class and what the need to cover in the examination. They cannot put a question in the test if this was not covered. They will also need to give a time frame allocated to the exam. Students must be granted time to prepare for the examination. Most important they will need to have their own knowledge regarding Natural science and Technology and they need to know what it’s about. QUESTION 4 [30 marks] 1) IDMEC (investigate, design, make, evaluate and communicate) is the cornerstone for methods of teaching TE. How can you take your learner through the design of a wooden stirring cooking utensil? (10 marks) Designing a wooden stirring cooking spoon: Step 1: Make a drawing of the spoon you will be designing. Step 2: Cut out the outline of the spoon you have drawn. Step 3: Carve out the bowl of the spoon. Step 4: Hand carve the inside to shape the spoon. Step 5: Shape the handle and the outside of the spoon Step 6: Hand sand the rough edges on the spoon and finalize the surface. Step 7: Shape the handle to a comfortable hold and sand it down. Step 8: Apply a food safe finish and let it dry. Step 9: Enjoy cooking with your own designer spoon 1.Using examples, discuss the cognitive and process skills that learners will develop in Natural Sciences. • Accessing and recalling information – being able to use different sources to get information, and to remember relevant facts and key ideas, and to build a conceptual framework. • Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume). • Predicting – stating, before an investigation, what you think the results will be for that particular investigation. • Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs. • Making/constructing – building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling, gluing. • Observing – noting in detail objects, organisms and events. • Comparing – noting similarities and differences between things. • Evaluating and improving products – using criteria to assess a constructed object and then stating or carrying out ways to refine that object. • Designing – showing (e.g. by drawing) how something is to be made taking into account the design brief, specifications and constraints. • Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format. • Raising questions – being able to think of, and articulate relevant questions about problems, issues, and natural phenomena. • Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying. Sometimes an investigation has to be repeated to verify the results. • Interpreting information – explaining what the results of an activity or investigation mean (this includes reading skills). • Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will vary. • Hypothesizing – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis is used as a basis for further investigation which will prove or disprove the hypothesis. • Making/constructing – building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling, gluing. 2. How do natural science and technology complement each other? Use the following aspects in your responses, goal, focus, development methods, evaluation methods and major processes. •GoalNatural Science: Search of new knowledge and understanding of the world around us and of natural phenomena. Technology: The creation of structures, systems and processes to meet peoples’ needs and improving the quality of life. •FocusNatural Science: Focus is on understanding the natural world. Technology: Focus is on understanding the need for human–made objects and environments to solve problems. •Development MethodsNatural Science: Discovery through carrying out investigations Technology: Making products though design, invention and production •Evaluation Methods Natural Science: Analysis, generalization and creation of theories Technology: Analysis and application of design ideas •Major ProcessesNatural Science: Investigative and logical processes planning investigations conducting investigations and collecting data evaluating data and communicating findings Technology: Practical solution-orientated processes identifying a need planning and designing making (constructing) evaluating and improving products communicating 3. What are the criteria for meaningful activity? construct relationships. extend and apply mathematical knowledge. explore how ideas are connected. find alternate solutions. justify their thinking. extend the task or problem. create generalizations. reflect on the experience 4. What is natural science and why should we teach natural science? Helps you understand the natural world Natural science entails an in-depth study of the natural phenomena and therefore helps you to learn concepts required to understand the natural world 5. Explain what is meant by scientific attitudes 1) critical-mindedness 2) suspended judgment (restraint) 3) respect for evidence (reliance on fact) 4) honesty 5) objectivity 6) willingness to change opinions 7) open-mindedness 8) questioning attitude 9) tolerance of uncertainty Question 1: 1.1 Discuss the nature and origin of Natural Sciences. (10) Natural science is rooted in the belief that nature is comprehensible, it means that it is not capricious and magical, but it is rationally ordered and can therefore be known and understood. Natural science as we know it today combines direct, experimental investigation of nature with reasoned, inductive logical thinking to interpret, explain and generalize about the patterns or regularities observed in nature. Natural science as we know it today began in 16th century Europe. The founders of natural science were Nicholas Copernicus (1473±1543); Sir Francis Bacon (1561±1626) (Bacon was the father of what might be called the experimental scientific method); Galileo Galilei (1564±1642); Johannes Kepler (1571±1630); and Sir Isaac Newton (1642±1727). This is not to say, however, that science did not exist before the work of these men. The ancient Greeks, Arabs and Chinese were great mathematicians, engineers, and astronomers. Based on this assumption (namely, that ideas and reasoning must be tested against reality), natural science made phenomenal progress, and both natural science itself and the technology it made possible have become transcultural. Experimental science and technology are among the very few