LADNSCC:

Teaching Natural Science

Assignment: 3

Unique Number: 885777

25 September 2020

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 DECLARATION OF ORIGINALITY

FULL NAME OF STUDENT: Faheema Ali

STUDENT NUMBER: 50411373

Declaration:

1. I understand what plagiarism is and I am aware of the universities

policy in this regard.
2. I declare that this assignment is my own original work where other
people’s work has been used (either from a printed source, internet or
any other source), this has been properly acknowledged and referenced
in accordance with departmental requirements.

F.ALI

25-09-2020

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 CONTENTS PAGE
PAGE 1 COVER PAGE
PAGE 2 DECLARATION
PAGE 3 CONTENTS PAGE
PAGE 4 QUESTION 1
PAGE 5 - 7 QUESTION 2
PAGE 8 QUESTION 3
PAGE 9- 12 QUESTION 4
PAGE 13 -16 QUESTION 5
PAGE 17 BIBLIOGRAPHY

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QUESTION 1
1.1 Inquiry based learning is a form of learning which begins by proposing questions,
scenarios or problems instead of presenting facts that are established or depicting a
path of knowledge that is seamless. In other words, inquiry-based learning is a general
process where learners will seek information or comprehension. This process is
generally overseen by a facilitator.

1.2 Guided inquiry involves a teacher choosing the topic or providing problems for
investigation. Then the learners are provided with materials so that they can develop
their own methods of inquiry to move through concepts and use their own methods to
solve the problem.
Open inquiry is when the teacher gives the learners time and support, they are also
allowed to pose their own original questions that they investigate through their own
methods. The learners will present their results, discuss and expand their concepts with
the support of the teacher. Open inquiry is student-driven.
1.3
 Introduction- part of the orientation phases whereby the topic is introduced to
learners so that they can become acquainted with the topic and identifies possible
problems and variables that could be useful for later investigations.
 Exploration- is part of the conceptualization phase whereby learners are encouraged
to raise questions regarding the topic to form their research questions
 Designing the investigation- is also part of the conceptualization phase and also part
of the investigation phase. Learners use the research questions gathered and
hypothesis that has been formulated to create a research plan to investigate the
topic.
 Conducting the investigation- is part of the investigation phase which is used to
respond to the research questions and hypothesis. Learners collect and analyze
data, formulate their findings and monitor the investigation.
 A conclusion is drawn in the conclusion phase whereby learners relate their findings
to their research questions and hypothesis. After conclusions have been reached,
the data collected will have to be critically evaluated so that research
findings/hypothesis can be approved or disapproved.
 Presentations/communication- is part of the conclusion and discussion phase
whereby learners communicate their conclusions by writing their research findings
down or creating graphs. These conclusions are used to communicate where
improvements can be made so that students can successfully learn from their
mistakes and gain new skill sets.
 Deepening and broadening- is part of the discussion phase whereby the teacher and
learners discuss the conclusions reached, hereby increasing the learners
understanding of the topic so that learners can successfully move on to the next
topic.

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QUESTION 2
2.1 Structured Task:

• Introduction -The teacher will introduce the learners to the topic of renewable and non-
renewable energy sources and refresh their memories on work done in grade 6. The teacher
will give the students a question: “What is the difference between renewable and non-
renewable energy sources? List energy sources by each and investigate which energy source
is better for sustainability?”
• Exploration- Learners are given a list of sources of energy and are instructed to investigate
whether each are renewable or nonrenewable sources of energy and explain why they are
listed as one or the other source of energy. The teacher will hand out articles to the learners
for additional information; learners can also retrieve information from their workbooks, and
alternatively search for information on the internet.
• Designing the investigation- Learners use the information gathered to answer their
activity/research question. With the research questions they gathered they will pose a
hypothesis and design an investigation. A hypothesis can be given, such as:
“Renewable energy is better for our planet since it does not leave such a large carbon
dioxide footprint like non- renewable sources i.e. fossil fuels burned by industries”.
• Conducting the investigation- the teacher will provide articles to the learners and
instructions as to what the learners need to look for. For example, learners are given an
open question as to what the differences are, and learners can gather that information from
the articles with scientific evidence and formulate their findings.
• Conclusion- learners draw a conclusion from the evidence they have collected during their
investigation and learners will approve or disapprove their hypothesis.
• Presentation/communication- the conclusion made will be communicated in a written
form. The learners will discuss what their findings were with the teacher so that optimal
learning can take place.
• Deepening and broadening- the teacher discusses the research findings in depth the
learners and also the answers as well as the conclusions reached with the hypothesis. The
aim is that learners successfully understand the different types of energy sources and
what each entail.

