KITWECOLLEGEOFEDUCATION

PRIMARYTEACHERS’DIPLOMA

ScienceEducation

MODULE1
2012
COURSETEAM
ProgrammeCoordinator.....................................................................MsMwansaMCM
CourseCoordinator..............................................................................MrMwabaC
Authors..................................................................................................MrMwabaC
MrMbonshiJ
Mr.MwaibaM
Mr.KatakweA
Mr.ChilesheD.L
InstructionalDesigner/s.....................................................................MrB.Mtonga,
Mr.MusakaluN.C
Mr.MusondaB.M
Consultant.............................................................................................Mrs.KasaseS.

©KitweCollegeofEducation2010

CopyRight
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsyste
m,ortransmittedinanyformormeans,electronic,mechanical,recording,orotherwisewith
outthepriorwrittenpermissionofthecopyrightowner.
ScienceEducationSection
P.O.BOX22596,
KITWE.
Contents

Moduleoverview i

Isthiscourseforyou? i

Courseoutcomes i

Unit1.0 1
Whatisscience?..................................................................................................................1
OverviewofScience..................................................................................................1
DefinitionofScience.........................................................................................................2

BranchesofScience.................................................................................................2

NatureofScience..............................................................................................................2

TheStructureofScience....................................................................................................3

ScienceContent.......................................................................................................3

ScienceProcesses....................................................................................................4

ScientificMethodofInquiry...................................................................................4

ScienceProcessSkills..............................................................................................5

ScientificAttitudes.................................................................................................6
WhatisScienceEducation?..................................................................................................7
AimsofScienceEducation.........................................................................................7
UnitSummary...................................................................................................................8

Unit2.0 9
GovernmentPolicyonScienceEducationatBasicSchoolLevel,IncludingGender,Teachinga
ndLearningResources........................................................................................................9
GovernmentPolicyonScienceEducationatBasicSchoolLevel.................................10
 GenderinScienceEducation..............................................................................................11
FactorsThatAffectGenderinScienceEducation................................................................12
NatureofStudyMaterials.........................................................................................12
Methodology..........................................................................................................12
Pupils’Background.................................................................................................12
TheCommunity’sViewofScienceandTechnology..................................................12
TheTeachers’PerceptionofScienceandTechnologyinSociety.................................13
TeachingandLearningResources......................................................................................13
ClassroomResources..............................................................................................14
UnitSummary...................................................................................................................15

Unit3.0 17
TeachingStrategiesinScience...........................................................................................17
ApproachestoLearningscience...............................................................................18
CommonTeachingStrategiesinScience............................................................................21
TheUseofGamesinScienceEducation.....................................................................30
UnitSummary...................................................................................................................32

Unit4 34
PlanningandTeachingIntegratedScienceatBasicSchoollevel...........................................34
PlanningToTeachScience.......................................................................................34
Methodology..........................................................................................................37
Unitsummary...................................................................................................................53

SuggestedAnswerstoActivities 55

References 61
 Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Moduleoverview
Welcometoscienceeducationmodule1.Imagineyourselfasteacherinaworldwitho
utscience.Whatwouldhappeniftherewasnofactualandanalyticalwayoflookinga
ttheworld?
Justthinkaboutthisasweproceed.Thismoduleisintendedforthoseofyouwhointen
dtoupgradeyourteachingqualificationsasprimaryschoolteachers.Theobjectiveof
thecourseistostrengthenyouracademicandprofessionalcompetencesothatyouca
nfunctioneffectivelyasaclassroomteacherinScienceatBasicSchoollevel.Thismod
uleisdividedintofourunitswhicharefurtherbrokendownintosections.
 Unitoneisonthenatureofscience.
 UnittwoisontheGovernmentpolicyonscienceeducationatbas
icschoollevel.
 Unitthreeisontheteachingstrategyinscience.
 Unitfourisontheplanningandteachingofintegratedscienceat
basicschool.

Isthiscourseforyou?
Theonlypre-
requisiteforthiscourseisthatyoumustbeaservingteacherandacertificateholderfro
manyrecognisedteachertraininginstitute.

Courseoutcomes
UponcompletionofScienceeducationcourseyouwillbeableto

 Toupgradetheteachingskillsofprimaryschoolteachersino
lethemteachscienceatBasicSchoollevel.
 Tostrengthentheteachers’scientificknowledgeinordertoen
eachscienceconfidently.
Outcomes  Toequipteacherswiththenecessaryskillstoproducelowcos
ndlearningaidsinordertoimprovethequalityofteachingan
cience.
 Tohelptheteacheracquiremasterlyoftheskills,whichwillen
herleadpupilstowardsanunderstandingofthenatureandm
cience.
 Toequipteacherswithknowledge,skillsandattitudesneces

i
 cessfulteachingofscienceatBasicSchoollevel.
 Tostrengthenteachers’theoreticalandpracticalknowledge
gscienceinbasicschools.
 Tointroduceteacherstovariousorganizationalpracticesand
ociatedwiththeteachingofscience.

Attheendofeachportionofstudyyouwillberequiredtoco
chandeveryactivity.Makesureyoucheckforthepossible
undattheendofthemoduleonlyaftertryingouttheactivit
Assessments ear,therewillbeonewrittenassignment,practicalsession
entestpercontactandanexamination.

ii
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Unit1.0

Whatisscience?
Youwillunderstandthatmostphilosophersofsciencehavedescribedthenatureofsc
ienceasconsistingofsciencecontentandprocess.Thecontentofscienceistheknowle
dgethatconstitutesgeneralizationswhichincludestheories,laws,principles,factsa
ndscientificconcepts.Ontheotherhand,theprocessesofscienceareprocedureswhic
hscientistuseinformulatinghypothesis,verificationandconfirmationofgeneralisat
ions.
Inorderforyoutounderstandthenatureofscience,itwillbeessentialthatyoulookatt
hescientificknowledge.Scientificknowledgeisitselfacontinuouschange(Parkinso
n1995).
ScientificKnowledgecanbeobtainedthroughobservation,classificationandexperi
mentationandshouldbeviewedastentativetogivenewevidence.

OverviewofScience

Uponcompletionofthisunityouwillbeableto:
 Definethetermscience
 Describethebranchesofscience
 Explainthenatureofscience
 Distinguishbetweenscienceandscienceeducation
Outcomes  Explainwhatscienceeducationis

Terminology

Science: Asubjectthatlooksatthebodyofscientificknowledge
andtheprocessthatgeneratethisknowledge.

Nature: Realityasitexistsinnaturalphenomenon.
Observation Usingoneorallsensestocollectinformation.
Knowledge: Referstofacts,theories/
concepts,principles,lawsandgeneralisations.
Classification: Puttingthingsingroupofcommonfeatures.
Experiment: Testingthevalidityofthehypothesis.

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 Hypothesis: Atentativeorpossibleanswertotheproblem.Ageneral
statementusedtoexplainphenomena.

DefinitionofScience
YouwillbeexpectedtodefineScienceasascientificsubjectthatlooksatprocessesandt
hebodyofobjectiveknowledge(SundandTrowbridge,1967).Itinvolvesknowledge
oftheories,laws,facts,conceptsandprinciplesandhowscientificprocessesareusedt
odevelopthisknowledge.OtherauthorsdefineScienceinseveraldifferentways.

BranchesofScience
Youwilldiscoverthat,scienceisabroadsubjectthatconstitutesdifferentscientificcon
tributorydisciplines.Scienceconsistsof,Biology,Physics,Chemistry,AgriculturalS
cience,Botany,Zoology,EntomologyandEnvironmentalsciencetomentionjustafe
w.

Theintegratedsciencesyllabusstipulatesthecontributorysubjects.Listthecontrib
utorysubjecttointegratedsciencetaughtatbasicschool.
Activity

Youwillbeexpectedtostudyscienceandshowadeeperunderstandingofalltheabov
estatedbranches.

Howwouldyoudefinescience?

Activity

NatureofScience
Describe,usingfiveexamples,thenatureofscience.

Activity

Inorderforyoutounderstandthenatureofscience,itwillbeessentialthatyoulookat
scientificknowledge.Scientificknowledgeisobtainedthroughobservation,classifi
cation,experimentation,generalizationandverificationofevidence.
Thenatureofscienceisthatitis:
a) Tentative;itissubjecttochangeandthereforedoesnotpurporttobeabso
lutetruth.

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Module overview Teaching strategies in science
Planning and Teaching Integrated Science

b) Empirical;scientificknowledgeisultimatelybasedonobservationorex
perimentationtoproveit.
c) Holistic;scientificknowledgethathasspecializedsciencecontributory
subjectstoformthewholebodyofknowledge.
d) Replicable;scientificknowledgeisbasedonevidencethatcanbeinvesti
gated.
e) Humanistic;scientificknowledgeisaproductofmankind’sefforttofind
outinnaturepatternsthatinvolvescreativeimagination.

TheStructureofScience
Youwillhoweverdiscoverthatsciencetriestoexplainthenaturalworldaroundus.It
isconcernedwithunveilingthenaturalworld.Scienceherewillbeasabodyofknowl
edgebuiltupbyscientistsandconsistingofthecontent,methodsorprocessesandval
uesandattitudes.

Distinguishbetweensciencecontentandscienceprocess.

Activity

Science

CONTENT METHOD/PROCESS ATTITUDES/VALUES

Body of Knowledge Way of Investigating Way of Thinking

Figure1.0Structureofscience

ScienceContent
Youwillunderstandthatsciencecontentisthebodyofknowledgethatmakesupsci
enceasasubject.Sciencecontentthereforeconsistsoffacts,concept,theories,princi
plesandlaws.Sciencecontentreferstoproductsofscience

a) Facts:sciencefactsarearealityofthingsastheyexiste.g.waterfreezesat0
⁰Candboilsat100⁰Cisascientificfact.
b) Concepts:scienceconceptsarerelationshipsthatdescribethepropertie
sofobjectsformingapattern,e.g.themoleconcept,photosynthesisinpla
ntsandrefractionoflight.

3
 c) Principles:scientificprinciplesaregeneralizationsinvolvingseveralco
ncepts,e.g.theArchimedesprincipleandtheprincipleofmoments.
d) Laws:scientificlawsarerulesorgeneralizationsstatingrelationshipbet
weentwoormorethings,e.g.thelawofreflectionoflightandthelawofco
nservationofmatter.
e) Theories:scientifictheoriesbringupmanyconceptsandprinciplestoge
thertoexplainscientificphenomena,e.g.thekinetictheoryofmatter.

ScienceProcesses
Youwilllearnthatscienceprocessesaremethodswhichweusetoexplainandr
eviewscientificknowledge.AccordingtoHarlen(1992)scienceprocessesincl
udeobservation,hypothesis,predicting,communicating,investigating,inte
rpretationofdataanddrawingconclusion.

ScientificMethodofInquiry
Youwilldiscoverthatlearningscienceinvolvesdoingscienceratherthanthe
masteryofscientificfacts,theoriesandprinciples.Thescientificmethodofinq
uiryinvolvesproceduresinscientificinvestigationtotestorverifysethypothe
sesandthisinvolvesproblemsolvingactivities.

Explainclearlythestepsfollowedinthesciencemethod

Activity

SundandTrowbridge(1967)statesthat,pupilscanlearnactivelythroughscie
ntificmethods.CohanandManion(1997)summarizethesixstagesofscientific
methodasfollows:

Stage 1 Identification of the problem situation

Stage 2 Searching for relevant information

Stage 3 Synthesize information related to the

problem

Stage 4 Formulate hypothesis

Stage 5 Carry out a research/experimentation

Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Figure2:Stagesofscientificmethod

ScienceProcessSkills
Scienceprocessskillsarescientificskillsthroughwhichknowledgecanbeacq
uiredorrevealed.
a. Statethreebasicprocessskills
b. Stateandexplainthestatedskillscanbeidentifiedinalearner
Activity c. Nameanythreeintegratedprocessskills

YouwillfindoutthatscientificskillsaresubdividedintoBasicSkillsandIntegr
atedSkills.
(a) Basicskillsincludethefollowing:

 Observation:Collectinginformationbyusingon,ormoreofthefi
vesenses.
 Measurements:Usinginstrumentstomakequantitativecompari
sons withstandardunitse.g.Mass,VolumeandTime.
 Classification:Puttingthingsintogroupsofcommoncharacterist
ics.
 Communication:Expressingideasofcommoninterestinwritten,
oral/verbal,diagramandgraphicalforms.
 Predicting:Makingspecificforecastofwhatthefutureobservatio
ns willbebasedonpastobservations.
 Inferring:Makingreasonableandlogicalconclusionstoexplain

(b) IntegratedSkillsincludethefollowing:

 Interpretationofdata:Extractingandexplainingdatafromgraph
s, tables anddiagramswithreasonableskill.
 ConductingExperiments:Usingexperimentalevidencetoansw
erortesthypothesis.

5
  Formulatinghypothesis:Useofrationalreasoningtofindouttent
ativeanswerstoproblems.
 Controllingvariable:Usedifferentconditionsorfactorsasabasisf
orexperiments.
 ExtrapolationofInformation:Useofcarefulreasoningtoskilfully
extractspecificallyrelatedtoyourresearch.

