Module: TEACHING SCIENCE IN THE ELEMENTARY

UNIT 1  Being a “science literate” is not just an

THE ELEMENTARY SCIENCE CURRICULUMN advantage but an absolute necessity in the 21st
century.

Lesson 1: What is Science?

Science
Keywords that Define Science  derived from the Latin word Scientia meaning
knowledge.
 commonly referred to as a systematic and
organized body of knowledge in any area of
inquiry that is acquired using the “scientific
method”.
 it has many facets and definitions

FACETS OF SCIENCE

Science as a broad body of knowledge

 Physical sciences consist of disciplines such as
physics (the science of physical objects),
chemistry (the science of matter), and astronomy
(the science of celestial objects). Earth sciences
consist of disciplines such as geology (the
science of the earth).

Science as a set of skills

 The science process skills form the foundation
of scientific methods. There are six basic science
process skills: observation, communication,
classification, measurement, inference, and
prediction. These basic skills are integrated
when scientists design and carry out
experiments. All six basic skills are important
individually as well as when they are integrated.
Why Science is Valued?
 It has helped in satisfying many basic human Science as an intellectual activity
needs and improving living conditions.  Science is the intellectual, practical, and
 Advances in technology and science are systematic study of the structure and behavior of
transforming our world at an incredible and the physical and natural world through
unimaginable pace. observation and experiment.
 We cannot escape from and we cannot measure
the significance of science. Science as a social activity
 Science has shaped the world.  Science is a social activity shaped by history,
 Technology and the products of scientific institutions, beliefs, and values. Society shapes
knowledge surround us every day. science and vice versa.
 Public and private policy decisions that impact
every aspect of our lives are driven by scientific Science as problem-solving
process and evidence.  Problem-solving skills are necessary in all areas
 The enormously complex physical world of life, and the science class provides the
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illustrates boundless scientific concepts. students opportunity to develop and utilize their
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problem-solving skills, which include the ability

to critically analyze a problem, determine all its
Module: TEACHING SCIENCE IN THE ELEMENTARY

elements, and prepare a feasible solution. These Experiment:

are valuable skills one can acquire in life. Conduct experiments by placing the paper towel
inside the glass with water and take note on
what will happen.

Science as a career Analysis:

 Individuals who have devoted themselves in When the glass is lowered in the water, air is
studying and doing science have established trapped inside of the glass because of the water
careers in science, such as biologists, chemists, pushing up from below. The paper towel will
environmentalists, astronomers, medical stay dry if the air stays in the glass.
practitioners, among others.
Conclusion:
Science as a global human endeavor Regard or disregard your hypothesis based on
 Science is a result of human imagination, the collected data.
ingenuity, and creativity. Individuals and teams
from many nations and cultures have contributed The Scientific Irony
to science and to advances in technology.  We can probably enumerate lots of things to
express why the learners love science like it
Science as a process challenges ideas that they think are correct or
 The scientific method is a set of steps for maybe because there is always something new
verifying and building scientific knowledge. and interesting to discover which makes it an
When performing this process, one employs exciting subject.
skills necessary to research a topic, develop a  Many learners would say I like Science but hate
plan and timeline, and draw conclusions from science class. Isn’t it ironic? Indeed, it is. All of
research results. us may love Science but will lose interest for the
subject because of some underlying factors.
Scientific Method Being top of this reason why learners hate
 It refers to a set of steps for verifying and science class even though they like Science is
building scientific knowledge. Steps include because the “TEACHER IS BORING”.
making valid observations, interpreting and
generalizing results. Research shows that the teacher is the most important
 It allows researchers to independently and factor in the effective delivery of classroom
impartially test preexisting knowledge and prior instruction. Engaging classes are facilitated by inspiring
findings and subjects them to scrutiny and science teachers. But what are the important traits of an
enhancements. inspiring science teacher?

Anatomy of a Science Teacher

Applying the Scientific Method on Paper Towel and

Glass with water:

Observation:
A glass with paper towel inside is place in water.

Question:
Will the paper towel inside the glass stays dry in
water?

Hypothesis:
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The paper towel will be wet in water. The paper

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towel will stay dry in water.

Module: TEACHING SCIENCE IN THE ELEMENTARY

Lesson 2: Science Education ACTIVITY 1: The Aims of the Study and Teaching of
Sciences
Science education
 is concerned about learning, teaching, and
understanding science. Historical Development of Science Education in the
Philippines
Three dimensions of science
science knowledge,
processes of doing science, and
scientific attitudes.

Science as a Subject
is one of the most important subjects that must be
learned because of its relevance to the students' lives

In the science class

 the students use and develop life skills such as
problem-solving and critical thinking
allow students to generate ideas, weigh
decisions objectively, and understand the
evidence.

Importance of Teaching Science

 the nation is dependent on the technical and
scientific abilities of its citizens for its economic
growth and national activities
 science is a significant part of human culture and
represents one of the highlights of human
capacity.
 it provides a laboratory of common experience
for development of language, logic, and
problem-solving skills.
 for some of the students, it will become a
lifelong vocation or career.

Understanding Science
 current research indicates that proficiency in one
aspect of science is closely related to proficiency
in others.

Strands of Scientific Proficiency

 developed by the National Academy of
Sciences
 address the knowledge and reasoning skills that
the students must acquire to be considered fully
proficient in science.

The students who are proficient in science:

know, use, and interpret scientific explanations;
generate and evaluate scientific evidence and
explanations;
understand the nature and development of
scientific knowledge; and
participate productively in scientific practices.
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Module: TEACHING SCIENCE IN THE ELEMENTARY

Lesson 3: Elementary Science Curriculum Below is the Science Curriculum Framework for basic
education in the Philippines.
Science Education
 aims to develop scientific literacy among the
Filipino learners that will prepare them to be
active and engaged citizens in the society.

