TMN3705

Name: Samuel Folo

Student Number: 15870073
Assessment 2
Question 1

1.1

Science is basically the study of the natural world through things like observation and experiments.
You come up with hypotheses, test them out, and then analyse what happens to understand how
things work. Technology is about using scientific knowledge to create practical solutions. It’s all the
tools, machines, and systems we develop to make life easier and solve problems. Science is super
important because it helps us advance our knowledge, improve technologies, and solve problems. It’s
all about understanding the world around us, which can lead to breakthroughs in areas like
healthcare and environmental protection. Being scientifically literate means, you can make informed
decisions and take part in important discussions. Technology drives economic growth, makes
communication easier, and improves our daily lives. Learning about technology equips students with
the skills they need for modern jobs and encourages them to innovate and solve problems.

1.2

Science should be taught through inquiry-based learning, where students get involved in experiments
and investigations to discover scientific principles for themselves. This method helps develop critical
thinking and problem-solving skills. Teachers should use hands-on activities, encourage curiosity, and
lead discussions that let students explore and question what they see.

1.3

Constructivism is the idea that students build their own understanding and knowledge of the world
through experiences and reflecting on those experiences. Vygotsky’s theory, which is a part of this,
says that social interaction is key to cognitive development. Learning happens when students work
together or get guidance from someone who knows more.

• Active Learning: Students do hands-on experiments and activities, which helps them learn
through experience.
• Social Interaction: Group work and discussions let students learn from each other and
understand scientific concepts better.
• Scaffolding: Teachers provide support and gradually reduce it as students get more confident.

1.4

Technology should be taught through project-based learning. This means students work on real-world
problems and create solutions using tech tools. It’s a great way to combine different subjects,
encourage teamwork, and develop practical skills. Teachers should give students the chance to
design, build, and test their projects, fostering creativity and innovation.
1.5

Kolb’s experiential learning theory focuses on learning through experience and reflection. It’s a
continuous cycle that includes concrete experience, reflective observation, abstract conceptualization,
and active experimentation.

• Concrete Experience: Students get involved in practical tasks, like building models or
developing software.
• Reflective Observation: Students think about their experiences, considering what went well and
what could be improved.
• Abstract Conceptualization: Students interpret their experiences to understand the underlying
principles and theories.
• Active Experimentation: Students apply their new understanding to new projects, continuously
improving their skills and knowledge.

Question 2

2.1)

Lesson planning refers to when a teacher maps out what they intend to teach, how they are going to
teach it, and what they want the learners to learn. It includes topics of the lesson, goals for the lesson,
materials needed for the lesson how the learners will understand the lesson.

2.2)

• It helps the teacher stay organised and makes sure they cover everything they need to
• Having a lesson plan makes teachers feel more prepared and more confident which make their
teaching more effective.

2.3)

• The lesson will be chaotic. If the lesson feels all over the places with no clear direction, then the
teacher most likely did not plan.
• Poor time management. An unprepared teacher might rush through the material or spend too
much time on one thing, making it difficult to keep the class on track.

2.4)

2.4.1)

1. Content Knowledge (CK): Knowing the subject being taught’

2. Pedagogical Knowledge (PK): Knowing how to teach.
3. Technological Knowledge (TK): Know how to use technology.
2.4.2)

1. Pedagogical Content Knowledge (PCK): Knowing how to teach a specific subject.

2. Technological Pedagogical Knowledge (TPK): Knowing how to teach using technology.
3. Technological Content Knowledge (TCK): Knowing how technology affects and is used in the
subject matter.

2.4.3)

Technological Pedagogical Content Knowledge (TPACK): Knowing how to teach the subject using
technology in the most effective way.

2.5)

Assessments is how teachers figure out what learners know and what they still need to learn. It is
about checking their understanding and skills through different methods to see if they are meeting
the learning goals.

2.6)

Formative, Summative and Diagnostic Assessments.

Question 3

3.1)

3.1.1)

A structure that can be made from liquids is cie. An example of where it can be used by animals for
shelter is in polar regions where animals like polar bears use ice caves to protect themselves for the
harsh conditions.

3.1.2)

• Birds nest made of twigs and leaves. Birds like sparrows and eagles use twigs and leaves to build
nest in trees to protect their eggs and babies.
• Burrows made from soil. Animals like rabbits and meerkats dig burrows in the ground to create
a safe and cool environment for living.
3.2)

3.2.1)

Zule hut. The Zulu huts were strengthened using framework od wooden poles tied together with grass
ropes. The walls were then filled in with a mixture of mud and grass, which dried to create a sturdy and
insulated shelter.

3.2.2)

To reproduce the same structure in class, I would use materials like cardboard, sticks, and clay. I would
create a small framework with sticks tied together using string, like know grass ropes were used. Then,
we would use clay mixed with grass or paper strips to fill in the walls, replicating the mud mixture. To
test its strength, we could place weight on top and gently shake it simulate wind, observing how well it
holds up.

Question 4

4.1)

4.1.1)

Technological Pedagogical Content Knowledge (TPACK). This is about knowing how to integrate
technology with teaching. It is like blending content, teaching methods, and technology to make lessons
more engaging. Teachers need to understand how to use tech to explain concepts, apply teaching
techniques that make good use of technology, and help learners who struggle with it.

Classroom interaction. Teachers need to be good at interacting with all learners, especially those who
learn at different speeds or have special needs. This means creating a respectful and supportive
environment where everyone gets a fair chance to learn and participate.

4.1.2)

Using TPACK.

Designing Virtual Labs: Teachers can set up virtual lab simulation where learners can mess around with
different material and processes online. This way, learners can try out different things and see the
results without needing an actual lab.

Using Classroom Interaction.

Group Project on Material Properties. Teachers can create project where learners work together to
explore the properties of different materials. For example, they could test the strength, flexibility, and
conductivity of various material and then present their findings. This helps learners work as a team and
ensure everyone can contribute.
4.1.3)

Assessments for TPACK

Rubric for Virtual Labs: Teachers can make a detailed rubric to mark learners’ performance in virtual
labs. The rubric could cover things like understanding the scientific process, handling variable, making
accurate observation, and drawing clear conclusions from the simulation. This makes sure that the tech
used in the activity is properly assessed.

Assessment Classroom interaction:

Peer and self-assessment. For groups projects on material properties, teachers can set up peers and
self-assessment tools so learners can evaluate their own and their peers’ contributions. This can include
things like teamwork, participation, research quality, and presentation skills. This method not only
grades the final product but also the collaboration and individual effort.