ScientificAttitudes
Scientificattitudesaredesirableattitudesthatfosterthestudyofscience.
a. Stateanyfivescientificattitudes
b. Explainthemaccordingtoyourownunderstanding
Activity

AscienceLearner/
Teacherisexpectedtoportraypositiveattitudesinscience.Theseincludethefo
llowing:
 Persistence:Maintaininganactiveinterestintowardsagiven
topic/subject.
 Curiosity:Havingalongingtoknoworunderstandsomething.
 Skepticism:Havinganopportunitytoquestionotheropinionswithv
iew tocorrect.
 Objectivity:Basingconclusiononevidenceandnotcookingupresu
lts.
 Creativity:Beinginventiveandusingintellecttobringoutyourow
ninitiative.
 Humility:Notbeingpompousandarroganttowardsotherpeople.
 Openmindedness:Willingtobeobjectiveandacceptotherpeople’
sopinioneveniftheycouldbewrong.

WhatisScienceEducation?
ItwillbeimportantforyouasateachertounderstandthatScienceEducationiscon
cernedwiththeteachingandlearningofscience.Itisalsoconcernedwiththemeth
odsandtheoriesofteachingandlearningofscience.
AccordingtoAndersonandSimpson(1981),everypersonmustbescientificallyli
terateinordertofunctioneffectivelyinthispresentscientificandtechnologicalso
ciety.
Youasascienceteacherhavetheresponsibletodevelopinlearners,abilityandatti
tudesof“doingscience”andactingscientificallybyapplyingscientificknowled
ge.
Scienceeducationisaboutscienceeducatorswhohavethetaskofpreparingstud
entsformultiplerolesandresponsibilitiesinthismodernsociety.

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Module overview Teaching strategies in science
Planning and Teaching Integrated Science

AimsofScienceEducation
 Acquisitionofknowledgeandunderstandingofarangeof
scientificconcepts,generalisations,principlesandlaws.
 Developmentofcognitiveandpsychomotorskillsandprocessesdirecteda
tscientificactivitiesinlaboratory.
 Utilizationofscientificknowledgeandprocessesinthe
pursuitofknowledge.
 Realizationthatscienceispartofoureveryday
experienceandcanbebetterunderstoodbyexploitingtheknowledge.
Distinguishbetweenscienceandscienceeducation.

Activity

UnitSummary
InthisunityoulearnedtheNatureofSciencewhichessentiallylooksatscient
ificknowledgeandhowitisobtainedthroughobservation,classification,ex
perimentation,generalizationandverificationofevidence.TheNatureofsc
Summary iencelookedatsciencecontentandscienceprocesses.Scienceteachers/
educatorsareexpectedtoinstilinlearnersdesirablescientificattitudesands
cientificprocessskills.Youareexpectedtounderstandthatscienceeducatio
ninvolvesmethodsandtheoriesofteachingandlearningscience.

1.Howwouldyoudefinescience?

2.Theintegratedsciencesyllabusstipulatesthecontributorysubjec
Assessment ts.Listthecontributorysubjectstointegratedscience.
3.Describe,usingfiveexamples,thenatureofscience
4.Distinguishbetweensciencecontentandscienceprocesses
5.Explainclearlythestepsfollowedinthescientificmethod.
6 (a)Statethreebasicprocessskills
(b)Stateandexplainwithunderstandingabouttheseskills.
(c)Namethreeintegratedskills.
7(a)StatefiveScientificAttitudes.
(b)Explainthemaccordingtoyourownunderstanding.
8 DistinguishbetweenScienceandScienceEducation.

7
 (Compareyouranswerswiththesuggestedonesatthebackofthemodulebut
donotcheckanswerstillyouhaveattemptedthequestion/s)

Unit2.0
GovernmentPolicyonScienceEduca
tionatBasicSchoolLevel,Including
Gender,TeachingandLearningReso
urces
TheGovernmentpolicyoneducationatbasicschoollevelisbasedonoutcomeswhich
focusonresultsratherthangoals,aimsandobjectives.Itplaceemphasisonobservable
andmeasurableskills,knowledgeandvaluestobeacquiredbylearners.Furthermore
,itemphasizeslearner-centerednessandprovidesforincreasedlearner-
teachercontacttime,differentabilitygroupsanduseofafamiliarlanguageinexplaini
ngconcepts.

Onthequestionofgender,thegovernmentemphasisestheneedforensuringthatallle
arnersareaccordedtheopportunitytostudyscienceregardlessofsex.Thisisbecause
allthecitizensofthenationneedabasicunderstandingofscientificprinciplesandissu
esinordertofunctionandcontributeeffectivelytothesocio-
economicandpoliticaldevelopmentofthenation.

Toensurethatthelearnersacquireandinternalizeconceptsinscience,thegovernmen
temphasisestheuseofteachingandlearningaidsforahandsonexperience

Uponcompletionofthisunityouwillbeableto:

8
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Outcomes  Defineapolicy.
 Explainthegovernmentpolicyonscienceeducation.
 Explaintheneedforgenderinscienceeducation.
 Explainwhyteachingandlearningaidsareimportantinteachi
ngscience.

AgriculturalScie Scienceandartoffarming;workorbusinessofc
nce ultivatingthesoil,producingcrops,andraisin
glivestock.
Terminology
Policy Guidingstatement.

Sanitation: Scienceandpracticeofeffectinghealthfulandh
ygienicconditions;studyanduseofhygienicme
asuressuchasdrainage,ventilation,purewater
supply,drainageanddisposalofsewageetc.
Environment: Allfactorsaffectingalivingthing;thesurroundi
ngsinwhichalivingthingexists.
Gender: Thesocialstatusofbeingamanorwoman(male
orfemale).
HIV/AIDS: TheHumanImmunodeficiencyVirus(HIV),w
hichcausesacquiredimmunedeficiencysyndr
ome(AIDS),principallyattacksT-
4lymphocytes,avitalpartofthehumanimmune
system.Asaresult,thebody’sabilitytoresistop
portunisticviral,bacterial,fungal,protozoan,a
ndotherinfectionisgreatlyweakened.
Homeeconomics: Scienceandartofhomemaking,includingnutri
tion,clothing,budgeting,andchildcare
Hygiene: Scienceofhealthanditsmaintenance;systemof
principlesforthepreservationofhealthandpre
ventionofdisease.

9
 Integratedscience Sciencethatbringstogetherotherlearningareas
: suchasEnvironmentalscience,HomeEconomi
csandAgriculturalscienceinadditiontocross-
cuttingissuesliketheenvironment,reproducti
vehealth,HIV/
AIDS,Hygiene,nutrition,substanceabusewat
erandsanitation.

GovernmentPolicyonScienceEducationatBasicSchoolLe
vel
TheGovernmentoftheRepublicofZambia(G.R.Z)hassetoutacomprehensive
nationalpolicyoneducationingeneralinthebook:EducatingOurFuture,
(G.R.Z;May1996:36).Themajorfocusofthispolicyistoimprovethequalityofba
siceducation.Itisbasedontheprincipleofintegration.
ThecontributingsubjectstothisareaEnvironmentalscience,Homeeconomics
andAgriculturalscience.Italsointegratedothercross-
cuttingissuessuchasEnvironmentaleducation,ReproductiveHealth,HIV/
AIDS,Hygiene,Nutrition,SubstanceAbuse,WaterandSanitation.
Thegovernmentemphasisestheneedforlearnerparticipationinthelesson.The
learningareashouldbeenhancedthroughcreativity,analysis,problemsolving
andtheinvestigativeapproach.Thegovernmentprescribesthatthelearningar
eashouldbetaughtusingavarietyofmethodsinalessonintheclassroomandout
side.Learnersareexpectedtoconductexperiments,studytours,fieldworkand
projectwork.
Integratedscienceisalearningareainwhichlearnersarerequiredtodevelopsci
entificknowledge,skillsandattitudethatwillhelpthemtoexploreandunderst
andtheirimmediateenvironmentandtheworldatlarge.
Attheendofgradeseven(7),learnersareexpectedtodevelopanattitudeofscienti
ficinquiryandcuriosity,theabilitytogeneratenewideas,abilitytoco-
operate,willingnesstoshareknowledge,anunderstandingofhumanbeingsan
dtheirenvironment,awarenessofavarietyoflifeandunderstandingoftherelati
onshipoflivingthingsintheirenvironmentandknowledgeandskillsinhealtha
ndnutrition.

Listwaysinwhichmaterialscanbemadegendersensitiveandfriendly.

Activity

10
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

GenderinScienceEducati
on
Themajoraimofscienceeducationistoensurethatallyoungpeopleareaccordedtheo
pportunitytostudyscienceformostoftheirschoollives.Thecurriculumemphasisest
heneedtoprovideequalopportunitiestobothgirlsandboystobescientificallyandtec
hnologicallyliterate.
Thisissobecauseallmodernsocietiesrequirethatordinarycitizenshavebasicunders
tandingofscientificprinciplesandissueinordertofunctionandcontributeeffectivel
yintheirsocietiesthatarebuiltinascientificandtechnologicalfoundation.

Howwillthepresenteducationpolicy“Educatingourfuture”helpinen
hancingeducationinthenation?
Activity

Allpupilsshouldbehelpedtounderstandscientificbasicprinciplestohelpthe
munderstandtheworldaroundthem.

FactorsThatAffectGenderinScie
nceEducation
 Natureofstudymaterials
 Methodology
 Pupils’background
 Thecommunity’sviewofscienceandtechnology
 Theteachers’perceptionandunderstandingofscienceandtec
hnology.

NatureofStudyMaterials
Thematerialsusedtendtobegenderbasedforboysthanforgirlse.g.sciencebookss
howingmaledoingsciencework.

Methodology
Theteacher’swayofpresentingasciencelessonmattersalot.Theperceptionthatsc
ienceisforboysormalesshouldnotbeperpetuated.Examplesthataregenderneut
ralshouldbeexplored.Genderdifferencesshouldbetakenintoaccounttoaccomm
odateeveryone.

11
 Pupils’Background
Basicscientificandtechnologicalbackgroundisveryimportanttohelpcementu
nderstandingoperationsofmodernmachineryandappliances.Amoralbackgr
ound,socialrolesandsocio-
economicstatushaveaninfluenceontheperceptionofscience.

TheCommunity’sViewofScienceandTechnology
Whatdoyouunderstandbytheterms‘genderequality’and‘genderequi
ty’?
Activity Suggestfivewaysinwhichateachercanencouragegenderequityduring
sciencelesson.

MosttraditionsocietiesviewscienceandtechnologyasfieldforboysandmalesTea
chershaveanuphillbattletotryandconvincegirlstohaveaninterestinscience,mat
hematicsandtechnology

TheTeachers’PerceptionofScienceandTechnologyinSociety
Theteachersneedtorelatewhathappensineverydaylifetoscientificandtechnological
conceptsinscienceforsciencetobecomereal.

TeachingandLearningRes
ources
TeachingandLearning(T/
L)Resourcehelpteacherstoexplainconceptsandontheotherhandhelplearne
rstograspconcepts.
Learnersneedtoseesomething,hearsomethinganddosomethingduringthel
earningprocess.Inotherwordsvarioussensesneedtobeexploitedinacquirin
gconcepts.
Learnerslearnbetteriftheydosomethingthemselvesoriftheyareshownhowt
odosomething.Theymustdoitthemselvesafterademonstration.ThereisanE
nglishadagewhichsays“Practicemakesperfect”.Aproportionofalessonnee
dstobedevotedtoputtingintopracticewhatisbeinglearned.
Alessonmustbeactivitybasedasmuchaspossible.Activitiesprovideopportu
nityforthelearnerstogainnewknowledge,gainexperienceandimproveskill
s.
Apracticallessonrequirescarefulpreparationbeforehandandorganizationt
hroughout.Beforeafieldtrip,arrangementsmustbemade.Learnersshouldbe
putingroupsandeachgroupgivenadifferentactivitytodo.

12
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Inactivitylesson,giveworksheetswhichgiveclearstepsandexplanations.Ad
emonstrationshouldbemadeifnecessarytosetthestagewell.Learnersshould
bearousedtoconsidervariouswaysandmeansoftacklingapracticaltaskbyju
diciousquestioningbytheteacher.Displaysofchartsorspecimensgivelearne
rsanopportunityofseeinginconcretetermswhattheyhavetodoandalsohave
agoalsetbeforethemforhighstandards.Thenissuematerialsandequipmentf
orthepractical.

Whatareteachingandlearningresources?
Howdotheyhelptheteachingandlearningprocess?
Activity

Learnersshouldgetontheirworkandtheteachershouldgoroundtheclasssup
ervising,criticizing,praisingandencouragingthelearnersasrequired.

ClassroomResources
 Chalkboard.
 Books,periodicals,worksheetsetc.
 Pictures,charts,diagramsandposters.
 Electronicequipmentandcomputers.
 Specimens,artifacts,modelsanddioramas.

Thechalkboardisstillthemostcommonandusefulofallteachingaids.Thewri
tingontheboardshouldbehorizontal,notplungingdownorclimbingup.Wri
tingshouldbeuniforminsizeandthesamestyleaschildren’s,tobeagoodexa
mple.

Achalkboardshouldbewellplannedandworkshouldnotbescattered.Teach
ersshouldbeproficientindrawingandsketching.
Printedmaterialisoneofthemostusefulwaysofstoringandcommunicating
knowledgeandonethatteacherscannotdowithout.Itisthereforeimportantt
hatyourecognizethepotentialofvariouskindsofwrittenmaterialsinteachin
gsuchastextbooks,referencebooks,periodicalsandpamphlets.
Pictures,charts,diagramsandposterscanhaveselectedinformationpresent
edinalargeformat.Visualaidstendtomakelearnersunderstandbetterrather
thantalkingaboutsomething.However,iftherealthingisavailable,itisbetter
tousethat.Thisisreferredtoasrealia.