The K-12 Science Curriculum

 is learner-centered and inquiry-based,
emphasizing the use of constructivist pedagogy
in teaching.
 Concepts and skills in life sciences, physics,
chemistry, and earth sciences are presented with
increasing levels of complexity from one grade
level to another in spiral progression, thus
paving the way to a deeper understanding of
core concepts.
 promotes a strong link between science and
technology, including indigenous technology,
thus preserving our country's cultural heritage
 Science content and science processes are linked
in the curriculum

The curriculum is designed around the three domains of Science Curriculum Framework
learning science:  a set of standards or learning outcomes that
understanding and applying scientific defines the content to be learned in terms of
knowledge in local setting as well as global clear, definable standards of what the students
context, should know and be able to do
performing scientific processes and skills, and
developing and demonstrating scientific
attitudes and values

The acquisition of these domains is facilitated using the

following approaches:
multi/ interdisciplinary approach,
science-technology-society approach,
contextual learning,
problem/ issue-based learning, and
inquiry-based approach

The approaches are based on constructivism, social

cognition learning model, learning style theory, and
brain-based learning.

The Aim of the K-12 Science Curriculum

to demonstrate understanding of basic science
concepts and application of science-inquiry
skills,
exhibit scientific attitudes and values to solve
problems critically,
innovate beneficial products,
protect the environment and conserve resources,
enhance the integrity and wellness of people,
make informed decisions, and
engage in discussions of relevant issues that
involve science, technology, and environment
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Module: TEACHING SCIENCE IN THE ELEMENTARY

Lesson 4: Constructivist Theory in Teaching Science UNIT 2

INSTRUCTIONAL PLANNING
Constructivist teaching
 is anchored on the fundamental belief that Lesson 1: Components of Instructional Planning
learning occurs as individuals are actively
involved in meaning-making and knowledge- All teachers engage in the process of planning,
construction processes. managing, delivering, and evaluating instruction.
 Dewey's idea of transformative education Planning instruction involves three steps: (1) deciding
suggests that education must foster the what to teach, (2) deciding how to teach, and (3)
development of critical thinking among the communicating goals and expectations to the
learners via reflection, exploration of the learners. Each of these steps includes specific tasks
environment, and hands-on experiences.
 These experiences are generated through playing Instructional Steps
from infancy to adulthood, which is necessary Planning
for learning. Domain
Deciding what 1. Assess the students' skills and
Constructivist Classroom to teach knowledge
 the teacher's role is to prompt and facilitate
meaningful exchange of ideas and learning. 2. Analyze the instructional task
 the teacher's main focus is guiding the students
3. Establish a logical instructional
by asking questions that will lead them to
sequence
develop their own insights and conclusions on
the subject. 4. Consider the classroom elements
that may affect instruction
Constructivist teaching is governed by the following
principles: 5. Identify gaps between actual and
Engage the students in the discovery and expected performance
examination of relevant and meaningful
problems Deciding how 1. Set instructional goals
Organize curriculum into activities and broad to teach
primary concepts 2. Select instructional methods and
Explore and value the students' perspectives materials
Encourage the students to investigate and
3. Pace instruction appropriately
challenge their assumptions
Use assessment to diagnose and guide the 4. Monitor performance and re-plan
student learning. instruction

Communicating 1. Involve the students in learning

goals and
expectations to 2. State expectations
the learners
3. Maintain high standards

Robert Gagne
 developed the Nine Events of Instruction that
has guided trainers and educators in designing
instruction for trainings and classroom-based
teaching.

Nine Events of Instruction

1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
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8. Assessing performance (retrieval)

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9. Enhancing retention and transfer (generalization)

Module: TEACHING SCIENCE IN THE ELEMENTARY

Lesson 2: Instructional Planning Cycle

Steps Sample Tasks
How do the teachers know if learning plans are Analysis (the process of  Needs assessment:
effective and if the students are learning? It is crucial defining what it is to be learners, goals
that the teachers take steps to reflect not only on their learned)  Problem
delivery of instruction but on quality of learning that is identification
taking place in the classroom. Great teachers reflect on  Task analysis
their practice and keep learning. They keep building Design (the process of  Write objectives
specifying how it is to be  Develop test items
on their strengths and working on their weaknesses.
learned)  Plan instruction
They are not afraid to learn about their weaknesses and
 Identify resources
areas for improvement. They make reflection and  Select delivery
constant growth. system
Development (the process  Work with producers
Instructional Planning Cycle of writing and producing  Develop worksheets,
Stage 1: Stating the Intended Instructional Outcomes the materials) materials
 Effective teachers begin the instructional cycle Implementation (the  Teacher training
by identifying the content standards that the actual delivery of  Tryout
lesson or unit will address. At this stage, the instruction)
teacher has a clear idea of what the students Evaluation (the process  Record test results
need to know, understand, and be able to do to of determining the  Interpret test results
meet the standards. adequacy, effectiveness,  Survey graduates
and efficiency of  Revise activities
Stage 2: Planning instruction; maybe
formative or summative)
 In this stage, the teachers design varied,
challenging, and appropriate instructional
activities. It is also important that teachers plan
ongoing formal (e.g., standardized tests) and
informal (e.g., teacher-made tests, portfolios)
assessments to determine the students' progress.

Stage 3: Assessment
 In this third stage, the teachers implement their
planned assessments to determine whether the
students have met the intended learning
outcomes.

