TEACHING APPROACHES IN SCIENCE A.

The Discovery Approach The discovery approach helps the learners use the ideas already acquired as a means of discovering new ideas and concepts. Two Types of Discovery 1. Guided Discovery is an instructional approach by which the teacher tries to draw out his/her pupils some bits of information through properly organized questions that will lead to the discovery of some concepts or principles. 2. Pure Discovery is an approach where the pupils are expected to arrive at certain concepts and principles by themselves. The teacher gives some guidance with the explanation of particular terms and references. In this approach the teacher plays the role of co-explorer, encourager, questioner and examplesetter (role model) According to Jerome Bruner, this approach will primarily help the learners in the following: 1. Increase intellectual potency, which means that discovery learning helps students learn how to learn. It helps the students develop skills in problem-solving, helps learners to arrange and apply new learning to new situations, shift the responsibility of learning to themselves thereby gaining new ideas. 2. The source of motivation becomes intrinsic rather than extrinsic. 3. According to Bruner, Heuristic means the method through which a person is trained to find out things independently. B. The Inquiry Approach In this approach, the learners perform a science activity through the use of carefully planned operations. The questions are asked by the learners through the careful guidance of the facilitator. The lesson is learner-centered, the facilitator talks less while the ;earners do most of the talking or asking. The facilitator should also be able to listen well and ask appropriate questions. The facilitator emphasizes the tentative nature of conclusions which make the activity more real-life problem-solving in which decisions are always subject to revisions if and when new data is presented. All learners should develop abilities necessary to do scientific inquiry which includes: 1. 2. 3. 4. Identifying questions that can be answered through scientific investigation Designing and conducting scientific investigations. Using appropriate tools and techniques to gather, analyse and interpret data. Developing descriptions, explanations, predictions and models using evidence.

5. Thinking critically and logically to determine the relationships between evidence and explanations. The Steps to follow during an Inquiry Approach 1. Inquiry presenting an inquiry problem, question or discrepant event to stimulate thinking of the learners. It is important that the explanation of the event should be based on ideas in which the learners already have some familiarity. The explanation of the situation should be discoverable. 2. Exploration discussing the discrepant (inconsistent) event by generating theories and asking data gathering questions. Yes No questions are focused. 3. Discovery freely testing theories or hypothesis until data gathered is satisfactory or lead to discovery. 4. Investigation engaging in an active inquiry and investigation of problems. C. The Process Approach The learners learn by first-hand experience and progress at their individual rate by learning while they find out concepts for themselves. The process approach allows children to: 1. Understand that change, cause and effect relationships have been, is now and will continue to be fundamental development in our universe. 2. Attain their maximum potential for effective action and thinking. 3. Increase understanding of themselves and of their relationships to the universe. 4. Sustain the enthusiasm to seek more and more knowledge. 5. Accept the challenge that society seeks their best talents and wisdom. The Steps in The Process Approach 1. Guided Inquiry a. Arouse interest b. Show or demonstrate materials. c. Ask questions that lead to the problem. 2. Guided Exploration a. Perform series of activities using concrete materials. b. Follow a step-by-step basis of performing the activities for the process or processes involved. D. Metacognitive Modeling The learners will learn to think about what they already know and identify what they need to learn next about the subject being studied and the purpose of the subject area answered.

Metacognitive modelling works well in situations where previous instructions have established a base of knowledge. This method is intended to be used with textual presentation of the subject matter. Steps in Metacognitive Modeling: 1. Distribute the metacognitive model K W L worksheet What I Already Know K What I Want to Know W What I want to Learn L

2. Instruct the learners to answer the worksheet. 3. Follow up with small group discussions. 4. Direct learners to talk and write about Their understanding of the material/activity (what they Know) What they would like to learn more about (Want to learn) What they learned at the end of the unit of work (what they Learned) Sharing of the group (or individual) worksheet with the classmates follows.