cultural products that have crossed all cultural boundaries and are globally acknowledged and used. From the above, it should be clear that natural science as we know it today, is both a body of knowledge, that is, ideas and concepts explaining natural things and events, and a method (or process) of acquiring knowledge 1.2 Why is Natural Sciences education valuable? Discuss briefly. (10) Natural science education is essential because it is of immense value in the pupil's personal lives as well as in the lives of their communities. The value of natural science education may be summarized as follows: Natural science education provides experiences that can lead to the development of basic scientific literacy. All children need to become scientifically literate in order to function effectively in a contemporary society and economy that rely heavily on science and technology. Natural science education creates a basic understanding of nature and everyday technological devices. Children who perceive nature and technology as being understandable, develop greater confidence than those who view nature and technology as mysterious and magical (Gega 1994:16). Natural science education contributes to community upliftment by developing scientifically literate persons who can cope with basic socio-scientific problems. Natural science education can help develop a spirit of inquiry necessary for lifelong learning. Natural science education can help create an awareness of, a sensitivity to, and concern for nature and the environment. Natural science education as a search for truth may teach the virtues of honesty, humility and responsibility 1.3 What are the criteria for meaningful activities? (5) The criteria for meaningful activities are the following: The activities should be appropriate to the age and grade of the learners and the knowledge and skills that they have already learnt. If relevant, the scientific concepts should be related to the children's experiences and interests. The learners should have sufficient and correct prior knowledge to understand the activity. Such knowledge must be taught prior to the activity. The teacher must clearly explain the purpose of the activity. The teacher must control the whole class the whole time so that unproductive playing, towards which children are naturally inclines, is prevented. The teacher must point out and explain what the learners must attend to. On their own, children's investigations tend to be unsystematic, and they often concentrate on trivial and/or irrelevant matters. Without the teachers' guidance, the children may not discover and learn what they should; they may even make false ``discoveries''. Question 2: 2.1 Distinguish between knowledge and mental frameworks. (4) A personal mental framework may be described as how one thinks things are, and these forms one's own personal frame of reference. This frame of reference may, however, be incorrect in that the way one thinks things are, is not necessarily the way things are. One's idea of something may be wrong. The reason is that mental frameworks are usually constructed based on perceptual experience, and perceptual experience is often incorrect. For example, we all experience the earth as being flat, but we know that it is spherical. Knowledge of something means that one's ideas of it correspond to how it really is. In other words, knowledge is limited to correct ideas while a mental framework consists of both correct ideas (knowledge) and incorrect ideas. 2.2 Explain what is meant by “child science”. (3) '' Child science'' is children's way of making sense of the natural world. Child science refers therefore to the explanatory ideas of natural phenomena that children construct for themselves. These ideas are often wrong. Child science may also include wrong information given by adults. It is the duty of the natural science teacher to correct such wrong ideas. What this means, is the following: Children do not arrive at our science lessons with empty minds. They have often already constructed their own interpretative ideas regarding natural phenomena. These ideas may be incorrect, but they seem entirely logical and sensible to the child; in other words, children have their own personal child science. If the meanings and ideas that a child has constructed for himself or herself are incorrect, any new information that is linked thereto is also likely to be wrong, or to be wrongly applied (Gega 1994:42). Children cling strongly to the ideas and meanings that they have constructed for themselves; in other words, children (like all people) are reluctant to admit that their ideas and preconceptions are wrong (Watson Konicek 1990:682). 2.3 Discuss the need for discipline in a classroom and in a science classroom. (10) Discipline in the classroom means that the reality of childhood is taken seriously. This means that the teacher must do the following: Foster an ethos of respect by being a model of courtesy, BUT at the same time, do NOT tolerate any disrespect that any child may show towards an adult. Make it very clear to the children, by requiring each one to do his or her best, that they are in school to learn subject matter and standards of decent behaviour (good character). Model self-control, self-discipline, and conscientiousness by being prepared for lessons, being punctual, not wasting time, demanding hard work from each other, etc. Insist on correctness, about the science learnt and about matter such as spelling and grammar. This disciplines the mind and inculcates humility, responsibility, and self-discipline, all of which are essential characteristics for professional and social success in later, adult life. Punish misbehavior and disobedience fairly and consistently. Children must learn that a civilized, democratic society can only exist within a system of prohibitions, adjudication, and punishment. 