“ADDIE” Model in Instructional Design

 stands for Analyze, Design, Develop,
Implement, and Evaluate.
 it is an Instructional Design model that has
withstood the test of time and use.
 it is simply a “device” to help us think through a
course's design.
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Module: TEACHING SCIENCE IN THE ELEMENTARY

learned from the

lesson or
Lesson 3: Five E Model in Planning Science Lessons actvity) chart

In 1962, educators J. Myron Atkin and Robert Maps of

Karplus propositioned that effective learning cycles conceptual
change
involve three key elements: exploration, concept
introduction, and concept application.
Explore Allow the Laboratory
students to experiments
The findings of Atkin and Karplus informed the actively explore
creation of the 5E model. This teaching model focuses the new concept Scientific
on providing students opportunity to understand a through method drills
concept over time through a series of steps or phases concrete
Engage, Explore, Explain, Elaborate, and Evaluate. learning Hands-on
experiences activities
The 5E Model
 was developed in 1987 by the Biological Guide the Performance
Sciences Curriculum Study. students in tasks
 promotes collaborative, active learning in which going through
the students work together to solve problems the scientific Field work
method
and examine new concepts by asking questions,
analyzing, interpreting, evaluating and drawing Let the students
conclusions. make
 it is based on the constructivist approach to observations
instruction. and share
findings to their
The model is most effective when: peers
The students are encountering new concepts for
the first time because there is an opportunity for Explain Facilitate a Interactive
a complete learning cycle. discussion and discussion
It is used in a unit for two to three weeks in synthesis of
which each phase is the basis for one or more new knowledge Viewing clips,
distinct lessons. documentaries
Have the
students ask Reading online
The table below outlines the stages of the 5E model, questions for discussions and
describes each stage, and provides sample teaching clarification materials like
strategies.
Sample Have the Khan Academy,
What the Teaching students share online
Stage
Teacher Does Strategies/ their insights encyclopedias
Activities and feelings
about the Taking
Engage Determine the Asking opening activity in the computer-
students' prior questions Explore stage assisted
knowledge and interactive
knowledge gaps The students Discuss games
write down scientific terms
Foster an what they and concepts
interest in the already know
upcoming about the topic Utilize videos,
concepts multimedia
KWL (K means software,
Prepare the KNOW or what games, or other
students to learn the students tools to boost
new concepts already know understanding
W-want to learn of concepts and
Introduce topic or what the science
for the first time students want to processes
learn
7

Elaborate Give the Creating digital

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L-ultimately students space or print

learned or what and opportunity infographics to
the students
Module: TEACHING SCIENCE IN THE ELEMENTARY

to apply what illustrate D. Science Concept:

they have learning A food web is a pattern of overlapping and
learned interlinked food chains. The energy
Creating slide pyramid illustrates how the amount of
Ask the student presentations stored energy from the sun is reduced as an
to create organism gets away from the producer.
presentations or Jigsaw
conduct discussions
E. Process Skills
additional
investigations to Fishbowl Observing, Describing and Differentiating
reinforce skills discussions
III. Procedure
Allow the
students to A. ENGAGE
establish
knowledge  Science Song "Food Web"
before  Checking of Assignment
evaluation

Evaluate Conduct formal Self-

and informal assessments
assessments to
check the Peer
students' assessments
content and
performance Paper-and-pen
mastery tests

Observe the Objective tests 1. Which is the producer in the food

students to see chain?
whether they Performance 2. Which is the first-order consumer?
have a complete tasks 3. Which is the second-order consumer?
grasp of core
4. Which is the third-order consumer?
concepts Game-based
5. What is a food chain?
exams
Note how the
students  Motivation
approach Show the illustration
problems How many food chains are there in this
illustration?
Recognize that
there are
multiple ways
to approach and
solve a problem

Example of a 5E Lesson Plan

I. Objectives
Define food web
Construct a food web
Differentiate a food web from a food chain
B. EXPLORE
II. Subject Matter  Setting of standards to be followed in
A. Food Web doing the activity
B. Reference:  Group the pupils into four
Science and Health: Into the Future VI, p.126  Let each group perform the activity.
Science&Healthp.111-113 PELC II
C. Materials: C. EXPLAIN
Illustration, chart, activity sheet, powerpoint Discussion/Analysis
8

presentations, youtube Answer the following questions

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1. How many food chains are there in the

illustration?
Module: TEACHING SCIENCE IN THE ELEMENTARY

2. Which is the producer? D. Water

3. Which are the primary consumers?
4. Which are the secondary consumers? 4. In the food web, which get the greatest amount
5. Which get the greatest amount of energy of energy?
among the consumers? A. The primary consumer
6. Which get the least amount of energy? B. The secondary consumer
C. The tertiary consumer
D. The decomposer

5. What happens to the stored energy as the

consumer is getting away from the producer?
A. It increases
B. It decreases.
C. It does not change.
D. It remains the same.
1. Which is found at the base of the
F. ENRICHMENT
pyramid?
ACTIVITY
2. Which are found at the second layer?
What is a food web?
3. Which at the third layer?
What to use:
From the pyramid shown which get the greatest
Illustration of food web
amount of energy?
What to do:
* Generalization
A. Study the illustration thoroughly then
 When the transfer of energy from the food
answer the questions that follow.
becomes interlinked, the overlapping food
B. Construct your own food web from the
chains now show a kind of relationship of
animals you have brought.
flow known as food web.
 What happens to the amount of energy as
it is transferred from one consumer to
another?
 How much energy do humans get when
they eat higher order consumer?

D. ELABORATE
Construct your own food web using the
following animals”
Chicken, bird, rice plant, boy, lizard, snake

E. EVALUATE
Choose the letter of the correct answer.
1. A food web is ________ food chains 1. What have you found out?
A. composed of 2. What is the main source of food of the
B. a simple organisms in the illustration?
C. an energetic 3. What organisms feed directly on plants?
D. adecaying 4. What are the second-order-consumers in
the food web?
2. The plant is considered the 5. What is the third-order consumer?
A. primary consumer 6. How many food chains can you construct
B. producer from the food web?
C. secondary consumer 7. What is a food web?
D. tertiary consumer

3. What is transferred in the food web?

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A. Parasites
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B. Predators
C. Energy
Module: TEACHING SCIENCE IN THE ELEMENTARY

understanding that they performances as evidence

Curriculum Guide (CG) construct or make as they that the students can
 serves as the teacher's blueprint in planning and process the facts and transfer or use their
designing the curriculum. information learning in real-life
 in the CG it is the teacher’s duty to interpret situations
these standards using unpacking strategies.