13
 Reallifespecimenscanbeobtainedfromtheenvironmentbutsimulatedpres
entationsofrealthingscanbeusedtostimulatethesameexperienceasarealthi
ng.Simulatedmediaincludeartifacts,models,dioramasandpuppets.
Electronicmediainvolvestheuseofradios,televisions,taperecorders,DVDs
,PowerPoint’s,overheadprojectors,slides,filmstripsandcomputersinteach
ing.
Theissueofusingteachingandlearningresourcesinvolvesself-
helporimprovisationofresources.Thereshouldbenoexcuseofnotusingteac
hingaidsbecausesomeofthemcanbemadeusingsimplematerialsandbeing
creative.
Afterteachingandlearningresourceshavebeenmade,theyneedtobeprotect
edfromdust,dampness,windrain,termites,borers,moths,miceandheavyh
anduse.

UnitSummary
Inthisunityoulearnedthatthegovernmentpolicyandcurricul
umneedstobereviewedeverytenyearssothatthecountryiske
Summary ptabreastwithnewprocessesandproducts.Thisisimportantb
ecausethepolicyisaguidelineanditsprinciplesmustbeuptod
ateandnotobsolete.Oureducationpoliciesmustbeuniformw
iththerestoftheworldbecausewearenotanisland.Inadditiont
hepolicyongenderneedstobeentrenchedinourapproachtoe
ducationsothatnosexissidelinedintermsofaccessandlearnin
gatmosphereifournationistofullydevelopeveryone.Lastlyte
achingandlearningresourcesareindispensibleinthelearning
processandstudentsandteachersmustbeencouragedtoimpr
oviseresourcesandusetheenvironmentasmuchaspossible.

1.

Howwillthepresenteducationpolicy“Educating
OurFuture”help
ActivitiesforUnit2
inenhancingeducationinthenation?
2.

Listwaysinwhichmaterialscanbemadegendersen
sitiveand friendly.

14
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

3. Whatisthemeaningofgenderequity?
4.

Whatareteachingandlearningresourcesandhow
dotheyhelpthe
teachingandlearningprocess?
(Compareyouranswerswiththesuggestedonesatthebackofthem
odulebutdonotcheckanswerstillyouhaveattemptedthequ
estion/s)

Unit3.0
TeachingStrategiesinScience
ThisunitwillhelpyouasateachertounderstandthevariousTeachingApproaches,M
ethods,StrategiesandTechniquesemployedinScienceEducation.Itintroducesthef
ourtypesofapproachestotheteachingofscience,namelyexplanation,deductive,ind
uctiveandexperimentation.InExplanation:theteacherintroducesbackground,inf
ormationtothetopic.InDeductiveapproach:Newknowledgeisdeducedfromexisti

15
 ngknowledge.InInductiveapproach:examplesareusedtoarriveatageneralisation
andfinallyinExperimentation:Learnersconductactivitiestoinvestigatethepropert
iesofarelation,truthformulaeorproof.

Attheendofthisunit,youshouldbeableto:
 Statethedifferenttypesofteachingmethods.
 Describetheadvantagesanddisadvantagesofusingtheteachingme
Outc o thods.
mes  Describehowtheteachingmethodscanbeusedintheteachingofscie
nce.
 Evaluatetheusefulnessofeachteachingmethodintheteachingandl
earningofscience.
 Selectanappropriatemethodtouseintheteachingofscience.

Approach: Isanoverallwayofteachingordealingwithorhandl
ingalesson.

Method: Isaproceduralwayofcarryingouttheactualteachin
Terminology ginaclassroom.

Strategy: Isalogicalsequencesoftechniquesusedtoachievea
method.Orartofplanningandimplementingaless
ontoachievesetobjectives.
Techniques: Areactivitiesorpracticesdoneinalesson.

Inthissection,youshouldunderstandthemodesofinstructionandthatteachin
gisaproblemsolvingactivityandthereisnouniversalprescriptionordoseforag
ivenlearningsituation.Everylessonisdifferentandeachclassisunique.Theref
ore,therearealwaysotheralternativesforeverylearningsituation,determined
bythefollowing:

 Teachercharacteristics.
 Pupilcharacteristics.
 Contenttobelearned.
 Availabilityofresources.
 Syllabus.
 Teachersocio-economicreturns.
 Languageproblems.

Eachindividualteachertherefore,oughttounderstandhis/
herpupils,plan,implementhis/
herinstructionsaccordingly,andreacttohispupilsasthesituationpresentsitsel
f.

16
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Techniquesareactivitiesdoneinalesson.Astrategyisalogicalsequencesoftech
niquesusedtoachieveamethod.Thebestteachingmethodhowever,isonewhic
hfitsthelearnerandyieldsthedesiredresults.

Oneveryessentialaspectofeveryinstructionorteachingisfeedback.

 Feedbackreferstoanyinformationconveyedtotheteacheronthere
sultsofalearningsituation.Thisinformationmaybecommunicate
dinaverbalornon-verbalform.
 Inplanninginstructiontheteachershouldmakeallowanceforgetti
ngandgivingfeedbackasthelessonprogresses,andknowwhattod
owiththefeedback,anduseittopacehisinstruction:

Usesoffeedback

(i) Usedtopaceinstruction.
(ii) Usedtolocatesourcesoferror,whichmaynecessitateachangeinobjectives
foragivenlesson.
(iii) Maycausetheteachertoalterthesequenceofhisinstructionandper
hapsre-teachpre-requisitematerials.

Thebasicwaysofyouasateachertogivefeedbacktopupilsisby:

(i) Providingamodelofcorrectperformance.
(ii) Praisingdesiredbehaviour-
creditbegivenforpartiallycorrectanswersandencouragethestudentorso
meoneelseinclasstocompletetheanswer.Promptsandcuesmaybeuseda
ndarenecessaryundersuchcircumstances.

ApproachestoLearningscience
Thesuccessofanycurriculumdependsonthemethods,techniquesandstrategi
esusedinimplementingit.Soforanyteachingtobesuccessfulitmustmeetanum
berofrequirements.Youshouldknowtheseandtheyinclude:-
 Itmustbeplanned.
 Itmustbebasedonappropriatemethods,techniquesandstrategies
 Itmustberesourceful.
Sofarthereareonlytwotypesofmethodsofteaching.Theseare:-
(a) Learner-centredmethod.
(b) Teacher-centredmethod.

Learner-CentredMethod
Thesearemethodswhichrecognisethatlearnersarecapableofdoingtheirownl
earningwithlittlesupervision.Theteacherassumestheroleofafacilitatoroflear

17
 ningexperiencesandarrangesconditionsinsuchamannerthatpupilsareablet
odiscoverforthemselvestheconceptsandskillsunderher/
hisguidance.Theteacher'sresponsibilityistohelp,monitorandassessthelearn
ers,whoactivelyparticipateinthelearningprocess.Thisisinconformitywithth
esocial-constructivismtheoryoflearning.
SomeAdvantagesofLearner-CentredMethodsinclude:
 Fullparticipationoflearners
 Learnerslearntosolveproblemsontheirown
 Learnerslearnfromoneanother
 learnersbecomeresponsiblefortheirlearning
 Learnersacquirepracticalorprocessskills
 Specialindividualattentionisgiventothelearnersbytheteacher
 Itallowsfordifferentiatedworkset
 Learnerstendtobecreativeandcriticalthinkers
 Learnersgetmotivatedandthereisafreeandhappylearningatmos
phere
 Learnersdevelopleadershipskills
 Itallowsforavarietyofactivitiestotakeplace
 Itallowsforslowlearnerstogethelpfromfastlearners.
 Learnersdonoteasilyforgetwhattheylearn.
PupilorLearner-
centredstrategiesarebyfarthemostrecommendedinteachingofsciencebecau
setheyinvolvethelearnerbothmentallyandphysically.Youasateachermustu
nderstandthis.
Teacher-CentredStrategies
Thesearemethodsinwhichtheteacherismoreactiveandhasdirectcontrolthan
thelearners.Thesewouldincludelecture,teacherdemonstrationsandteacher
questioning.Teacher-
centredstrategieshavebeenprovedtobegenerallyineffectiveinteachingofscie
nce.Theykeepthelearneronapassivesideandhencetheydonotfullybenefit.Th
eyareonlymentallyinvolvedinlessonsandlearningisnotre-
enforcedbyphysicalactivities.

Theotherclassificationofteachingstrategiesinscienceisthroughthepresentati
onoflearningoutcomes.Ateachermayprovideexperiencesinwhichpupilsha
vetoorganisedifferentfactstoarriveatageneralprincipleorgeneralisation.Tha
tis,pupilsmovefromspecificorknownfactsorconceptstoageneralprincipleor
unknownfacts.Theyhaveopportunitytouseprocessesofsciencetosolveprobl
ems.Thisisaninductiveapproach.
Theteachermaychoosetointroduceageneralisationorunknownprincipleand
thendemonstrateshowagivensetofknownfactsorideasfitintothisgeneralisati
on,i.e.pupilsareguidedfromunknowntoknownfactsorprinciples.Thisisade
ductiveapproach.Thisapproachisbasedonverifyingtheexistingknowledgea

18
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

ndmaynotallowpupilstodevelopaninquirymind.Bothteacher-
centredandpupilcentredstrategiesfitwellininductiveanddeductiveapproac
hesandalldependsonwhoismoreactiveinagivenlesson

Table1.0showsthetypeofclassificationdescribedaboveandexamplesofbothp
upilandteacher-centredmethods.

Table1.0InductiveandDeductiveApproaches

TEACHER-CENTRED PUPIL-CENTRED
InductiveA Examples: Examples:
pproach -Questioningtechniques -Educationalgames
(knowntounk -Guideddiscussion -Pupil-leddiscussions
nownorspecific -Demonstrations -Independentstudy
tonon-specific) -Fieldtrips
-Paneldiscussions
-Laboratoryinvestigations
-Inquiry-basedmovies
-Simulationsandroleplaying
-Brainstorming
-Problem-solving
DeductiveAppr -Lecture -Laboratoryexercises
oach -Demonstrations -Programmedinstruction
(unknownto - -Readingtextualmaterials
knownornon Directedactivitiesrelated -Pupil-ledseminars
- toatext -Pupildemonstrations
specifictospe -recitation -Educationalgames
cific) -Limiteddiscussion -Pupilreports
-Useoffilmorvideoshow
-Teacherquestioning
-Useofguestspeakers

AdaptedfromSimpsonandAnderson(1981:161)

CommonTeachingStra
tegiesinScience
Anumberofteachingstrategiesdoexistforusebyteachers.Someofthesearelectu
re,classdiscussion,demonstration,hands-
onactivities,questionandanswer,fieldtrip,groupwork,brainstorm,projectapp
roach,casestudy,debate,paneldiscussion,roleplay,ice-

19
 breakersandenergizersandeclecticmethods.Someofthesestrategiesarediscus
sedbelow.

seeLectureMethod
Thoughoneofthemostineffectivemethodsinteachingscience,manyteachersn
evertheless,useitoften,particularlywhentheteacherdoesmostofthetalking.
Advantages
 Itisusuallyfastandusefulwherearelargeclassesandteachersarefewand
thematerialshavetobecoveredwithinashorttime
 Itisusefulininstanceswhereexplanationsofscientificconcepts,theories
oroperationsofcertainequipmentneedtobemadetopupils
 Itpermitsdisseminationofunfamiliarornotreadilyavailablematerials.
 Itallowstheteachertodeterminetheaims,content,organisation,pacean
ddirectionofapresentation.
 Itcanbeusedtoarouseinterestinasubject.
 Itcancomplementandclarifytextmaterial.
 Itallowsforgradualdevelopmentofcomplexordifficultconceptsandthe
ories.
Disadvantages
 Pupilstendtobepassiveandtheirattentioninlearningishinderedorlost.
 Itpromotesonewaycommunication.
 Pupilsspendalotoftimeoutsideclassroomtoachieveunderstandingan
d long-
termretentionofcontentlearnt.However,whenitisinteractiveand

combinedwithdiscussionandproblemsolvingsessions,itinfluencesact
iveparticipationofpupils.
 Requireseffectivewritingandspeakingskillsonthepartoftheteacher.
 Itputsdemandontheteachertoorganiseandsynthesizecontent.
Lecturemethodisbestusedincombinationwithothermethodstopromoteeffec
tivelearningasitarousespupils’interestandimaginations,promptingthemto
performpracticalactivities.

DemonstrationMethod
Itinvolvestheteacherorlearnerperforminganactivityordisplayingsomethin
gtosomeobservers.Ithelpstheteachertointroducecertaintopicsvividlywithcl
aritytothepupils.Aspupilsseeademonstrationfromtheirteacher,theygetmot
ivatedandthisenhanceslearning.
Forthismethodtobeusefulitmust:
 Haveclearlydefinedaimsandobjectives.
 Beclearlyobservedbyeverypupilandinvolvetheclassateverystage.

20
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

 Beachievedbyuseofsimpleapparatuswhoseoperationsareeasilyunder
stoodbypupils.
 Haveaworkablelogicalorderofpresentation.
 Stimulateinterest,curiosityandinquiryinpupils.
 Beeasilyperformedbypupilsthemselves.

AdvantagesofDemonstration
 Itallowspupilstoobserverealobjectsandconcretethings.
 Itisrelativelycheaperintermsandtimeandresourceslikeequipmentand
chemicals.
 Risksandhazardsoraccidentsassociatedwithcertaininvestigationscan
beminimised.
 Itisusefulincaseswherematerialsandapparatusarelimitedandclassest
oolarge.