2.4 Explain how children with limited English proficiency can be helped to learn science successfully. (10) Here are some things that can work for you, based on what many effective teachers have learned from helping LEP pupils. Use a listening-speaking-reading-writing sequence in teaching whenever possible. Listening lays the foundation for the other language skills. It is easier to speak what we have first heard, read what we have spoken and write what we have read. Use multisensory, hands-on teaching methods whenever you can. Concrete materials, investigations, demonstrations, audio-visual media, graphs, diagrams and so forth, are more likely to foster meaningful learning than studying printed matter. One great advantage of hands-on science over most other subjects is that the actual doing demands little verbal ability. Most speaking occurs before and after the event. Pair LEP learners with bilingual partners who can supply brief translations as needed. But coach these partners to focus on teaching English words and phrases for actions taken or objects observed during investigations. For a good pattern, have them say the word or phrase referring to an action or object and have the LEP child repeat it immediately. Place LEP learners in cooperative learning groups to increase chances for frequent, low anxiety, informal interactions with other children. Speak slowly, use short sentences, and rephrase what you say if a child seems unsure rather than repeat what you have said. Use body language, props, pictures, and sketches to clarify your words. Check more specifically whether a child understands by asking questions answerable by yes or no, or by having the child do something you can observe, such as point to an object. Avoid idiomatic expressions; they can be confusing when taken literally: eg, ``it is as easy as pie'' or ``please take your chair''. Make whatever you refer to as concrete as possible use what you know the children have done or observed in the past. Give observable examples in the present as well: ``The handle of this pencil sharpener is also a lever.'' To help learners build schemata, write key concepts and vocabulary used during a lesson on the chalkboard. Often make a concept map to outline what is to come in a lesson or to summarise the content of a lesson. Emphasise and repeat key words of the lesson as you teach. This cues the child about what to remember and how the words sound. Question 3: 3.1 Hands-on activities are the ideal method of teaching Natural Sciences. Give a critical analysis of this statement by referring to school science teaching. (10) About hands-on activities, it is an idea that needs to be qualified. It is true that the agent of intellectual learning is the activity of the learner's own mind and that knowledge gained during well-structured hands-on activities is better remembered than purely verbal explanations. It is also true that knowledge gained in a familiar, relevant, and problem-solving context is better understood and integrated. 3.2 What must Natural Sciences educators pay attention to if they were to transform child science into true scientific understanding? (6) About hands-on activities, a science teacher has the following duties to ensure successful learning during hands-on activities: He or she must ensure that the learners have acquired the necessary prior knowledge so that they can understand the purpose of the activity. It is your duty as teacher to prepare the children's minds for the activity and/or any research that they must do. A teacher's job, and moral duty, is to TEACH. One must not assume that the children will learn academic subject matter in an incidental, spontaneous manner. It is important that teachers always bear in mind that academic subject matter is seldom mastered by children (and adolescents) without good teachers who take very seriously their responsibility to teach ± i.e., to structure lessons and learning activities, to explain subject content, to question and to lead and guide children's observations and enquiries. It is simply not true that direct instruction (which includes verbal teaching) results in passive learners. The teacher must help and guide the children. In other words, a learning activity must not involve too much independent effort from the learners. They still lack the knowledge, research skills and/or perseverance to learn without a teacher's guidance and help. The teacher must give clear instructions to the learners. The teacher must carefully structure the lesson and the learning activities and guide the children's attention to the relevant matters. On their own, without the teacher's help and guidance, the children may not discover and learn what they should, and they may even make ``discoveries'' that are false. On their own, children's investigations tend to be unsystematic, and they often concentrate on trivial and/or irrelevant matters. The teacher must be in control of the whole class the whole time to prevent unproductive playing around towards which children are naturally inclined. 3.3 Explain what misconceptions mean in the Natural Sciences context, and then discuss why correcting misconceptions is important. (7) Misconceptions is a view or opinion that is incorrect based on a fault of thinking or understanding. Find out what ideas your learners may already have formed regarding the concepts you are trying to teach them. If there are misconceptions, try to correct these in the following ways: Ask learners several questions that they cannot answer correctly based on their wrong ideas. Make sure that you explain the new ideas at the appropriate level of understanding and use language that pupils can understand. Ensure that the new ideas make sense and fit into learners' present framework of knowledge. Learners understand new ideas in terms of those that they have already mastered. If they do not understand the new ideas, such ideas will not seem reasonable, and they will be rejected. Present the new ideas in such a way that they can be used to solve problems. Concentrate on the problems that learners' present ideas could not solve. In this way, there is a good chance that learners will change their ideas and will let go of the old idea. They may then make the necessary effort to learn the new idea. Correcting misconceptions is important for three reasons: First, learners who are not empowered with true scientific understanding are denied the scientific literacy that they need to succeed in a contemporary society, which relies heavily on science and technology. Secondly, scientifically illiterate people do not always see the need for environmental