Unpacking Types of Standard

 means extracting the component knowledge and A. Core Learning Area Standard
skills required by a standard in order to  (This defines the broad outcomes for the K-12
understand the learning expectations and clearly science.)
articulate those expectations to the students and  e.g., The learners demonstrate understanding of
the parents. basic science concepts and application of
science-inquiry skills. They exhibit scientific
Three Purposes: attitudes and values to solve problems critically,
a. to establish focus of standards and innovate beneficial products, protect the
competencies; environment and conserve resources, enhance
b. to link standards, competencies, and teaching; the integrity and wellness of people, make
and informed decisions, and engage in discussions of
c. to contextualize teaching. relevant issues that involve science, technology,
and environment.
The following are the steps you need to undertake when
unpacking the elements of the curriculum guide in order B. Key Stage Standard
to plan for classroom instruction:  (This defines the specific outcomes for key
1. Analyze the standard. stages such as K-3, Grades 4-6, Grades 7-10,
2. Read the competencies. Determine the target and Grades 11-12.)
domain of the competencies.  e.g., At the end of Grade 3, the learners should
3. Determine the nature of competencies have acquired healthful habits and have
(knowledge, skills, values). developed curiosity about self and their
4. Determine the target topic or content. Identify environment using basic process skills of
time allotment. observing, communicating, comparing
5. Select assessment strategies. classifying, measuring, inferring, and predicting.
6. Plan learning experiences. This curiosity will help the learners’ value
7. Design learning materials. science as important tool in helping them
continue to explore their natural and physical
Unpacking Strategy Steps: environment. This should also include
STEP 1: developing scientific knowledge or concepts.
It involves analysis of the standards. Standards
articulate what a student should know, understand, and C. Grade Level Standard
be able to do by the end of the year, and they set  (This defines the specific outcomes for each
equitable benchmarks across classrooms and schools. grade level.)
 e.g., Kindergarten - The learners will
demonstrate an emerging understanding of the
Content Standard Performance Standard
parts of their body and their general functions;
Answers the question, Answers the question, plants, animals, and varied materials in their
"What do the students "What do we want the environment and their observable
want to know, be able to students to do with their characteristics; general weather conditions and
do, and understand?" learning or how these influence what they wear, and other
understanding?" and things in their environment. Understanding of
"How do we want them their bodies and what is around them is acquired
to use their learning or through exploration, questioning, and careful
understanding?" observation as they infer patterns, similarities,
and differences that will allow them to make
Defines what the students Defines the expected sound conclusions.
are expected to know proficiency level
(knowledge: facts and
ACTIVITY No. 2: Standards in the CG
information), what they
should be able to do
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(process or skills) with

what they know
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The meaning or Products and/or

Module: TEACHING SCIENCE IN THE ELEMENTARY

science process skills), and values (development of right

The K-12 science curriculum attitudes and values in science).
 is characterized as learner-centered and inquiry- Competencies Nature
based. Describe sources of light Knowledge
 it puts premium on the use of evidence in and sound, heat and
constructing explanations. electricity
 concepts and skills in life sciences, physics, (S3ES-IVg-h-5)
chemistry, and earth sciences are presented with
increasing levels of complexity from one grade Practice safety and Skill
precautionary measures
level to another in spiral progression.
in dealing with different
 this facilitates deeper understanding of concepts
types of weather
along with the integration across science topics (S3FE-IIIg-h-4)
and other disciplines.

SEQUENCE OF DOMAIN/STRANDS PER QURTER STEP 4:

Determine the topic or content and time allotment

The target competency contains specific topic or lesson

the first column of the curriculum guide
Quarter/Week/Theme provides clue to the topic.
Competencies Nature Topic
Describe sources of light and Knowledge Energy:
sound, heat and electricity Light,
(S3ES-IVg-h-5) sound
Practice safety and Skill Earth
precautionary measures in and
STEP 2: dealing with different types Space:
Determine the target domain, the broad group of topics of weather Weather
in science. There are five domains of science indicated (S3FE-IIIg-h-4)
in the curriculum guide.
Domain/Component Code The curriculum guide provides the minimum standard
Living things and their LT for the Filipino learners. The time allotment in the first
environment column of the curriculum guide proper also serves as the
minimum duration of learning the topic. Our learners
Force, Motion and FE may acquire or develop the target competency much
Energy ahead of the expected time.
Time Competencies Nature Topic
Earth and Space ES allotment

Matter MT 2 weeks Describe Knowledge Energy:

(Weeks 7-8) sources of Light,
light and Sound
sound, heat
Examples: and
Competencies Domain electricity
Describe sources of light Force, Motion and (S3ES-IVg-h-
and sound, heat and Energy (FE) 5)
electricity
(S3ES-IVg-h-5) 2 weeks Practice Skill Earth
(Weeks 7-8) safety and and
Practice safety and Earth and Space (ES) precautionary Space:
precautionary measures measures in Weather
in dealing with different dealing with
types of weather different
(S3FE-IIIg-h-4) types of
weather
(S3FE-1llg-h-
4)
STEP 3:
11

This involves determining the nature of competencies

(Knowledge, Skills, Values). The target of the
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competency may be knowledge (conceptual and factual

understanding), skills (ability to perform or demonstrate
Module: TEACHING SCIENCE IN THE ELEMENTARY

The table below culled from the curriculum guide is a h-4) ing in institutional/
departmental
Code Book Legend that will help us understand and earthquake drills
appreciate the coding used in labeling the competencies.