Disadvantagesofdemonstrations
 Itlimitsthelearners'participation
 Learnersdonotdevelopmanipulativeskillsunlesstheydemonstrate
themselves.
 Learningislimitedtomerelymentalactivityonthepartofthepupils.
Thisapproachisbestusedwhentheclasssizeisfairlysmallandequipment,appa
ratusandchemicallimitedandincombinationwithotherstrategies.
Thisactivitywillhelpyoutounderstandhowademonstrationshouldbec
onducted.Explainhowyoucanensurethatyourpupilslearnfromanexpe
rimentyouaredemonstrating.
Activity

Question/AnswerMethod
Scienceisadisciplinethathasbeendevelopedasaresultofaskingmanyquestio
ns.Answerstothesequestionsformthebodyofscientificknowledgethatwest
udy.Scientificinquirycomesfromacuriousmindandtheartofposingtheright
questions.Questionshelppupilstounderstandthenatureandprogressesofsc
ience.Throughquestions,theteachercancollectinformationaboutthepupils'
background,interestandabilities.Questionsdohelptoidentifystrengthsand
weaknessesinstructingandmonitoringofpupilprogress.Challengingquesti
onsfrompupilscanleadtoinvestigationsandhelptheteacherdevelopproble
m-solvingskillsinthepupils.
Questionsshouldbeaskedinorderto:
 Revisepreviouswork.
 Motivatepupils.

21
  Findoutwhatpupilsalreadyknoworcanremember.
 Monitorteachingandlearning.
 Gainfeedbackonlearning.
 Stimulatepupils’activeparticipationinlearning.
 Helppupilstolearnfromoneanother.
 Helppupilsevaluatethemselves.
 Encourageself-criticism.
 Promotewillingnesstoworktowardsananswer.
Goodquestioningabilityisaveryimportantskillinthismethodtoenablethetea
cherto:
 Adequatelysamplequestionsforfeedback.
 Phrasethequestioninasimpleandunambiguousway.
 Guidetheteacherindevelopingthinkingpatternsinthelearnersth
atmaybenecessaryforproblemsolvingorrecallofpre-
requisitesforagivensituation.
TherearethreerequisitesforsuccessfulQ-A.Theseinclude:
1. Thequestionsthemselves.
2. Thewayinwhichstudentresponsesareobtained.
3. Thewayinwhichstudentresponsesarehandled.
GoodplanningisrequiredinQ-
Aandtheteachermustknowthequestioningtechniquestostimulateandmotiv
atethelearnersofallabilitylevelsbasingonthelessonobjectives.Questionsmay
be:
 Divergent(open-ended)or
 Convergent(closed-ended).

Divergentquestionsencouragepupilstogiveabroadrangeofanswers.Conver
gentquestionsfocusonspecific,teacheracceptedanswer.

Divergentquestionshelppupils“casttheirnets”widelytocomeupwithvarieti
esofanswers,hencetheydevelopproblem-
solvingskillsastheyinvolvecreativeandcriticalthinking.
Convergentquestionshelptheteachertoguidepupilsandevaluatetheirobserv
ationalandrecallskillsaboutevents.
Questioningtechniquescanbeenhancediftheteacherconsidersthefollowing:
 Lesstalking,morequestioning.
 Usemoredivergentquestions
 Askingquestionsatcognitivelevele.g.application,analysis,synth
esisand evaluation.
 Avoidquestionswith“yes”or“no”answers.
 Askquestionstofindoutlearnersabilitiesandtalentsandaskthemt

22
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

o clarifytheiranswers.
 Don'tstoppupildiscussionwiththecorrectanswer.
 Givetimeforpupilstothinkaboutthequestionasyoupause,tomoti
vate themanddevelopsilenttime.
 Besensitiveandlisten,askalotof“Whatif”and“Howwouldyou”

questionsandavoidalotofmultiplequestionsandovergeneralisat
ion.

ForQ-Amethodtobeeffective,theteachershould:
 Askkeyquestionstoleadtheclasstoexplorefacts.
 Distributequestionsevenlyandinvolveeverylearner.Movearou
ndthe classroomandtalkfromdifferentpositions.
 Keepeyecontactandlistentothelearneransweringthequestion,b
utlook aroundtoeveryone.
 Timequestioning.
 Probeandpromptlearnerstotryagainiftheyfailatfirstattempttogi
ve correctanswers.
 Re-
enforcecorrectanswersassoonaspossiblethroughpraiseandrew
ards.
 Usecorrectandsimplevocabularywithclarityoflanguage.
 Usenon-verbalcues/
gesturesaspupilsactontheseassignsofapproval,encouragement
andunderstandingfromtheteacher.

TalkandDiscussion/GroupWorkMethod
Talkanddiscussgroupworkmethodisusefulinteachingscienceasitinvolvesp
upil-teacherandpupil-
pupilinteraction.Inthismethodinformationflowsinthreedimensionsi.e.teac
her-pupilcommunication,pupil-teachercommunicationandpupil-
pupilcommunication.
Thismethodpromotesinter-
learninginwhichcaseboththelearnerandteacherlearnfromeachother.Themo
stcommonapplicationoftalkanddiscussiongroupmethodinsciencelessonsis
inpracticalactivities.Here,pupilspairuporformsmallgroupsof3or4andwork
onthesametask.Itisimportantfortheteachertoplan,takingintoconsiderationt
hefollowingfactors:
 Topicobjectivesandreasonforusingthismethod.
 Availabilityofmaterials.
 Safetymeasuresandprecautions.

23
  Socialskillstobedevelopedinthelearnerssuchascooperationand
tolerance.
 Monitoringandinteractionwitheachgroupasafacilitator.
 Timethegroupsspendoneachactivity.
 Encouragingalllearnerstoactivelyparticipateinthe activities.
 Endingthelessonbydrawinguplearnerstogethertheir
experiencesandmakeobjectivecommentsontheir findings.
Thisactivitywillhelpyoutounderstandtheimportanceofclassdiscussi
oninalesson.Explainwhyaclassdiscussionissuitableforbeginningan
dsummarizinglessons.
Activity

BrainstormingMethod
Thismethodinvolvesthelearners’creativity,thoughtprovocationandinquir
y.Thismethodisbasedonthefactthateverylearnerhasthepotentialtobringou
thighlythoughtoutideasbornfromtheircreativityandimaginations,henceco
ntributingtothelearningofscience.Duringbrainstorming,criticismofideass
houldbeavoidedandevaluatedatlast.Brainstormingcanbeatindividualorgr
ouplevel.Groupbrainstormingcanbeeffectivebyconsideringthefollowing:
 Definetheproblemtobesolvedclearly.
 Focusontheproblemposed.
 Discouragecriticisms.
 Encourageenthusiasticattitudeamonggroupmemberstogetever
yone contributeanddevelopideas.
 Appointagroupleadertowritedownpoints.

FieldTripMethod
Fieldtripmethodisaninvestigativetypethatbringsthelearnerindirectcontact
withtheintendedstudyarea.Itisanylearningactivitycarriedoutbyagroupofle
arnersorjustandindividualoutsidetheclassroominforexamplepark,factory,
mineorenvironmentoutsideclassroom.Ithelpslearnerstorelatetheorytoprac
tice.
Afieldtripshouldbewellplannedifitisto:
 Encouragepupilstodevelopknowledge,skillsandattitudeanda
pply theminreallifesituations.
 Allowlearnerstoverifyclasswork,textbookknowledgeorlabacti
vitiesin relationtodaylifeactivities.
 Promotecooperationamongpupilsastheydiscusstheirfindings.
 Inculcatebasicresearchskillsastheyobserve,collectandanalysed
ata anddrawup conclusion.
 Helppupilsrealisethatthattheycancontributetotheirownlearnin
g whiletheteacheractsas afacilitator.
 Helppupilsbroadentheirlearningspherefromtheclassroom.

24
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Goodplanningisnecessaryforafieldtriptobesuccessful.Thisinvolvesasurvey
oftheplace,whatthingspupilsmustcarry,clearguidinginstructions,safetyofp
upilsandfirstaid.
Afterthetripiscompleted,followupactivitiesarenecessary.Theseincludepup
ilswritingcomprehensivereportsontheirfieldtripobservations.Reportsshoul
dbediscussedinclass.

Fieldtripsareimportantinscienceeducation.Discusswhythisissoandgi
vemeritsanddemeritsofthisapproach.
Activity

Someadvantagesoffieldtripsare:
 Verificationofscientificgeneralisations.
 Useofallsensestogaincompletepictureofconceptsunder
consideration.
 Developmentofskillsinobservation.
 Enjoymentthroughsocialinteraction.
Somedisadvantagesoffieldtripsinclude:
 Difficultiesinplanningandconductingfollowups.
 Costonpartofparents,schoolandteachers.
 Accidentsmayhappenduringfieldtrips.
 Socialproblemsamongolderpupilsespeciallymixed
classes(boysandgirls).

TheProjectApproach
Thisapproachinvolvesastudentorteacherinitiatedactivitiesbasedoncontent,
processesandproductsandnormallycarriedoutbystudents-
eitherwithinoroutsideclasstime.Thisisdoneindividuallyorinsmallgroups.T
heseactivitiesareusedtoexploretosomedepth,anareaofinteresteitherforenric
hmentpurposesoraspartofclassinstructions.Itenablesthelearnersto:
 Formulatequestionsaboutthetopicunderinvestigation.
 Makepredictionsaboutpossiblesolutions.
 Thinkofwaystotesttheirhypotheses.
 Liaisewiththeteacheronvariouswaystopresenttheirfindings.
 Spendtimetosolveproblemsthroughtrialanderror.

Scientifictopicsforprojectsmaybepractical,theoreticalorboth.Thelearnersar
eexpectedtoexplaintheessenceoftheprojectandusuallysubmitareport.Agoo
dreportshouldtakeintoconsideration:
1. Atitle.

25
 2. Backgroundinformationtotheproblem.
3. Statementoftheproblem.
4. Literaturereviewrelatedtotheproblemunderinvestigation.
5. Themethodologyemployedintacklingtheproblem.
6. Resultsfromtheinvestigation.
7. Analysisandinterpretationofresults.
8. Implicationsandconclusion.
Whenateacherusestheprojectmethodinteachingofscience,he/
sheisexpectedto:
 Talkanddiscusswiththelearnerswhytheprojectmethodistobeu
sed.
 Meetregularlywithlearners,givingtheasmuchautonomyaspos
sibleandcheckthattheyhavenecessaryskillstodealwithproblem
stheyencounter.
Advantagesanddisadvantagesoftheprojectmethodaresimilartothoseforlab
oratoryanddemonstration.
LaboratoryWork/PracticalMethod
Thismethodinvolvesthepupilstoexamineandmanipulateobjectsindividual
lyorinsmallgroupswhiletheteachersupervisestheactivity.Usuallyinthismo
de,allpupilsworkonthesametask.
Functionsoflaboratoryactivitiesinclude:
 Ameanstosecureinformation.
 Ameanstodeterminecausesandeffectrelationships.
 Toverifycertainfactorsorphenomenon.
 Toapplywhatisknown.
 Todevelopskillandprovidedrill.
 Tohelppupilslearntousescientificmethodstosolveproblemsand
carryoutindividualresearch.
Laboratoryapproachinsciencelessons:
1. Motivatespupilstolearnsciencewithinterest.
2. Teachesskillstopupilsinaccurateobservationandmanipulativeskills.
3. Helpspupilsunderstandandaccepttheoriesanddevelopscientificattitu
des.
4. Helpspupilsdevelopteamwork,communicationskills,experimentalsk
illslikerecognisingaproblem,planningaprocedure,collecting,recordin
gandanalysingdataanddrawingconclusions.

Realobjectscanstrengthentheunderstandingofsciencebypupils.Disc
uss;
(a)Howrealobjectscanbeusedinteachingaconceptinscienceatprimar
Activity
y school.
(b)Writeatleastthreeadvantagesanddisadvantagesofusingthismeth

26
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

odintheteachingofscience.

Laboratorystrategyofteachingsciencerequiresrealplanning,resourcefulness
andcommitmentontheteacher'spart.Teachershouldbeareoflaboratorymana
gementskillslikesettingclearobjectives,goodtimingofactivitiesandsafetyrul
es.
Thisactivitywillhelpyoutounderstandsomeaspectsoflaboratoriesan
dwhypupilslearnmorewhenusingthelaboratorymethod.

Activity a) Explainwhythelaboratorymethod,thoughexpensive,shouldb
eencouraged.
b) Outlineatleast10laboratoryrules.
c) Statesomecommoncausesoflaboratoryaccidents.

d) Listatleastthreedisadvantagesoflaboratorymethodinthetea
chingandlearningofscience

Role-Play
Asateacheryoushouldunderstandthatrole-
playisanactivityinwhichpupilsassumetheroleofanotherpersonandactitout.
Itcanbeinformofdrama.Thistypeofactivitygivespupilstheopportunitytotes
ttheirownunderstandingoftheirscientificknowledgeandexploretheirownvi
ews,feelingsandattitudes.Toconductrole-
playwithyourclass,thefollowingstepsshouldbeconsidered:
 Selectionofanappropriaterole-playsituationorproblem.
 Preparationandwarm-
upandlearnersshouldbetoldthesituationor
problemandinstructedonvariousroles.
 Selectparticipantsandassignthemrolesandallowthemtobrieflyp
lan.
 Conducttherole-
play.Theteachershouldnotinterruptexcepttointroduceanewele
mentorfact,reverseroleswherepossible.
 Aftertheroleplay,discuss,evaluateandanalysetherole-
play;howtheplayersfeltandlearned.
Asateacher,thinkofotherbenefitsofrole-play.
Designascienceactivityinvolvingrole-
playandexplainhowitwouldbenefitthelearners.
Activity

27
 Benefitsofrole-playwouldinclude:
 Teachingthesocial,economicandenvironmental
aspectsofscience.
 Encouragingcooperativelearning.
 Simulatingreallifesituation.
 Providinganopportunitytopracticeoralskillsandfun.

