Micro-Scholarship, What it is, How can it help me.pdf
Science learning
1. Welcome to the Presentation on
Learning Science
Lipika Sahu
14.12.2016
2. I hear and I forget
I see and I remember
I do and I understand
3.
4. Science involves:
Building theories and models
Constructing arguments
Using specialized ways of talking, writing
and representing phenomena
• Science is a social phenomena with unique
norms for participation in a community of
peers
5. NCF 2005 & Science Education
• At the primary stage, the child should
be engaged in joyfully exploring the
world around.
• The objectives are to nurture the
curiosity of the child about the world, to
have the child engage in exploratory
and hands-on activities .
6. NCF 2005 & Science Education
• At the Upper Primary stage, the child
should be engaged in learning the
principles of science through familiar
experiences
• working with hands to design simple
technological models
• Continuing to learn more about the
environment and health
7. Reflection
• What do we know about how children
learn science?
• What does this mean about how we
should teach science?
8. • Students in classes I –VIII can do more in
science than is currently asked of them
• Science syllabi contain too many topics
given equal emphasis
• Science classrooms typically provide
few opportunities for students to
engage in meaningful science
• Good science teaching requires more
than expert knowledge of science
content
11. • Children entering school already
have substantial knowledge of the
natural world
• Young children are NOT concrete
and simplistic thinkers.
• Children can use a wide range of
reasoning processes that form the
underpinnings of scientific thinking
12. • Science education should Shift from
textbook to hands-on experiences
• Science syllabus should be
developmentally appropriate,
interesting and relevant to students’
lives: emphasize student
understanding through inquiry and
be connected to their life
13. Science process skills
Learning science is a process that students do,
and not something that just happens to them
• Observing
• Comparing
• Classifying
• Measuring
• Predicting
• Communicating
• Inferring
14. Science classroom needs to be an
active classroom
• Opportunity for the child to
think
• Meaningful and challenging
tasks given to the child
• Engage and help the child to
learn something new for herself
15. THE CHILD
SHOULD
Learn to follow
instructions and do
tasks
Read & Understand
science text
Observe closely
Record &
organize data
Articulate &
use experience
Develop logical
arguments
Develop
concepts
Develop the use of
language of
science
Develop inferential skills
16. Activities on Science
• Science Quiz
• Stories on scientific facts
• Science Exhibition/ Mela
• Riddles on Science
• Field Trip
• Debate/ Art
• INSPIRE
• Observation of Science day
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21. TEACHER THE GREATEST INNOVATOR
Anyone who stops learning is old, whether at twenty or eighty.
Anyone who keeps learning stays young.
To teach is to learn twice
Teachers should guide without dictating, and participate without
dominating
The critical factor is not class size but rather the nature of the
teaching as it affects learning.
LEARNING NEVER ENDS
The committee agreed on some basic assumptions about science and goals for science education. These are informed by research, but are more accurately the stance adopted by the committee as it reviewed research.