CODE BOOK LEGEND

Sample: S8ES-IId-19 Clearly, the verb used in the competency provides
Legend Sample clue as to the type of assessment strategies to be used
Learning Area and in the classroom. In the example, the target competency
First Entry Strand Subject or Science involves the ability to describe; the assessment,
S8
Specialization
Grade Level Grade 8 therefore, should provide the learners the opportunity to
Uppercase recall previous or acquired knowledge on the target
Domain/Content/ Earth and
Letter/s ES content. The second competency requires the students to
Component/Topic Space
-
apply knowledge of safety measures dealing with
Roman different types of weather. The assessment provides
Numeral
Second them the opportunity to show their responses and
*Zero if no Quarter II
Quarter reactions to different weather conditions.
specific
Quarter
Lowercase STEP 6.
Letter/s Plan learning experiences
*Put a
hyphen (-) in
between
Week Week 4 d
Make sure to match the learning activities with learning
letters to outcomes. Examine the table below.
indicate
more than a Target Competencies Learning
specific Activities/Experiences
week
- Describe sources of  Interactive discussion on
Infer why
the
light, sound, heat, and sources of light, sound,
Arabic electricity heat, and electricity
Competency Philippines 19
Number
is prone to
typhoons  Describing the sources of
light, sound, heat, and
STEP 5. electricity indicated by
Select assessment strategies. the picture prompts

The most important principle to remember when Practice safety and  Viewing clips/lecture on
selecting assessment strategies is constructive precautionary measures safety and precautionary
alignment. It is the coherence among the learning in dealing with measures when dealing
outcomes, assessment, and learning experiences in an different types of with different types of
weather weather
educational program. Consider the objectives or
competencies of the subject first. Once the
 Simulating different
competencies have been established, the second stage weather conditions and
involves consideration of assessment. the right response or
reaction to each weather
Example: condition in the
Time Competenci classroom
Nature Topics Assessment
Allotme es
Strategies
nt
2 weeks Describe Knowled Energy  Answering short-  Participating in
(Weeks sources ) of ge : Light, response test on
7-8) light and sound sources of light
institutional/departmenta
sound, heat and sound, heat l earthquake drills
and and electricity
electricity
(S3ES- IVg-  Describing the
h-5) sources of light
and sound, heat
and electricity
indicated by the
picture prompts

2 weeks Practice Skills Earth  Simulati

(Weeks safety and and ng different
7-8) precautionar Space: weather conditions
y measures Weath and the right
12

in dealing er response or
with reaction to each
different weather condition
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types of in the classroom

weather
(S3FE- Illg-  Participat STEP 7.
Module: TEACHING SCIENCE IN THE ELEMENTARY

Design learning materials. The teachers should keep the

following guidelines when designing learning materials
for elementary science.

 The materials should be aligned with the content

and performance standards in the curriculum
guide.
 The materials should contain activities that
allow different forms of interaction among the
students and between the teachers and the
students.
 The activities should be varied and may employ
a combination of the following: inquiry-oriented
investigations, cooperative groups, use of
technology, and simulations.
 The activities indicated in the materials should
provide adequate time and opportunities for the
students to acquire knowledge, skills, and
attitudes
 Opportunities must be provided for the students
to develop an understanding of scientific
inquiry.
 The content should be accurate and
developmentally appropriate for the learners.
 Opportunities to learn should be consistent with
contemporary models of learning.
 There should be consistency between learning
goals and assessment.
 Assessments should stress the application of
concepts to new or different situations.
 Assessment tasks should be fair for all the
students. Scoring guide or rubric should be
included as well.

ACTIVITY No 3: Unpacking Strategy

13
Page

UNIT 3
INSTRCUTIONAL STRATEGIES FOR SCIENCE
Module: TEACHING SCIENCE IN THE ELEMENTARY

understanding patterns and relationships among

Lesson 1: The Power of Observation organized ideas, which are called concepts.

Of all the inquiry processes, observation may C. Indirect Observations

be the most important to scientists and other experts. In other science disciplines including biology, chemistry
Without observation, very few questions would be and physics, there are instances wherein we rely on
asked. Observation is the core, foundation, principle, indirect observation. Scientists cannot directly observe
and rationale for the existence of science. Moreover, it the intricate processes within the human body, the
is driven by curiosity and the need to find patterns and motion and structure of molecules or galaxies, or the
answers to questions. Inquiry depends upon other layers of the earth. Microscopes telescopes,
observations to provide data for processes such as computers, radar, and sonar are examples of
predicting, hypothesizing, and inferring. technologies that help increase the ability to observe.
The knowledge created through indirect observation is
A. Definition of Observation referred to as inference. In other words, conclusions are
 is much more than the use of eyes to see deduced from indirect data.
 it involves the use of all senses: seeing, tasting,
hearing, touching, and smelling.
 technically it is defined as an act of
recognizing and noting a fact or occurrence
often involving measurement with
instruments (Merriam Webster).
 it involves not only one skill but actually two or
more skills
 basic science concepts such as classification,
ordering, and separation are learned through
sight and touch but in some cases can be learned
with the use of other senses as well
 basic knowledge is learned through sense
observations.
 every human being uses observations,
consciously or unconsciously, on a daily basis to
make decisions.

B. Teaching and Learning through Observation

 Consciously using observation is just as
important to teachers as it is to scientists and
other professionals.
 Observing helps construct reality and make
sense of the classroom environment.
 By using their senses, children consciously learn
to construct reality by exploring objects in the
real world around them, which also includes
interactions with peers and adults.

Importance of Observation?
A. The Development of Facts from Observations
 Usually they attempt to find answers to
questions by looking for patterns in nature,
numbers, or controlled experiments. These
patterns are detected in data collected through
the use of senses, which we will call sense data
(Foster, 1999). Patterns are interpretations made
by the observer of the collected data.