SupervisedPractice
Thismethodcompelspupilstoworkindividuallyorinsmallgroupsatassigned
taskswithintheclassperiodandtheteacherisonthespottogetandgivefeedback
.Thepupilsmayworkonidenticaltasksordifferentonesandtheteacherflitsaro
undtheentiresetupinteractingwithpupils.

IndividualisedInstruction
Inthismethodthepupilsreceiveinstructionindividuallytakingintoaccountind
ividualdifferencesintermsoftheirabilities,motivation,interestsandneeds.Int
hismethodthepupilisgivenanopportunitytolearnatone'sownpacetoachieve
masterylevelofcontentbeforeproceedingtohigherlevelcontent.Thelearnerals
oparticipatesactivelyinthelearningprocess.
Youasateachershouldrealizethatindividualizedmethodhowever,somedisa
dvantageslike:
 Timeconsumingwithhighdemandsonhumans,equipment,materi
alsandchemicalsespeciallyiftheclassisbig.
 Itdiscouragesgroupinstruction,cooperativeattitudeandinterpers
onalrelationshipamongpupils.
 Differentpupilsrequiredifferentkindsofattentionfromtheteacher.

TheUseofGamesinScienceEducation
Thinkofinstancewhenpupilsweretoldtogooutsidetoplay,eventhosewhowe
reinactiveanddozingbecamefreetoenjoythem!
Dogameshaveanyplaceintheteachingandlearningofscience?
TypesofGame
Puzzles
(i)Cross-wordpuzzlesimilartothoseinnewspapers.
(ii)Word-search,alettergridwherewordsrelatedtothetopichavetobelocated.
Boardgames

28
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Inthiscase,theteacherdrawsagameonalargepieceofpaperandalsogivesinstr
uctionstoplayit.
Simulations
Itinvolvesimitationorpresence.Simulationscanbeusedtomakecomplexorab
stractconcepttoappearreal.

AdvantagesofGamesinScienceEducation
 Theyhelplearnerofmixedabilitiestoworktogether.
 Provideanatmosphereforsocialinteraction
 Theyencouragefreedomofexpressionanddecisionmaking.
 Learnersfinditinteresting.
 Shylearnerswhocannotcontributeduringnormallessonfinditeas
iertodiscusswhenplayingagame.Gamesencourageactivepartici
pationoflearners.

ChallengesofUsingGamesinScienceEducation

Challenges SuggestedSolution

1.Constructionofagamemay Collaboratewithcolleaguesandlearnersi
betaxingforoneperson ngameconstruction

2.Materialsmaybecostly Improvisewithcheapmaterialse.g.Wood
orhardcardboard

3.Classsizemaybetoobig Groupthepupils

4.Noavailablegameforevery Adaptmanygamesforanygiventopic
topic

Inthisactivity,youwillberequiredtoconstructagamethatwillenablethe
learnerslearninanenjoyableatmosphere.
a. Prepareoneboardgamethatyouwouldusewithasciencelessono
Activity
fyourchoice.
b. Statetheadvantagesofusinggamesinscienceeducation.
c. Statesomehindrancestotheuseofgamesinscienceeducation.
d. Whyshouldgamesbeusedintheteachingandlearningofscience
?

29
 UnitSummary
Inthisunityoulearnedthatteachingstylesconsistsofstrategies,methodsand
approaches.Whendecidingonthestylethatshouldworkoutbestinagivensit
uationagoodteachershouldconsiderhisorherownstrengthsandhandicaps
concerningthetopicandthekindofstyleormethod;theabilityandlevelofthel
earner;thesubjectmatter;theabstractnatureofsciencetopics;theenvironme
ntinitstotality;theavailabilityandsuitabilityofavailablefacilities.
Summary
Sum
Ithasalsobeenshownthat:astrategyiswayoforganizinglearnersandtheclas
sfordeliveryofalesson.Inlowerandmiddlebasicschools,therearetwomains
mary
trategies:Groupinstruction(wherethelessonisdeliveredtoeitherthewhole
classasonegrouportosmallergroupsintowhichtheclasshasbeendivided)a
ndindividualinstruction(wherethelessonisdeliveredtotheclassbyassigni
ngactivitiesorworktolearnersforthemtodoasindividuals).Theyhelpteach
erstopresentsciencelessonsinalively,excitingandintelligibleway.

Wecansaythatmethodsarethevehiclesthroughwhichteachersreachtheset
objectives.Teachersarenottobewalkingencyclopaedias.Asteachers,wesho
uldadmitthatwedonotknowalltheanswersbutprovethatweareexpertsatfi
ndingthemout.Teachersareassumedtohavecertainknowledgeandthepup
ilshavetogetasmuchofitaspossible.Thisisawrongnotion!
Ourroleistoguidepupilstoreachthegoalssetout.

Methodsdealwithhowweteach,whichiscontrolledconsciouslyorunconsci
ouslybytheoutcomesweexpect.Aneffectivemethodisone,whichinvolves
moresensesthanone,whichpromotesdeeperunderstanding.Lackofunders
tandingmakesprogressslow.Thebestmethodisone,whichtakescareofwha
tisleftafterwhatislearnedisforgotten!
Whatmattersmostiswhatisleftafterwhatwaslearnedisforgotten.Remembe
raconceptisnottaughtuntilitislearned,anditisnotlearneduntilitisundersto
od;anditisnotunderstooduntilthepupilcan:stateitinhis/
herownwords;giveexamplesofit;recognizeitindifferentforms;seeconnecti
onswithotherideas;makeuseofitinvariousways;foreseesomeofitsconsequ
encesandstateitsopposite.
1

Thisactivitywillhelpyoutounderstandhowademonstrationsh
Assessment ouldbeconducted.

Explainhowyoucanensurethatyourpupilslearnfromanexperi

30
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

mentyouaredemonstrating.
2

Thisactivitywillhelpyoutounderstandtheimportanceofclassdi
scussionina lesson.

Explainwhyaclassdiscussionissuitableforbeginningandsum
marizinglessons.
3

Fieldtripsareimportantinscienceeducation.Discusswhythisiss
oandgivemeritsanddemeritsofthisapproach.
4

Realobjectscanstrengthentheunderstandingofsciencebypupil
s.Discuss;

(a)Howrealobjectscanbeusedinteachingaconceptinscienceatp
rimary school.

(b)Writeatleastthreeadvantagesanddisadvantagesofusingthis
methodintheteachingofscience.
5

Thisactivitywillhelpyoutounderstandsomeaspectsoflaborato
riesandwhy
pupilslearnmorewhenusingthelaboratorymethod.

(a)Explainwhythelaboratorymethod,thoughexpensive,shoul
dbeencouraged.
(b)Outlineatleast10laboratoryrules.
(c)Statesomecommoncausesoflaboratoryaccidents.

(d)Listatleastthreedisadvantagesoflaboratorymethodinthetea
chingandlearningofscience.

6Asateacher,thinkofotherbenefitsofrole-play.
Designascienceactivityinvolvingrole-
playandexplainhowitwouldbenefit thelearners.

Inthisactivity,youwillberequiredtoconstructagamethatwillen

31
 ablethe learnerslearninanenjoyableatmosphere.
(a)Prepareoneboardgamethatyouwouldusewithascienceless
onofyourchoice.
(b)Statetheadvantagesofusinggamesinscienceeducation.
(c)Statesomehindrancestotheuseofgamesinscienceeducation.
(d).Whyshouldgamesbeusedintheteachingandlearningofscie
nce?

Unit4
PlanningandTeachingIntegratedS
cienceatBasicSchoollevel
Inthepreviousthreeunitsyouhavebeenexposedandcoveredthenatureofscience,th
egovernmentpolicyonscienceteachingandlearning,andlastlythemethods,approa
chesandstrategiesthatyouneedinteachingscience.Nowthatyouhavetheknowledg
eandskillsaboutscience,youshouldbeanxioustoputwhatyouhavelearntintopracti
ce.Inthisunit,youwillbeassistedtoplanhowtoteachscienceatbasicschoollevel.Plan
ningcanbelong,mediumorshort-term.
Uponcompletionofthisunityouwillbeableto:

 Describetheapproachesofteachingscience.
 Interprettheintegratedsciencesyllabusforbasicschoolinreadinessf
orteaching
Outcomes  UsetheZambiabasicEducationintegratedsciencesyllabustoplanho
wtoteachatbasicschoollevel.
 Planandprepareschemesofworkandweeklyforecasts(Termlyand
weeklyplans)
 Carryoutlessonplanninginrelationtotheweeklyplans.

Terminology

Curriculum: Isasystematicallyorganizedcourseofteaching
andlearning.

Syllabus: Isabroadoutlinedoftopicsinasubjectorlearning
areainalogicalsequenceforcoveragebylearners

32
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

inaspecificlevelofeducation.

Schemesofwor Isawrittenplanshowingtopicsorsubtopictobec
k overedinasubjectforaparticularclassoflearners
ofaspecifiedperiodoftime.

PlanningToTeachScience
Planningisacrucialaspectintheteachingofscienceandinvolvesalotofpreparat
ion,whichinclude:settingup,development,arrangement,scheduling,forecas
ting,designing,organization,formation,projectionandprovisionofeverythin
gconcernedwitheffectiveteachingofscience.Youasateacherneedtoconsidert
hefollowingdocumentswhenplanningtoteachscience:
 Curriculum
 Syllabus
 TermlyPlans(schemesofwork)
 WeeklyPlans(weeklyforecast)
 TeachingPlan

Curriculum
YoushouldbeawarethatanewcurriculumisbeingimplementedinZamb
ianBasicSchools.Thenewcurriculumisoutcomebasedandfocusesontheresul
tsratherthanongoals,aimsandobjectives(CurriculumdevelopmentCentre(C
DC),2003).Itplacesemphasisonobservableandmeasurableskills,knowledge
andvaluestobeacquiredbylearnersatspecifiedlevelsoftheirschooling.Thecu
rriculumalsoemphaseslearnercenterednessandprovidesforincreasedlearne
r-
teachercontacttime,differentabilitygroupsandtheuseoffamiliarlanguagefor
initialliteracy.
Thecurriculumhasintegratedtheeleventraditionalsubjectsintofivelearninga
reas,namely,literacyandlanguages,Mathematics,integratedscience,creative
andtechnologystudies,socialanddevelopmentstudies,andCommunitystud
ies.
Thecurrentcurriculumintegratescrosscuttingissuesandthemesinallsixlearn
ingareas.Inordertounderstandandappreciatethecrosscuttingissueandthem
esinclusioninthecurriculum,youneedtoperformthefollowingactivity

Refertorelevantbooksavailable
a. Whatarecrosscuttingissues?

33
 Activity b. Identifyandwritedowncrosscuttingissuesincludedinint
egratedscienceandotherlearningareasatbasiceducationlevel
inZambia.
.

Thecurriculumallowsforaregularmonitoringofindividuallearningprogress,
diagnosisoflearningdifficultiesandprovisionofremedialteaching.Therefore,
continuousassessmentisveryimportantintheteachingofintegratedscience.F
ormoreinformation,refertotheEducationandProfessionalStudiesmodules.
Scienceshouldbelinksacrossthecurriculumi.e.primaryschoolteachersshoul
dlinktheworkinsciencewiththedevelopmentofthelanguageandmathematic
alcompetencesoftheirpupils,andthepracticalcomponentofthecurriculumm
oregenerally.

Syllabus
ImagineyouhavejustreportedatanewschoolandtheHeadteacheroftheschool
allocatesaclasstoyouforteaching.

Howareyougoingtoknowwhat,why,whenandhowtoteachthelearnersina
gradeallocatedtoyoubytheschooladministration?
Activity

Youwilldiscoverthatthesyllabusplaysimportantrolesindeterminingwhat,w
hyandhowtoteachtoateacher.

Youwillneedtogetacopyofthesyllabusinordertoperformthisactivity
.So,haveyougotone?Ifnotlookforonebeforeyoucontinue.
Activity (a).Whatmethodsandapproacharerecommendedbythesylla
busforteachingintegratedscience?
Writedowninyourworkbookthemethodsrecommende
dbythesyllabusforteachingintegratedscience.
(b).Howdoyoutiethemethodologyprescribedbythesyllabus
withnatureofscienceyoucoveredinunitoneofthismodul
e?

ContributorySubjectstoIntegrateScience
Justtakeaminuteandreflect!
Whatconstitutesintegratedsciencelearningareataughtinbasicschools?
Environmentalscience,HomeeconomicsandAgriculturalSciencearethecont
ributorysubjectstointegratedsciencelearningareaatbasicschool.Moreover,it
alsointegratescrosscuttingissuessuchasEnvironmentalEducation,Reprodu

34
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

ctivehealth,HIV/
AIDS,hygiene,Nutrition,substanceabuse,waterandsanitation.
Sciencehasclearlinkswithothersubjectsorlearningareas.Itisimportanttoens
urethat,inplanning;theparticularcharacteristicsoftheindividualsubjectsare
notlostorconfused.Thismakesconsiderabledemandsonteachers’knowledge
andunderstanding.