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2.2 Guided task:

• Introduction – The teacher introduces the topic of renewable and non-renewable energy
and gives the learners open questions such as: as “What is the difference between
renewable and nonrenewable energy sources?”, “Give examples of each”, “Why do we need
energy?”, “What are fossil fuels?”, “What do we mean by renewable and non-renewable
energy sources?”. The teacher defines concepts such as fossil fuel, hydropower, biofuel,
greenhouse gasses, methane and nuclear.
• Exploration- before learners are left to develop their own methods of inquiry they are
divided into small groups. Learners are given all the materials they need to do their research
to create their hypothesis and research questions. Learners can choose their own subtopic
to investigate from the open questions posed.
• Designing the investigation- learners can design their own investigation, for example, is
biofuel a good source of energy and why? The teacher can be asked for guidance when
needed.
• Conducting the investigation – learners will conduct their investigations in pairs and
discuss among another what their findings are before they reach their collective findings.
• Conclusion- groups will reach different conclusions since they can choose from the
different questions posed to investigate and create hypothesis. This is a great learning curb
since most questions are covered.
• Presentation/communication- learners are welcome to present and communicate their
work in the form of presentations, drawings, video reports, etc. The teacher will discuss the
work with the learners.
• Deepening and broadening -the topic if renewable and nonrenewable energy sources will
be discussed as well as all the questions that were posed so that learners can learn from
their investigations.

2.3 Open task:

• Introduction -The theme of renewable and non-renewable energy is explained. Words are
defined and explained to the learners. Learners are given articles and a video clip to watch
on the energy sources.
• Exploration- learners pose their own original questions and use them to create research
questions and/or a hypothesis based on the topic of renewable and non-renewable energy
sources.
• Designing the investigation – learners are given the freedom to investigate any ideas they
wish if it falls under the main theme. Learners are free to use their own methods. Learners
are given time and support regarding their investigations. For example, learners may do
intense research on nuclear, hydro or sun power.
• Conducting the investigation -when doing their investigation, they are given the freedom
to explore the concepts and ideas that appeal to them, so they can also use unconventional
methods to investigate. Sun power can be investigated by monitoring how much energy
solar panels can generate and how high the carbon footprint in comparison to conventional
methods. Hereby a deduction can be made whether it is more eco-friendly and if it can
charge the same amount of house items.

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• Conclusion- Learners can reach a conclusion and represent it in a graph or any other form
they find suitable.
• Presentation/communication- learners can communicate their ideas through their
presentations with graphs, images, videos or any other form.
• Deepening and broadening- the teacher discusses the conclusions reached with the
learners and touches on the sub topics of the main theme so that learners have a holistic
view and have an understanding of how energy works and how the main theme and sub
themes are all interconnected.

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QUESTION 3
3.1 Principles of assessment:

The following are some of the principles of assessment: it should be fair to all learners from
diverse backgrounds; it should cater to learners from various backgrounds; it should
improve the quality of learning since assessors have the opportunity to identify weaknesses
and improve on them; individual learners need to be recognised for their achievement
through assessment; it should also be bias free as to cater to the diverse backgrounds of all
learners so that gender, race, abilities learners and cultural backgrounds do not influence
the assessors objectivity.

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QUESTION 4
Inquiry is considered to be one of the best ways for students to learn and acquire skills in
science. Scientific enquiry specifically refers to how investigative activities can be used to
gather information about the relationships between objects, events, scientific variables.
Inquiry uses a framework of knowledge to explain and predict events using deductive and
critical thinking.

Inquiry-based learning involves a process where questions are asked first before
information/facts are given. Sometimes the process starts by describing a certain problem.
Learners are actively involved in the process of gathering information to answer these
questions/solve certain problems.

Inquiry-based learning may involve various activities that help learners improve their
knowledge and understanding. Such activities might include the use of various science
process skills to gather information, such as observing, comparing, experimenting,
researching and interpreting data.