B. The Development of Concepts from Observational

Facts
 The emphasis is on process rather than products,
14

and through processes, relationships among facts

(products) become apparent and meaningful.
Page

The contemporary view of science is based on

Lesson 2: Experimentation
Module: TEACHING SCIENCE IN THE ELEMENTARY

Hypothesis is an educated guess; a supposition or

Experimentation proposed explanation made on the basis of limited
 are the teachers' another way of introducing a evidence as a starting point for further
new idea to the students to stimulate their investigation.
engagement in class. c. Test the hypothesis
 the use of experiments allows the teachers to d. Control variables
transform the class into an active learning e. Make operational definitions
environment that fosters involvement of the f. Perform the experiment
students and stimulates their mental, affective, g. Record and interpret data
and physical activities. h. Draw a conclusion

The teachers can use experiment instead of, or in Conducting a classroom experiment entails several
addition to more, traditional approaches for the significant steps. Among these is the preparation of the
following reasons: teacher and the students before the experiment, the roles
 Experiments can be used to introduce new ideas of both parties during the experiment, and the post-
or to clarify puzzling aspects of topics with experiment tasks.
which the students typically struggle.
 If the result of an experiment is surprising yet BEFORE THE EXPERIMENT
convincing, the students are in position to build a. Teacher's preparation
ownership of the new idea and use it to scaffold The teacher should be mindful of the following
learning. before conducting the experiment in class:
 In addition to checking that the conceptual focus  Decide how to best incorporate
of the experiment has been understood correctly, experiments into class content
post-experiment assignments can push the  Designate an appropriate amount of time
students to describe a follow-up experiment or for the experiment. Some experiments may
to extend the concept to another application. require more than one meeting while others
take only a few minutes
Classroom experiments keep the learners active in a  Match the experiment to the class level,
number of ways depending on the nature of the course atmosphere, and the personalities
particular experiment. During experiments: and learning styles of the students
 The students are active in generating data or  Use appropriate strategy when dealing with
behavioural observations. the classroom environment: room layout,
 The students analyze data, examples, or models. number of students, groupings, etc.
 The students answer leading questions posed by
the instructor and compare their answers with b. Students' preparation
these of other students. It's a great help for the students if they will initially
 The students work together in groups to solve prepare for and get acquainted with the flow of the
problems, devise strategies, or understand class experiment so they will have a successful learning
concepts experience. Let the students do the following before
 The students predict how changing the starting the experiment:
experiment will change the outcomes.  Carefully read and study instructions that
 The students compare experimental results to explain the experiment and the role of the
classroom theories and use them to confirm or students
critique the theories.  Prepare all the materials, apparatus, glass
wares, chemicals, and equipment needed
Using Experimentation as a Teaching Strategy for the experiment
 Think of the possible outcomes of the
The experimental approach requires the teacher to experiment
explain the following steps and guide the students during
the entire experiment. The goal is for the students to be DURING THE EXPERIMENT
able to understand the steps and develop their own While doing the experiment, take note of the following:
experiment. The following steps are adapted from SERC a. Teacher's role
(2019):  Monitor the whole class. Check if all the
students are participating or doing their assigned
a. Identify/select a problem tasks.
To be worthy of investigation, the problem must  Assess the students' performance. Correct those
be a problem for the students as well It is a who may not be doing the instructions properly
15

product of their observation from the classroom, and recognize those who are following
the environment, their homes, or the community. instructions strictly.
Page

b. Formulate a hypothesis  Check the time or duration of the experiment.

Sometimes, the students are too busy that they
Module: TEACHING SCIENCE IN THE ELEMENTARY

aren't mindful of the time left for them to finish  is a thought process wherein the individual
the experiment. observes selected events, processes, or objects
 Observe if the materials and equipment used are and then constructs a particular pattern of
still properly working or are properly used by concepts or relationships based on these limited
the students experiences.

b. Students' role Inductive Inquiry

 Make sure the students follow the instructions  is a teaching method in which the teachers ask
properly. Ask them to approach the teacher if the students to infer a conclusion, generalization,
there are concerns/questions. or pattern of relationships from a set of data or
 Ask the students to be a keen observer and take facts.
note of all observations and results of the  is actually applicable for all levels of instruction
experiment. Document the experiment by taking (from grade school to university graduate
pictures of the results and of the students while schools).
performing the procedures.
Two Approaches of Inductive Inquiry: guided and
unguided.
AFTER THE EXPERIMENT 1. guided inductive inquiry:
The experience during the actual experiment  If you provide the specifics-that is, the
isn't just about that moment in class. It can be used as a data or facts-but want the students to
shared experience that emphasizes material that is make generalizations, then you are
covered later in the course. Moreover, it can help the conducting a
students to start thinking beyond the course material. 2. unguided inductive inquiry
a. Teacher's role  if you allow the students to discover the
 Guide the students in analyzing the data specifics themselves before they make
collected data generalizations
 Assess the students' achievement in learning
goals by using standard tests, quizzes about the Using Guided Inductive Inquiry as a Teaching Strategy
experiment itself and open-ended questions that  the use of pictures is usually the easiest way to
allow the students to reflect on what they did introduce this concept. Have them state these
and did not get from the experiment. This is patterns as generalizations. Ask questions that
useful for clarifying facts and concepts that the require the students to do some generalizing
students might not have understood before and themselves, such as "What could cause this type
during the experiment. of track in the snow?" or "Where have we seen
these before?"
b. Students' role
 Analyze and interpret the data collected  need to distinguish clearly between statements
 Identify scientific principles that can be learned based on observations and those based on
from the experiment inferences. Begin the lesson by explaining and
 Think of ways on how to apply the learned demonstrating the difference between
scientific principles practically in life observations and inferences.

STRATEGIES FOR UNEXPECTED OUTCOMES  The process of inductive reasoning is developed

Teachers often have fears of conducting gradually. As the lesson progresses, prepare a
experiments especially if things go wrong, the materials simple chart or list on the blackboard of the
are not available, the machine isn't functioning well, the students' observations and inferences.
students aren't following instructions, the class may be
cancelled due to weather conditions, etc. It is always
necessary to have a backup plan so that the class can Time Requirements
proceed with the experiment. Here are some suggestions:  When you plan to use any type of inquiry
 Improvise if you can. activity in class, spend at least twice as much
 Bring your set of lecture notes with you in class. class time on each lesson as you normally
 Bring results from a related or similar would.
experiment from a published research  Inquiry methods demand greater interaction
experiment or data from a previously conducted between the learner and the learning materials,
classroom experiment with you to class. as well as greater interaction between the teacher
and the students
16

 be prepared to reduce the amount of content you

Lesson 3: Inductive Guided Inquiry will cover because you will use more time
Page

developing process skills. You cannot maximize

Induction
Module: TEACHING SCIENCE IN THE ELEMENTARY

thinking skills and simultaneously maximize  is an act of working together to fulfill shared
content coverage. goals.