Methodology
Youdonotneedtoinventanewwheelintermsofthemethodstouseinteachingin
tegratedscienceasthesyllabusstipulatestherecommendedapproachtouse.Re
fertounitthreeonmethodologyaboutthemethodsusedinteachingscience.Ho
wever,itisimportanttonotethatthesyllabuswillremindyouwhichmethodssh
ouldbeadoptedformaximumandeffectivelearning.

ThecurrentZambiaBasicEducationsyllabusadvocatesfortheuseofavarietyof
methodsbothintheclassroomandoutside.Youwillrealisethatthesyllabusem
phasisesthatlearnersconductexperiments,studytours,fieldworkandproject
workduringthelearningprocess.

AimofIntegratedScience
Thesyllabusoutlinestheaimofteachingorlearningintegratedscience.Inteachi
ngorlearningintegratedsciencetheaimistodevelopknowledgeandattitudeth
atenhancescreativity,analysis,problemsolvingandaninvestigativeapproach
toeverydaylifechallenges(CDC,2003).
Theimplicationofthisaimofintegratedscienceisthatthewaythescienceshould
betaughtshouldnotberotelearntbut‘handson’.Learnersshouldactivelybeinv
olvedinthelearningprocessandnotjustlisteningtotheteacher.Asyouteachen
gagethelearnersinchallengingactivitiesthatwillensurecreativitiesandanalyt
icalskillsuseanddevelopmentinthelearners.
GeneralOutcomesforScience
Thegeneraloutcomesofintegratedscienceareclearlyshowninthesyllabus.Itisi
mportanttounderstandthegeneraloutcomesforintegratedscience.Itwillhelpy
ouindetermininghowscienceistaughttothelearners.Integratedscienceisalear
ningareainwhichlearnersarerequiredtodevelopscientificknowledge,skillsan
dattitudesthatwillhelpthemtoexploreandunderstandtheirimmediateenviro
nmentandtheworldatlarge(CDC,2003).

35
 Listtheteachingthemescoveredintegratedscienceatbasicschool
.
Activity

WorktoBeCoveredDuringtheCourse
Byexaminingthesyllabusyouwillnoticethattheworktobecoveredinintegrate
dscienceisgroupedinfivethemesandthesethemesrunthrougheachgradebutw
ithvaryingdifficultandcomplexity.
Theknowledge,attitudesandtheskillstobelearntareoutlinedundereachthem
e.Eachthemehasgeneralandspecificoutcomes.Theoutcomebasedsyllabusdo
esnotcontaincontentastraditionalsyllabusdoes.Oneofthegeneraloutcomesi
sthatlearnersshoulddevelopinvestigativeskills.

PlanningtoTeach
Long-
termplanningconcernstheoverallframeworkfortheschool’sprogrammefors
cience.Theschoolcontrolsthedecisionabouthowthisisorganisedandtaught.T
hemanagementoflong-
termplanningisgenerallytheresponsibilityoftheteacher.Itisimportanttonote
thatthelong-
termplanningwithintheschoolisthefirstlevelofimplementationandinterpret
ationoftheschool’sforscience;itisthearticulationoftheschool’sviewofwhatpr
imaryscienceis(HarlenandQualter,2008).Theschemesofworkformsthelongt
ermplanwhiletheweeklyforecastandlessonplansformthemediumandshortt
ermplanning.Medium-
termplanningisthefirstmajorstepinmovingfrombrushstrokedofthelong-
termplantothedetailedactivitiesofthelesson.
Schemesofwork
Bynowyoushouldbeawarethatthesyllabusisaguideonhowintegratedscienc
eandanyotherlearningareaarepurposedtobetaught.However,youshouldals
ohaveobservedthatthesyllabusdoesnotspecifywhenthethemesshouldbeco
veredwithinayearforaspecificgrade.Ayearhasthreetermsandthesyllabuson
lyoutlineswhatissupposedtobecoveredinyearforaspecificgrade.Itisyourdut
ytoplanwhatshouldbetaughtwithintheyearaccordingtothethreeterms.
Theplanthatemergesfromoutliningworktobecoveredinatermistheschemes
ofworkoraTermlyplan.However,thelengthoftheplannedperiodcanvarybet
weenoneweekandoneschoolterm.

36
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Whatfactorsdoyouneedtoconsiderwhendesigninganintegratedsciencesch
emeofwork?

Summary

Ifyouaretoteachhumanbodyandhealthtoyourclasswhichonewouldyoute
achfirstandwhy?
Activity

Thecommonapproachbymostteachersistopickonandteachthefirsttopicinthe
syllabusandthenthenexttopicuntilallthetopicshavebeentaught.Thisposesap
roblemtothelearnersasthetopicsarenotsequencedtoenablelogicaldevelopme
ntofknowledge,skills,attitudes,conceptsandvalues.Certaintopicsmustbecov
eredfirsttoformafoundationonwhichotherconceptswillbebuilt.Whoprepare
stheschemesofwork?
However,teamwork,sharingexperiencesandideas,enhancesplanningandhel
pstoensureasmoothtransitionfromyeartoyear,stagetostageandschooltoscho
ol.

Anotherimportantfactortoconsideristheavailabilityofresources.Youshouldb
eawarethatcertainresourcesareseasonale.g.frogseggsaremainlyavailableint
herainyseasonhence,itwillbeappropriatetoplanandteachthelifecycleofafrog
duringtherainyseasontoallowthelearnerstocarryoutinvestigations.
NatureoftheTopic
Thenatureofthetopiccanbedescribedintermsoflength,complexityandwhethe
ritformsthefoundation.Youwillnoticethatcertaintopicswilltakealotoftimetoc
overwhileothersonlyrequireverylittletime.Whenitcomestoschemingofwork
,sometopicswilltakemorethanoneweek.Moreover,sometopicsaredifficultfor
thelearnerstoeasilyunderstandwithinashorttime.Thesetopicswillrequiremo
retimetoteachinorderforthelearnerstocomprehendtheconceptsasfewconcep
tswillbeintroducedatatime.

SchoolTerm’sProgramme
Theschoolhasitownprogrammeactivitiesdifferentfromthatoftheministryofe
ducation.Theschoolhassuchprogrammeslikesportsweekorday,examination
week,openday.Theseprogrammesandotherconsumethetimeavailablefortea
chingandlearning.Therefore,thetopicsshouldbeplannedinsuchawaythatnot
opicsfallonthesedayswhenthereisnoteaching.

37
 Holidays
Publicholidaysreducetimeforlearningandyoushouldensurethattheworkap
portionedintheweekwerethereisapublicholidayisreduced.Supposeyouteac
hagradefiveclassandyouhaveonlythreeperiodsforteachingintegratedscienc
ei.e.onedoubleperiodonMondayandasingleperiodonTuesday.Ifthisisinfirst
weekofJuly,youwon’thavelessonsforthisclassforthewholeweekinintegrate
dscienceasMondayandTuesdaywillbeHeroesandUnityholidaysrespectivel
y.Itisimportantthatyouconsidertheholidaystoavoidoverplanningforapartic
ularweek.

Learners’Abilities
Theessenceofteachingisforthelearnerstounderstandtheworkandnotjusttoc
ompletetheworkplanned.Itisimportantthatyouconsiderthelearnersabilities
inplanning.Forexamplegradeonestakelongertimetoformaconceptandtheir
attentionspanisnarrower;therefore,lessworkwillbecoveredinaweekasoppo
sedtogradesevens.
Itshouldbeemphasisedthatthereisnosingleandsteadfastapproachthatoneca
nadopttopreparetheschemesofwork.OllerenshawandRitchie(1998),explain
thatdecidingontheformatfortheschemeisthemostfrustratingactivityforane
wteacherandattimesforexperiencedteacherastherearenumerousformatsav
ailable.However,thepurposeofhavingaschemeofworkistoensurethatalltopi
csarecoveredwithinthestipulatedperiod.Therefore,firststageinschemingoft
opicsforeachgradeistodividetheworkintothreetermsandthenconcentrateon
whatwillbecoveredinaterm.Whyshouldthethemesortopicsfirstbegroupinto
thethreetermsbeforeconcentratingonaspecificterm?

WhoPreparestheSchemesofWork?
Onethingcertainisthatschemesofworkarepreparedbyteacherswhetherexpe
riencedorwithoutexperienceinteaching.Itisadutyoftheteacherstoprepareth
eschemesofworkforthegradetheyareteaching.However,therearevariouswa
ysadopted,namely:
a. IndividualClassteacher–
iscommonwherethereisonlyoneteacherteachingagivenclassorth
ereisonlyoneclassforthatgivengrade.Inthissituationtheclassteac
herpreparestheschemesofworkonly.

b. Streamclassteachers–
iftheschoolhasastreamofclassesforagradee.g.therearefourclasse
s;3A,3B,3Cand3D,andtaughtbydifferentteachers.Teachersofthe
seclassesmaycometogetheranddrawupacommonschemeof

38
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

workinordertofacilitatecommonexamsattheendofthetermand
monitoringofteachersperformancebytheschooladministers.

c. Zone–
thisisusuallydonebytheZoneCoordinatorincollaborationwithcla
ssteacherswithinthezonethroughDistrictResourcesCentres.

Carryoutasimplesurveyamongtheteachersteachinginbasicschools.
Whopreparestheschemesofwork?
Whataretheadvantagesanddisadvantagesofeachwayofpreparingt
Activity
heschemesofwork?

SchemesofWorkFormat
Schemeofworkisformulatedfromthesyllabusandshouldincludethefollowin
ginformation:
a. Week
b. Generaloutcomes
c. Specificoutcomes
d. Resources

Termlyplanbasedonoutcomes
Grade.........Class............Subject..........Term.............Year.........
Wee Generaloutcom Specificoutcomes Resources
k es

39
 SchemesofWorkbasedonContent

Week Topic/Content Resources

WeeklyPlans
Itismedium-
termplanninganditshowstheactualworktobecoveredwithinaweek.Itisprep
aredeveryweekonFridayorbeforethestartofanewweek.Itisalsoimportantto
notethatweeklyforecastsareneverpreparedinadvancebutweekly.Whatisco
ntainedintheweeklyforecastsisextractedfromtheschemesofworkanddepen
dsonwhatwascoveredintheprecedingweek.Ifcertaincontentortopicwasnott
aughtintheprecedingweekitispushedinthenextweekbuttheadjustmentisrec
ordedintheprecedingweeklyforecast.
Youshouldnotethatit’stheweeklyforecastthatshowstheexacttopicsandconte
ntscoveredandwhentheyarecoveredinaterm.Theworkcoveredisrecordinth
erecordcolumn.

40
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

WeeklyPlanFormatbasedonOutcome
Weekbeginning.......Grade.........Subject.........................Term............Year........
Day/ Theme/ Specificoutco
Week Activity Methodology Resources Record
Date Content mes
 WeeklyForecastbasedonObjectives
Week..............Grade................Subject........................................Term.............Year..........

Day/ Topic/Content Outcomesorobjectives Teachingandlea Method Record

Date rningaids
Module overview Teaching strategies in science
Planning and Teaching Integrated Science
 LessonPlanning
Youarefamiliarwithlessonplansandplanningsinceyouhavebeenteachingfors
ometime.Usuallyteachersmixuptheseconcepts.Whatisthedifferencebetween
lessonplansandlessonplanning?
Youwillnotethatlessonplanningistheprocessofdrawingupalessonplananditr
equiresincorporatingalltheideaslearntinthepreviousunitsintoaplanmeanttoi
mplementtotheclass.Parkinson(1994)summarisesthemainpointsinlessonpre
parationinthefigure4.1below.

Things to consider Worth consulting

Objectives or Learners
outcomes Teachers
Activities Textbooks
Timing Pamphlets
Evaluation Resource
Control Centres
Management Charts
Assessment Teaching and
learning Aids

Figure4.1Anapproachtoplanning
Whatarethemaincomponentsofalessonplan?
Whatistheimportanceofeachcomponentsofthelessonplan?

Activity

Ineducationandprofessionalstudiesyouhavelearntthatthereasonswhyitisi
mportanttocarryoutlessonplanning.Youneedtorefreshyourmindbygoingth
roughthebasicknowledgeandskillsaboutlessonplanningintheeducationmo
duleasthismoduleonlyneedsyoutoapplytheknowledgeyouacquiredearlier.
HarlenandQualter(2008)explainthatplanningprocessfallintofourstages:
PuttingthelessoninContext
a. Whatarethemain‘big’ideas,skillsandattitudestobedevelopedth
roughthistopic?
b. Whathavethechildrendonebeforeonthistopic?

SettingtheLearningObjectives(outcomes)andStartingPoints

44
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

a. Whatdothechildrenknowandunderstandaboutthesubject?
b. Whatideasmighttheyhave?
c. Whatskillshavethechildrendeveloped?

SelectingtheActivities
a. Whatactivitieswillengagethechildren’sinterest?
b. Whatquestionswillstimulatethinking?
c. Whatresourceswillbeneeded?
d. Whataretheopportunitiesforassessingchildren’sprogress

OutliningtheLesson
a. Thinkingthroughplans.
b. Writingplans.

Alessonplanconsistsofthegeneralinformation,outcome(objectives),resourc
estobeused,introduction,presentationordevelopmentandevaluation.

GeneralInformation
Whatinformationmakesupthegeneralinformationofalessonplan?
Generalinformationonthelessonplanwillinclude:

a. Nameoftheschool-
Thiscomponentisvitalasitidentifieswherethelesson
planwillbeused.E.g.MindoloBasicSchool.
b. Gradeorclass-Thisidentifiesthetargetgrouponwhichitwillbe

implemented.Itclearlyanswersthequestionwhototeach.E.g.grad
e5C.
c. Dateonwhichthelessonwillbetaughte.g.5thFebruary2009
d. Learningarea:Itisintegratedscience
e. Topicortheme:Thesecanbeanyofthefivemainthemese.g.theenvir
onment
f. Subtopic:Howsoilisformed
g. Numberofthelearners:Thisisimportantasitenablestheteacherto
prepare

adequateteachingandlearningresourcese.g.books,materialanda
pparatus.