programmes. For example, many children believe that, during combustion, the burning substance simply disappears. If this view is not corrected, they will not see the connection between combustion and air pollution, and, consequently, the need for smokeless zones. Thirdly, if we do not transform child science into true scientific understanding, learners' wrong ideas and the information imparted during science lessons will exist side by side in their minds. This will prevent the development of an orderly, integrated, and holistic understanding of the natural world. What will then occur is a compartmentalization of ideas where ``students think that nature works one way at home and another way at school'' Whilst misconceptions should be corrected, one should be careful never to teach invalidated and unprovable theories posited by scientists (e.g. the theory of evolution) as scientifically validated facts. Question 4: 4.1 Natural Sciences is, by its very nature, closely linked to environmental education. Please discuss this statement. [10] Natural education is preserving the world in what we live in and how to stop the pollution that is going on around as. the science and technology aspect of it is that we can create solutions to the problems. Natural education is concerned about the population, poverty, and pollution. Population and poverty go hand to hand, as there will not be enough money and resources to supply everybody on earth if we keep on growing. In science, the children would learn how to prevent this from happening in their society as they would be scientific literate. Pollution is a huge problem all over the world, oil in seas, plastics on the ground and everything is endangering our eco system. In science, we learn about it, so we know about the consequences, and be more careful when we want to pollute. In natural science and environmental education, we can create a concern for the eco system and our world to prevent it from being destroyed because of our actions. This is where the moral values that is being taught by natural science. We need to understand and protect that is keeping us alive. Question 5: 5.1 Discuss the purpose of projects in teaching Natural Sciences, as well as the criteria for good project topics. (5) The purposes of all projects are stated by Opie (1990:45) as follows: recognizing the interests of learners and giving them credit for their special knowledge and skills teaching learners to take responsibility for a larger task involving simple research and communication skills Choosing good project topics included ideas that serve a learner's special scientific interests and skills ± if it is viable, give the learner the freedom to choose his or her topic help solve the practical problems in learners' daily lives, for example, ``My little brother or sister keeps sneaking into my room'' (perhaps a ``burglar'' alarm made from a buzzer, two torch batteries and electric wire will keep little brother or sister out) (Grade 6) promote productivity and thrift, for example the construction of models and improvised apparatus for use in the classroom promote environmental awareness, for example, ``How can we conserve our soil?'' (build models of and/or discuss ``terracing'', ``contour farming'', ``windbreaks'', ``crop rotation'') (Grade 6) promote personal health and safety, for example, ``Why do we wash our hands before handling food?'' (investigate the mould growth on two potatoes, one peeled with washed hands and the other peeled with unwashed hands, and are then placed in two sterile, closed glass jars) (Grade 7) 5.2 The mind needs to bring a set of relevant concepts to the learning experience. It is no good setting children free in a field and asking them to experience nature, as they can only experience what they already recognise. Study section 3.3 and discuss this statement. (5) The process of constructing a personal mental framework of ideas (which may either be correct or incorrect) from one's views and interpretations concerning all that one experiences, starts during early infancy.'' Child science'' is children's way of making sense of the natural world. Child science refers therefore to the explanatory ideas of natural phenomena that children construct for themselves. These ideas are often wrong. Child science may also include wrong information given by adults. It is the duty of the natural science teacher to correct such wrong ideas. What this means, is the following: Children do not arrive at our science lessons with empty minds. They have often already constructed their own interpretative ideas regarding natural phenomena. These ideas may be incorrect, but they seem entirely logical and sensible to the child; in other words, children have their own personal child science. If the meanings and ideas that a child has constructed for himself or herself are incorrect, any new information that is linked thereto is also likely to be wrong, or to be wrongly applied. Children cling strongly to the ideas and meanings that they have constructed for themselves; in other words, children (like all people) are reluctant to admit that their ideas and preconceptions are wrong. Question 6: (5) 6.1 Discuss assessment strategies under the following headings: 6.1.1 Assessment before teaching Ask learners for their views and ideas regarding the concepts that you are going to teach. Take note of all the ideas. (You could perhaps write them on the chalkboard.) Do not at this stage indicate whether their ideas are correct. Accept all the ideas as possibly correct. Put forward the scientific view (at a level that the learners can understand) as another possibly correct view. Present learners with problems in the form of questions, demonstrations, or hands-on activities, which are discrepant events (see section 7.2.2(c)) that cannot be solved or explained by means of their ideas. Consolidate the learners' understanding of the scientific view by applying it in situations related to the pupils' daily experiences and interests. 6.1.2 Assessment during the lesson Questioning and discussions Observing the learners while carrying out activities Listening to learner-learner interactions Checking the learners' verbal and diagrammatic responses to worksheets and textbook activitie