Characteristics of Guided Inductive Inquiry Model Cooperative Learning

1. The learners progress from specific observations to  is one of the most sought and studied teaching
inferences or generalizations. strategies nowadays because of its versatility
and effectiveness
2. The objective is to learn (or reinforce) the process of  is an instructional strategy in which the learners
examining events or objects and then arriving at an work together in small groups to help one
appropriate generalization from the observations. another achieve a common learning goal.
 founded on the principle that the learners can
3. The teacher controls the specifics of the lesson (the achieve more by working collaboratively than
events, data, materials, or objects) and thus acts as the by working alone or by passively receiving
class leader. information from a teacher
 students are encouraged to work collaboratively
4. Each student acts to the specifics and attempts to in order for them to be more successful
structure a meaningful pattern based on his or her academically
observations and those of others in the class.

5. The classroom is to be considered a learning Slavin (1983, 1990, 1995) and Johnson and Johnson
laboratory. (1989, 1994) set the foundation of cooperative learning.
They proposed that there are two important components
6. Usually, a fixed number of generalizations will be of all cooperative learning methods: a cooperative task
elicited from the learners. (which is a feature of most group work) and a
cooperative incentive structure (which is unique to
7. The teacher encourages each student to communicate cooperative learning).
his or her generalizations to the class so that others may
benefit from them. The study of Johnson and Johnson (1994) presented the
five basic elements of small group work to be considered
A General Model of Inquiry as cooperative:
1. There must be positive interdependence.
2. There must be an ongoing, direct interaction in
which the students help one another to learn.
3. There must be individual accountability.
4. The learners must use appropriate interpersonal
skills.
5. The participants become reflective learners as
they analyze the outcome they achieve and how
will the group function.

Cooperative learning is being used worldwide for three

primary reasons:
1. it is clearly based on theory,
These steps form the basis of what we know as the 2. it has been proven by various research works,
scientific method. The students can surely develop the and
different process skills as they utilize this model 3. it has been operationalized into clear procedures
effectively. that educators can use.

The Role of Questioning Within Guided Inductive There are actually three possible motives for student
Inquiry engagement and learning as educators use cooperative
learning:
It has been observed that the teacher's questioning plays outcome motives,
an important role in inquiry methods because the means motives, and
purpose of inquiry is to pursue an investigation. interpersonal motives
17

Lesson 4: Cooperative Learning

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Cooperation Advantages of Cooperative Learning

Module: TEACHING SCIENCE IN THE ELEMENTARY

 very versatile, and it can be used in all subject learn collaboratively.

areas at all levels of education.
 effective in helping the students achieve a wide The learning task is too
range of academic and social outcomes, big for individual
including enhanced achievement, improved self- students to undertake.
esteem, positive interpersonal relationships with
other students, improved time management
skills, and positive attitudes toward school. Using Cooperative Learning as a Strategy in Class
 having the students work together results in
more learning than when the students work Teacher's Preparation
alone, competitively, or individually  The teacher's task is to get the students to work
 teaches the students to be less reliant on the as a team, exchange ideas, think critically and
teacher and more reliant on their own ability to analytically, and help one another to learn.
think, to seek information from other sources,  It is vital that the teacher can create a learning
and to learn from other students. They become environment that promotes purposeful
empowered to take greater responsibility for interaction, positive interdependence, individual
their own learning and for the learning of others. accountability, and appropriate use of
 helps the students learn to respect one another's interpersonal skills.
strengths and limitations and to accept these  The teacher should also not forget the two major
differences. considerations: student motivation and the
 helps the students understand that different learning process the students will utilize.
points of view need not be divisive but they can
be a positive aspect of developing an Generally, the teacher needs to prepare the following
understanding of a subject. (Killen, 2009):
 can boost the students' confidence and self- Give the students guidance and practice in
esteem because it allows all the students (not helping one another to learn.
just the high achievers) to experience learning Specify clearly what outcomes you want the
success. learners to achieve.
 can change the students' views about learning. It Decide what content (issues, problems, theories)
helps them to move from seeing learning as the students will focus on as they try to achieve
individual memorization of facts to seeing it as a the outcomes.
collective construction of understanding. Select what you think will be the most
 ensures that all the students are socially appropriate form of cooperative learning to use,
integrated into networks of positive peer Prepare the materials.
relationships. This help the students to become Decide how to form the groups.
skilled in constructive conflict resolution, and Explain to the students in detail how the
this can reduce antisocial behavior like bullying. cooperative learning sessions will operate, what
you expert from them, how you will assist them,
Killen (2009) suggested these considerations when using and how they will be assessed.
cooperative learning: Develop a system of recognizing and rewarding
Use cooperative Do not use cooperative the learning of individual students as well as the
learning if: learning if: achievement of the groups.
You want to encourage The students do not have Prepare appropriate assessment instruments so
the learners to develop the basic skills required that the students will be able to demonstrate
their social skills while for collaboration and their mastery and retention of academic content
learning academic teamwork. and skills after the cooperative groups have
content. completed their work.
Develop a system for keeping records of the
You want the students to The students lack the group and individual achievements of the
use their prior knowledge prior knowledge to guide students and for publicly acknowledging the
as a foundation for their collaborative achievements of the group.
examining issues in learning Plan a period of reflection so that after the
depth.
groups have completed their tasks and received
their feedback, the students can analyze their
You want the students to There is insufficient time
explore issues from for the students to achievements and their group process.
multiple perspectives. collaboratively
investigate, discuss, and
18

think about the things you

want them to learn.
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You want the students to Implementing Cooperative Learning