Thenumberoflearnersiswritteninthesimplestformsuchas80pupil
s.

45
 h. Durationofthelesson:Thisshowshowlongthelessonwilltakee.g.
40minutes.Itisverycommoninpracticetoovershootintoanotherle
arningarea’stime.Youshouldrememberthatalllearningareequall
yimportantandmustbegivenadequateteaching/learningtime.

Youshouldunderstandthatittakesalotoftimeandpracticetolearnhowtoavoid
underandoverplanningoflessons.

Howcanyouavoidunderandoverplanningforthelesson?

Activity

Overplanningmainlyisduetoinclusionofmanyactivities(teacher’sandlearners’)whileunderpla
nningisaresultofhavingtoofewlearningactivities.Lessonoverplanningmakestheteachertorusht
hroughtheworkwithoutmindingwhetherthelearnershaveunderstoodtheworkornot.Thissurel
ydefeatsthepurposeofteachingorlearning.Anothercauseofunderandoverplanningispoormana
gementoftime.Therefore,durationofthelessonenhancestimemanagement.

Resources
Theresourceswillincludethematerialandapparatusthatwillbeusedinthelesso
n.Thereisnoneedtoincluderesourcesthatwillnotbeusedduringlessonpresent
ation.Itisimportantthatalltheresourcesusedberelevantandappearsontheless
ondevelopmentstage.Theresourcesshouldberelatedtothestatedtheoutcomes
orobjectives.Itisimportantthatresourcesfromthelocalenvironmentandactual
specimenareutilisedinthelessononlywhenthereisnosubstitutethatyoucanus
echarts.

LessonOutcomes
Dependingonthesyllabusthiscanalsobereferredtoasobjective.Outcomesorob
jectivesshouldbeavarietyandcoverthecognitive,psychomotorandaffectived
omains.AccordingtoMuzumara(2008)particularattentionshouldbepaidtoco
ntent,processesandattitudestobedevelopedinthelearnersbytheendoftheless
on.Exampleofoutcomesonsoilformation;
Havingdiscussedhowsoilisformed:
 Describeweatheringprocess
 Careforsoil
 Drawthesoilprofile
Itisimportanttotellthelearnersthelesson’soutcomesontheonsetofthelesson.
Whyisitimportanttotellthelearnersthelessonobjectivesoroutcomes?

46
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Introduction
Thewaythelessonisintroducedwilldeterminehowthelearners’responsetoiti.
e.whethertheywillearlyfolloworputoff.Itshouldnotbelongjustabout5minut
es.Whyisthispartofthelessonplanimportantinteaching?
Youwillrealisethatthroughintroductionorstartingtogetheritwillbepossiblet
o
a. Linkthelearnersknowntounknownconcepts.
b. Createorsimulatelearners’interestinthelesson.
c. Assesslearners’knowledgeonthetopic.
d. Createanorganisingframeworkforthelesson
e. Givelearners’confidencetoproceedintothelesson.

Therearevariouswaysbywhichalessoncanbeintroducedtothelearners.Therei
snosteadfastruletoapplywhenintroducingalesson.However,thefollowingw
aysofintroducingthelessonsmaybefamiliartoyou:
a. Narratingastory-relatedtothelesson
b. Carryingoutademonstratione.g.conductinganexperiment
c. Questioning
d. Shortlecturer–stressingoutimportantpoints
e. Showingavideoorspecimen
f. Readingoutanarticlefromanewspaperorjournal

Writeanintroductionyouwoulduseinteachingagradefiveclassonsoilformat
ion.

Activity

Development
Thedevelopmentshowswhatandhowthelearnerswillbetaught.Itshowsthecontent,teachingand
learningactivities,classorganisationandtimingforeachactivity.Youshouldbeawarethatthelesso
ndevelopmentwillreflecttheoutcomesorobjectivessetearlier.Eachoutcomeorobjectivewillsho
wlearningactivity,howthelearnerswillbeorganisedandhowmuchtimewillbespentoneachactiv
ity.Insteadofwritingtheoutcomeorobjective,mostteachersprefertousecontentextractfromthesp
ecificoutcomesorobjectives.Whatwillbethecontentofthefollowingoutcomes?
 Describeweatheringprocess
 Careforsoil
 Drawthesoilprofile

Teaching/
learningactivitieswillshowwhatroleofteacherandlearnersduringthelessone.
g.learnerstodiscusstheweatheringprocess.Thelessonwillalsoshowhowthele
arnerswillbeorganisedi.e.whetheritwillbewholeclass,groupworkorindividu

47
 alisedwork.Ifgroupworkisusedyouneedtostatethecriteriausedinformingthe
groupsandhowmanylearnerswillbeineachgroup.Itwillalsoshowhowtheliste
dresourceswillbeusedtoachievetheobjectivesoroutcomes.Neverwriteresour
cesthatwillnotbeusedduringthedevelopmentstageofthelesson.

Eachactivityshouldbetimedtoenhancetimemanagement.Determiningtimefo
reachactivitywilldependontheworktobedonebythelearners.Theactivitiessh
ouldbe
a. Learnercentred
b. Involvehandson
c. Challenging
d. Adequatetoenablelearningtooccur

Withinthedevelopmentstageofthelessonyoushouldhaveidentifiedcrosscutti
ngissuestoinclude.Forexampleifyouareteachingonplantsyoushouldincludei
ssuesofdeforestationandclimatechangeascomponentofEnvironmentaleduca
tionorissuesofwaterandsanitationwhenyouareteachingonhumanbody.Lear
nersshouldbemadeawarethatscienceisnotjustaprocessthatiscarriedoutinacl
assroombutsomethingthataffectseachoneofusonaday-to-
daybasis.Mostlearnersfinditdifficulttocometotermswiththeverylargeimpac
tthatsciencehasonourlivesbothintermsoftheproductsproducedandthefinanc
ialandenvironmentalconsiderations.

Conclusion
Afterpresentingthelessontheteacherneedtoconcludethelesson.Usuallythele
ssonsinscienceareconcludedthrough;
a. Teacherdisplayinglearners’work,commentoneachworkdisplayedifit
wasdonethroughgroupwork.
b. Correctingsomecommonmistakesmadebythelearnerswhilealllearner
sobserve.
c. Stressingoutimportantpointsinthecoveredinthelesson.
d. Summarisingthelesson.
e. Clarifyingnotsowellunderstoodpointsorconcepts
f. Oralquestioningcoveringtheimportantpointsofthelesson.
Collectingthelearners’books,markingandcheckingofthepupilsworkdoesnot
constituteconclusionofthelesson.

Assessment
Attheendofagoodlesson,learnersshouldbegivensomeformofassessment.The
assessmentgivenisinformofclassexerciseandhomework.Learnerswhosewor
kisunsatisfactoryshouldbeassistedbytheteachertoimprovethroughindividu
alisedinstructions.

48
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Someteachersprefertogivelearnersrawnotesforthemtocopyintheirbooks.Thi
sisnotadvisableasitdoesnotinvolvelearnersactivelythelearningprocess.Youc
anremovekeywordsfromthenotestoallowthelearnerstofillinandbeactivelyen
gagedinthelearningprocessthroughnotetaking.

Evaluation
Thisisapartfortheteachertoreflectonthelessonandthereareseveralwaysofeval
uatingchildren’slearningduringthelesson.Intoevaluateyourlessonaskyours
elfthefollowingquestions:
a. DidIachievethelessonobjectivesoroutcomes?
b. Whatmadeitpossiblefortheclasstoachievetheoutcomes?
c. WhatdidIdothatIshouldhaveavoided?
HowcouldIhaveavoidedit?
d. Whatpreventedthechildren’slearning?
e. HowamIgoingtoimproveonmyweaknessIhave
experiencedinthislesson sothatIwillbeabletoreach
betterlessonsinfuture?

WritealessonplanforGrade6classonthetheme;plantsandanimalsifyourless
onisonfishanditwilllastfor80minutes(2x40minutesperiod).Rememberyoua
reintroducingthelessonandthetopicforthefirsttimetothelearners.
Activity

Belowisanexampleofaformatoflessonplan.Youmayormaynotneedtouseitoryoumaychooseto
modifyittofityoursatisfaction.
SCHOOL:SiomaBasicSchool DATE:15/02/2006
GRADE:5A ROLL:45pupils
SUBJECT:IntegratedScience
TIME:09:00-09:40Hours DURATION:40minutes
TOPIC:SeparatingSoilParts

TEACHING/LEARNINGAIDS:Largeglassjar,gardensoil,water

REFERENCES:Grade5EnvironmentalScienceTeacher’sBook-Page52;Pupil’sBook-Page58-
59.
SPECIFICOUTCOMES:LSBAT:
 Separatesoilintocomponents.
 Statethethreetypesofsoil.

49
 INTRODUCTION
Teachertorevisethepreviousworkwiththelearners,e.g.
(a) Whatissoil?
(b) Namethedifferentpartsofsoil. (5minutes)

50
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

LESSONDEVELOPMENT
CONTENT TEACHERACTIVITY LEARNERACTIVITY CLASSORGANIZATION METHODS DURATION
DURATION
-Collectsoilfromthe
-Step1:Asklearnerstocollectsoil -Groupwork Talkanddiscuss.
schoolgarden/outside
SeparatingSoilParts fromtheschoolgarden/outside
Humus(organicmat -Step2:Asklearnertoaddwatertothesoilinajar Experimentation
ter. -Step3:Asklearnertocoverthemouth -Addwatertothesoilin
Air thejar.
ofthejarandshaketomixthesoilwith
MineralParticles water. -
Coverthemouthofthejarands
hakeittomixwaterandsoil.
-Step4:Asklearnerstostandthejarin
-Standthejarinaplace
aplacewhereitcannotbedisturbed
whereitcannotbedisturbedan
andwatchcarefullytoseewhathappens. dwatchcarefullytoseewhatha
-Asklearnertowritenotesdescribing ppens. 30minutes
whattheyseehappening. - Discussion
Writenotestodescribewhatth
-Discusswithlearnersonwhathas eyseehappening.
Happenedtothesoilandwater. -Listencarefullyand Wholeclass
-Explainsoilcomponentstothelearners. Comparetheirfindingsandas
kquestionswherenecessary.

LESSONCONCLUSION
Teachersummarizesthelessonandgivesfeedback. (5minutes)
LESSONEVALUATION
 Teachingpart:………………………………................................................................................................................................................................................................
 Learningpart:……………………………….................................................................................................................................................................................................
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

Unitsummary

InthisunityoulearntthatPlanningisaprocessthatrequirescarefult
houghtandasoundknowledgeofthelearnersyouaregoingtoteach
.Goodplanswilloftentakelongtimetoprepare,especiallyintheinit
Summary ialstagesofteachingbutyouwillberewardedbyhavinggoodlesso
nswithplentyofvaluablelearningexperiencesforthelearners.Asy
ougaininexperienceyouwilldevelopyourplanningapproachsoth
atyouwritedownlessinformationbutintheearlystagesyouwillha
vetowritealmosteverymove.Planningwillinvolvedrawingupsch
emeofwork(Termlyplans);weeklyforecast(Weeklyplan)andless
onplans.Effectiveimplementationoflessonsdependsontheplann
ingdone.Itisadutyofeveryclassteachertoprepareschemeofwork(
Termlyplans),weeklyforecast(Weeklyplan)andlessonplans,and
tokeeptherecordoftheseineitherabookorteachingfile.

53
54
 1. Refertorelevantbooksavailable
a. Whatarecrosscuttingissues?
Module overview Teaching strategies in science
Planning and Teaching Integratedb.Science
Identifyandwritedowncrosscuttingissuesincludedinintegrate
dscienceandotherlearningareasatbasiceducationlevelinZambia.
2.

Howareyougoingtoknowwhat,why,whenandhowtoteachthelearn
ersinthat class?
3

Youwillneedtogetacopyofthesyllabusinordertoperformthisactivit
y.So,haveyougotone?Ifnotlookforonebeforeyoucontinue.
(a).Whatmethodsandapproacharerecommendedbythesyllabusfort
Activitiesfo eachingintegratedscience?
Writedowninyourworkbookthemethodsrecommendedbythe
runit4 syllabusforteachingintegratedscience.
(b).Howdoyoutiethemethodologyprescribedbythesyllabuswithna
tureofscienceyoucoveredinunitoneofthismodule?
4.

Listthethemesarecoveredinintegratedscience.Writethemdowniny
our workbook.
5.

Whatfactorsdoyouneedtoconsiderwhendesigninganintegr
atedscienceschemeofwork?
6.

Ifyouaretoteachhumanbodyandhealthtoyourclasswhichonewoul
dyouteachfirstandwhy?
7.

Carryoutasimplesurveyamongtheteachersteachinginbasic
schools.Whopreparestheschemesofwork?
Whataretheadvantagesanddisadvantagesofeachwayofpre
paringtheschemesofwork?
8. Whatarethemaincomponentsofalessonplan?
Whatistheimportanceofeachcomponentsofthelessonplan?
9. Howcanyouavoidunderandoverplanningforthelesson?
10.

Writeanintroductionyouwoulduseinteachingagradefivecla
ssonsoilformation.
11.