Inquiry-based learning uses discovery to not only improve learners’ understanding of

scientific concepts but also gives them an appreciation of what goes into finding things out
reliably. Inquiry-based learning also gives learners the skills required to become critical and
independent thinkers so that they can develop appropriate solutions to specific problems in
future.

There are advantages and disadvantages when using assessment strategies for IBL. Possible
advantages and disadvantages include, but are not limited to the following:

1. Pre-Assessment

Advantages:

 Pre-assessments can be used to develop essential questions and measure individual

student’s prior knowledge.

 Pre-assessment provides the teacher a window into students’ understanding of

content that will be explored.

Disadvantages:

 Pre-assessment results may be limited as a result of the pre-assessment strategy

used and whether or not the educator assessed the class as a whole.

2. Teacher Observations/Anecdotal Records

Advantages:

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  Observation provides students with feedback and ensures their learning meets
curricular outcomes.

 Anecdotal records offer ways of recording aspects of students’ learning that may not
be identified by other techniques

Disadvantages:

 Educators need to be aware of their own biases and assumptions as their judgments
influence their observations and anecdotal records.

 Anecdotal records can be difficult to manage due to the documentation and

commitment of time needed to observe each student.

3. Effective Questioning

Advantages:

 Employing effective questioning strategies introduces and increases students’ critical

thinking skills

Disadvantages:

 When using effective questioning an educator must have an understanding of how

to ask effective questions

4. Peer and Self-Assessments

Advantages:

 Peer and self-assessment empowers students and promotes further learning as

students have the opportunity to assess their own learning and provide meaningful
feedback to peers.

 Through peer and self-assessment “Students learn the expectations concerning their
work in greater depth”

Disadvantages:

 Students may find peer-assessment difficult due to the competitive or individualized

nature of some schools

 Students may find self-assessment difficult due to having to make judgments about
their work

 The value in these types of assessments depends on students’ understandings of

how to peer and self-assess and the criteria-referenced guidelines students are
given.

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5. Portfolios

Advantages:

 Using portfolios allows for student choice and encourages student reflection

 Assignments have been collected over a period of time therefore portfolios are an
effective tool for measuring students’ growth.

 Portfolios demonstrate the partnership that should exist between formative and
summative assessment.

 Portfolios allow students choice of the work they want to have evaluated.

Disadvantages:

 Portfolios may be time consuming as some students’ work may lack clarity therefore
the educator will need to take time to conference with students.

 Using portfolios can be difficult to manage and assess if they are not well designed

6. Checklists

Advantages:

 Checklists can be given to students to assist them throughout the inquiry.

 Checklists can be used for ensuring the integration of relevant vocabulary,

productive group collaboration, and assessing understanding of content.

 Allows the educator and students to use the same checklist so expectations are
clearly defined and understood.

 Affords the teacher the flexibility to use checklists in various contexts of the inquiry.

Disadvantages:

 If the requirements on the checklist are too vague it may affect the observations of
the teacher

7. Rating Scales

Advantages:

 Rating scales can provide students with structure and guidance for their inquiry.

 Rating scales foster student empowerment because students have agency to choose
which area of the rating scale they want to attain.

Disadvantages:

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  Rating scales have the potential to limit student learning and creativity due to their
constricting nature.

 Educator biases may appear throughout the rating scale if the educator does not
consult with colleagues and students.

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QUESTION 5

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 BIBLIOGRAPHY

Horn, I.H. 2010. Teaching Natural Science. Pretoria, Muckleneuk:

University of South

Africa.

Inguiry In Education-The future of Science Education. (n.d.).

Retrieved from

Wordpress: https://inquiryineducation.wordpress.com/4-levels-of-
inquiry/

Levels of Science Inquiry. (2015-2018). Retrieved from Just science

now:

www.justsciencenow.com/inquiry

Margus Pedaste, M. M. (2015, February). Phases of inquiry-based

learning: Definitons

and the inquiry cycle. Educational Research Review. Retrieved from

https://doi.org/20.2026/j.edurev.2015.02.003

Mashile. E. 2003. Learning Area Didactics: Teaching Natural Sciences.

University of

South Africa, Pretoria.

https://mylearningjourneyexperiences.wordpress.com/inquiry-
based-learning/advantages-and-disadvantages-of-assessment-in-
inquiry-based-learning/

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