WritealessonplanforGrade6classonthetheme;plantsandani
malsifyourlessonisonfishanditwilllastfor80minutes(2x40m
inutesperiod).Rememberyouareintroducingthelessonandt
hetopicforthefirsttimetothelearners.
55
(Compareyouranswerswiththesuggestedonesatthebackofthemodulebutdonotcheck
answerstillyouhaveattemptedthequestion/s)
 SuggestedAnswerstoActivities
SuggestedAnswerstoActivitiesinUnit1

1.

Scienceisabodyofobjectiveknowledge(BOOK),aprocessandapositivea
ttitudetowardsnaturalphenomena.
2. Environmentalscience,AgriculturalScience,Crosscuttingissues.
3. Scienceis:
-Tentative-dynamicandchangesasnewevidenceemerge.
-Replicable-
observationsorresultscanbereproducedinvariousplacesaslongascondi
tionsaresimilar.
-Empirical-asconclusionsarebasedonobjectiveobservations.
-Historic-currentknowledgeisbasedonpastknowledge.
-Unique-Ithasitsownspecialways/
proceduresofgeneratingnewknowledge.
-Public-
itisbasedonknowledgethatisopenorpublicasopposedtobeingpersonal.
etc.
4.

Sciencecontentconsistsofknowledgeintheformoffacts,concepts,princi
ples,laws,theoriesandgeneralisations.
Scienceprocessesareactivitiesthroughwhichcontentorknowledgeisgen
erated.Someoftheseareobserving,measuring,recording,communicatin
g,classifying,experimenting,etc.
5. (i)Observation (ii)Problemidentificationanddefinition
(iii)Formulatinghypothesis (iv)Collectingdata
(v)Experimenting (vi)Concluding
(vii)Resolutionoftheproblem
6. (a)Observing,recording,classifying,measuring,etc.
(b)Observing-collectingdatausingoneormoresenses;recording-
putting dataintostorage;classifying-
sortingintogroupsbasedonchosencriterion; measuring-
quantifyingintounits.
(c)Formulatinghypothesis,inferring,experimenting,etc.
7. (a)curiosity,persistence,objectivity,open-mindedness,cooperation.
(b)curiosity-desiretoknowandunderstand;persistence-
maintaininganactive interestinatopic;objectivity-
basingconclusiononevidence,notcookingupresults;open-
mindedness-beingunprejudiced;cooperation-

56
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

collaboratingwithothers.
8.

Scienceasascientificsubjectthatlooksatprocessesandthebodyofobjectiv
e

knowledgeItinvolvesknowledgeoftheories,laws,facts,conceptsandpri
nciples andhowscientificprocessesareusedtodevelopthisknowledge.
ScienceEducationinvolvesmethodsandtheoriesofteachingand
learningscience.

SuggestedAnswerstoActivitiesinUnit2
1. Includefemalepersonalpronounslikeshe,her;includepicturesofgirlsor
womenas

examples;includenameofgirlsaswellasexamplesofpersonalitiesinthe
descriptionortext.

2. “EducatingOurFuture”asapolicydocumentfocusesondevelopingproc
esses of

scientificthinkinginlearners;promotingguideddiscoverymethods;imp
roving

schoolinfrastructure;supplyteachingandlearningmaterials;producing
better

trainedteachers;producingasyllabusrelevanttothelearnerandneedsoft
he nation;supervisingtheteachingandlearningprocessinschools.

3. Genderequity-equalaccessibilitytovariousresourcesbybothmaleand
female gender.

4. T/Lresourcesarematerialsusedtomaketheteachingandlearningprocess
moreeffective.

Theystimulateinterestandcuriosityinthelearner;invokeresponsesfrom
the

learners;providevarietyinlearning;improveclassroomenvironmentthr
ough display.

57
 SuggestedAnswerstoActivities3
1. Whyaclassdiscussionissuitableforbeginningandsummarizinglessons:
Itinvolvespupil-teacher,pupil-
pupilinteraction.Informationflowsinthree dimensionsi.e.teacher-
pupilcommunication,pupil-teachercommunicationandpupil-
pupilcommunication.
2. ToensurethatpupilslearnfromanexperimentI’mdemonstrating:
Haveclearlydefinedaimsandobjectives.Itmustbeclearlyobservedby
every

pupilandinvolvetheclassateverystage.Usesimpleapparatuswhose
operations areeasilyunderstoodbypupils.

Haveaworkablelogicalorderofpresentation.Stimulateinterest,curiosit
y andinquiryinpupils.
Makeiteasyforpupilstoperformbythemselves.

3.

Fieldtripsareimportantinscienceeducation.Discusswhythisissoandgivemerit
s and demeritsofthisapproach.
Asinvestigativetypefieldtripsbringlearnersindirectcontactwiththe
intended
studyareaoutsidetheclassroom.Forexamplepark,factory,mine
orenvironment
outsideclassroom.Ithelpslearnerstorelatetheory.
Meritsofthisapproach
Verificationofscientificgeneralisations.Useofallsensestogaincomplete
pictureofconceptsunderconsideration.Developmentofskillsin
observation. Enjoymentthroughsocialinteraction.

Demeritsofthisapproach.
Difficultiesinplanningandconductingfollowups.Costonpartofparents,

schoolandteachers.Accidentsmayhappenduringfieldtrips.Socialprobl
ems amongolderpupilsespeciallymixedclasses(boysandgirls.

4. Realobjectscanstrengthentheunderstandingofsciencebypupils.Discussion:

58
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

(a)Howrealobjectscanbeusedinteachingaconceptinscienceatprimary
school.

Realobjectscanbeseenandmanipulatedbylearners,hencetheyhelpdeve
lop

knowledgeandunderstanding,skillsandattitudesandapplytheminreall
ife situations.
(b)(i)Advantagesofusingthismethodintheteachingofscience:

Learnershavefirsthandexperience.Interestisstimulated.Concretisesco
ncepts as opposedtoabstract.
(ii)Disadvantagesofusingthismethodintheteachingofscience.
Somerealobjectscanbedangerous.Maybeexpensivetoobtainsomereal

objects.Itmaybeunethicaltousecertainrealthingslikehumanbody.

5. Laboratorymethod.

(a).Thoughexpensiveshouldbeencouragedbecause:Theyhelplearnerst
o

examineandmanipulateobjectsindividuallyorinsmallgroupswhilethe

teachersupervisestheactivity.Learnersalsolearnbetterbydoingscience.

(b)Outlineofatleast10laboratoryrules.Nomonkeyplaysinthelab.No
tasting

anything/oreatfoodordrinkinthelab.Ifgastapsareavailable,alwaysclos
e

themwhennotinuse.Knowsomehazardoussymbols.Followinstruction
s

whendoingexperiments.Wearclosedshoesandalabcoat.Reportallbreak
agesand accidents.Nopointingtesttubetoafriendwhen
heatingsubstances.Neveradd

watertoacidbutacidtowater.Cleanallapparatusbeforeandafteruse.

(c)Somecommoncausesoflaboratoryaccidents.Notfollowingthesafety

59
 ruleslistedabove.

(d)Listatleastthreedisadvantagesoflaboratorymethodintheteachingan
d

learningofscience:Somelabmaterials/equipmentareexpensive.Labswo
rkisquiet

involvinginplanning.Resourcesmaybehardtoobtainandexpensive.Ne
edlab managementskills.

6. Benefitsofrole-
play.Teachingthesocial,economicandenvironmentalaspectsof

science.Encouragingcooperativelearning.Simulatingreallifesituation.
Providinganopportunitytopracticeoralskillsandfun.
Designofascienceactivityinvolvingrole-play:Canbedramadepicting
outbreak
ofadisease,ofhealthpersonnelgivingatalkonhealthmattersetc.

7. Agamethatwillenablethelearnerslearninanenjoyableatmosphere.
(a)Prepareoneboardgamethatyouwouldusewithasciencelessonofyour

choice.Boardgameonphotosynthesis,bloodcirculation,humanbody,et
c.Select

appropriateproblemorsituation,selectparticipants,givespecificroles,p
articipants playoracttherole,evaluate.

(b)Statetheadvantagesofusinggamesinscienceeducation:Theyhelp
learnerof
mixedabilitiestoworktogether.Provideanatmosphereforsocial
interaction.They

encouragefreedomofexpressionanddecisionmaking.Arouseinterestin
learners.
(c)Statesomehindrancestotheuseofgamesinscienceeducation.

Constructionofagamemaybetaskingforoneperson.Materialsmaybecos
tly. Classsizemaybetoobig.Noavailablegameforeverytopic.

(d).Whygamesshouldbeusedintheteachingandlearningofscience:They
tendtobeverymuchlearner-
centredhenceenhanceactiveparticipationforeverylearner.

SuggestedAnswerstoActivitiesinUnit4

60
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

1.

(a)Topicsorissuestaught/learntinallstudyareas.Theyconcernandaffect
all humanbeings.
(b)HIV/AIDS;theenvironment;substanceuseandabuse;reproductive
health; waterandsanitation;gender;hygiene;nutrition,etc.

2. Schemesofworkarepreparedbytheseniorteacherorsometowhomthe

taskisdelegated.Variousformatsoftheschemeofworkmaybeavailablein
the schools.
Advantages:SomeSOWmaybeeasybecausetheydon’thavetoomany
details

suchasoutcomesandtopics,activities,methods,etc;somecombineweeks
.

3. Whattoteach:contentfromthesyllabus(orschemeofwork);whyteach-
forthe learningoutcomestobeachieved;whentoteach-
thetimecouldbeperiod,timeofthedayorseason;howtoteach-
theappropriatemethodologytousedependsonvariousfactorssuchaslev
elofability,T/Lresources,learners’background,etc.

4.

(a)Methodsandapproachesrecommendedarethosethatenhancecreativ
ity,analysis,problemsolvingandinvestigativeapproachtolearning;e.g.
Experiments,studytours,fieldworkandprojects.
(b)Themethodologyshouldbeinvestigativeandthereforebecompatible
withthenatureofscience;e.g.tentativenature-
newideasshouldbegenerated; objective-
observationsshouldbebasisforconclusions;replicable-similar

observations/resultsshouldbeproducedbydifferentinvestigators;uniq
ue-the scientificmethodsofinvestigationsshouldbefollowed.

5. Five(5)themes:(i)theHumanbody(ii)Health(iii)TheEnvironment
(iv)PlantsandAnimals(v)MaterialsandEnergy.

6.

Factorstoconsiderwhendesigningaschemeofwork:topicsorcontenttob
e

61
 covered;timeavailable;publicholidays;schoolterm’sactivities;seasonfo
r

availabilityofcertainmaterials;referencebooks;schoolpolicyonassessm
ent;correlationoftopics.

7. TeachtheHumanbodyfirst:Reasons-teachaboutpartsandsystemsofthe

bodyasthesearetheonesthatgetaffectedbyillnesses.Teachfromwhatthel
earnersalreadyknow(theirbody)towhattheydonotknow(theirhealth).
8.

(a)Preamble(b)behaviouralobjectives/learningoutcomes(c)introductio
n
(d)Development(e)conclusion.

9. Toavoidunderandoverplanning,consider:(a)abilityofthelearners
(b)Amountoftimeordurationofthelesson(c)T/Lmethodologytobeused
(d)T/Lresourcesavailable.

10. Anintroductiononsoilformationlesson.Variousmethodsorapproaches
maybeused:(i)Fieldvisit-
showthelearnersthesoiloutsidetheclassroom.Askthemtotellhowitwasf
ormed.(ii)Groupdiscussion-
grouplearnersinsmallgroupstodiscussforafewminuteshowsoilcouldb
eformed.(iii) Questionandanswermethod—
throughaseriesofquestions,askthelearnerhowthesoilcouldhavebeenfo
rmed.(iv)Story-createandnarrateastoryofhowthesoilwas
formedbyweatheringagentsfromarockyearth.
Note:Anintroductionmustbeinteresting,stimulatingandmindcapture.

11. Thelessonplanformatusedmusthavealltheessentialfeatures,i.e.
(a)Specificoutcomes-
withactionverbscoveringthethreedomainsoflearning
(b)Introduction-captivatingthroughuseofrealspecimense.g.fish,
(c)Lesson development-activitybasedandlearner-
centred.Insmallgroups,learnersto

observewhatisbeingstudiede.g.externalparts.Processofscientificthinki
ngshouldbepromoted,i.e.observing,drawing,communicating/
discussing, measuring,etc.(d)Lessonconclusion-
learnerstosharewhattheyhaveinvestigatedandteacherfacilitatesandcle
arsanymisconceptions.

62
Module overview Teaching strategies in science
Planning and Teaching Integrated Science

References

HarlenW.AndQualterA.
(2008).TheTeachingofScienceinPrimarySchools,London:DavidF
ultonPublishers.
JacintaMandReginaM.,
(1981).PrimaryMethodHandbook,London:EdwardArnol
d.
JegedeO.J.andBrownD.P.,(1994).TeachingPrimaryScience,
HongKong:EducationLtd.
KariukiD.G.,etal(2008).RevisionScienceforPrimaryTeacherEducatio
n:NairobiEastAfricanPublishers;.
MuzumaraP.M.
(2008).BecominganEffectiveScienceTeacher:Lusaka,Bhut
aPublishers
OllerenshawC.andRitchieR.,
(1998).PrimaryScience,MakingitWork,London:DavidFul
tonPublishers.
Yandila(n.d).TeachingScienceinBotswana,(noPublisher).
YoungB.L.,
(1988).TeachingPrimaryScience:England,LongmanGroup,Esse
x,

63