develop their ability to
Module: TEACHING SCIENCE IN THE ELEMENTARY

The teacher is expected to plan, manage, and

monitor the learning environment so that the students Research
can maximize learning together as a team.  The word research has its roots in the old French
word "recherche", meaning to investigate
After doing the suggested steps for preparation, the thoroughly.
teacher can proceed with the following (Killen, 2009):  Books on educational research often go a little
Assign the students in groups. It makes the further and define research as, "Seeking through
students more alert to the instructions to be methodical processes to add to one's own body
given to them. of knowledge and, hopefully, to that of others,
Explain clearly the outcomes that the students by the discovery of non-trivial facts and
are to achieve and provide clear directions about insights" (Howard & Sharp, 1983).
the academic tasks that each group will This definition conveys the idea that
undertake. research has two important components:
Explain how the learning of individual students inquiry that is carried out
will be assessed. systematically and purposefully
Remind the students of your expectations from inquiry that focuses on revealing
them (particularly in relation to helping one some new knowledge.
another learn) and of the cooperative goal
structure (the rewards for learning). Steps in Research:
Provide the students with resources if necessary. 1. there must be a clear purpose-we must formulate
Remind the students how long they have for the a question that we will answer.
cooperative learning and get them started. 2. there must be a detailed plan for trying to
Move around, visit each group to provide answer that question so that the research will be
assistance, and monitor the activities and systematic.
learning of the students to make notes of matters 3. data must be gathered and analyzed in an
that will need to be dealt with once the group attempt to answer the question so that new
activities have finished. knowledge can be revealed.
Bring the lesson to a logical conclusion. 4. some conclusions must be reached-either to
Evaluate the student achievement and help them answer the original question or to explain why
assess how well they collaborated with one we could not find an answer.
another.
Three Approaches to Research:
1. Research based on finding, interpreting, and using
information that has been produced by someone else.

For example, a research that located historical

accounts of the Boer War (e.g., some written by
Boers, some by English soldiers, and some by
Australian soldiers) and compared them would be a
research that used existing information even though
that information might be re-interpreted to provide
a new perspective.

2. Research based on gathering, interpreting, and using

information that did not exist before the research was
conducted.

This could be exemplified by a research that

involved interviewing Australians who had served
in the Gulf War and drawing conclusions about the
impact of the war on their lives would be
generating new data.

3. Research based on some form of experimentation.

For instance, a research that investigated the effects

of applying different amounts and types of fertilizer
19

to roses to see how it influenced their blooms.

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Lesson 13:Using Research as a Teaching Strategy

Module: TEACHING SCIENCE IN THE ELEMENTARY

The following are the advantages of using student Research that requires the students to think in
research as a teaching strategy: different and deeper ways can help them
Research encourages the learners to ask understand and remember important ideas
questions, to investigate, to discover, and to because the information they are grappling with
create answers for themselves, rather than is embedded in a meaningful context.
waiting for someone else to provide the answers Research can teach the learners on how to make
for them-it helps them to be more independent use of the sources of information that are
learners who believe they are capable of available in their local community.
understand in complex issues and of discovering Research can be an effective way of getting the
important new knowledge themselves. parents involved in their child's education. This
Research can enable the learners to develop a can start with simple things such as having the
deeper level of understanding of the subject in students interview their parents on a designated
comparison with using teaching strategies such topic and then sharing the data so that the class
as direct instruction or discussion-it encourages can analyze the pooled data to answer a research
them to strive for more than superficial learning. question.
Research helps the learners to progress from Research provides the teachers with an
what they already understand to what they need opportunity to stand back and observe the
to understand-deliberately building on their learners, to analyze the ways in which they
existing knowledge. It encourages them to be interact with one another, and to reflect on their
metacognitive. learning styles With this new knowledge, the
Research can challenge, engage, and extend all teachers' primary role should te to help the
the learners, not just the more capable learners. students learn how to think, rather than teaching
Research encourages the learners to be skeptical them how to remember.
about ideas that others present as facts. It Research projects provide an ideal opportunity
encourages the learners to view knowledge as for you to help the learners develop their
problematic, to appreciate that knowledge in the computing skills and their familiarity with
area they are studying is limited, and to modern technologies such as the Internet is turn,
recognize that there are still unresolved these technologies provide very useful tools to
problems and unanswered questions. assist the learners with their research.
Research encourages critical thinking and
reflection, both of which are extremely The table below shows the advantages and limitations of
important in the context of the increasingly student research as a teaching strategy.
extensive amounts of information that are Use student research if: Do not use student
available (especially from the Internet) without research if:
having passed through any appraisal, censorship,
or review process. The outcomes you want The students lack the
Research can provide a meaningful context for the students to achieve basic skills to work
the learners to use and develop their are readily related to independently or in small
communication skills. It can help the learners issues beyond the groups.
classroom.
develop their reading skills, note-taking skills,
writing skills, and oral communication skills,
The learners have The students have very
particularly if they are required to discuss their sufficiently high prior poor literacy skills.
work, present their findings, and propose knowledge to guide their
courses of action based on their research. own learning.
Research can help the learners develop their
organizational and time management skills. The students are self- The students do not have
Research can be a fun and motivating way to motivated and can learn access to the equipment
learn, particularly for the gifted learners. with minimal assistance. or information they need
Research can give the learners experience to produce worthwhile
working in the way professionals work. For data from their research.
example, it can help children to become young
scientists (Heckman et al., 1994). You want to encourage You cannot allow the
Research can help the learners understand the the students to take a students sufficient time to
deep approach to complete the research
essential nature of a field of study. For example,
learning. task.
it can help them understand that science is "a
process of creating laws, models, and theories You want the students to
that enable one to predict, explain, and control
20

learn how to enjoy

the behavior of the world" (White & learning.
Frederiksen, 2000) or that mathematics is more
Page

about the study of patterns and relationships You want to encourage

than it is about numbers and calculations. the students to be
Module: TEACHING SCIENCE IN THE ELEMENTARY

independent learners. Explain carefully to the students why you are

You want learning to be using this teaching strategy and what/how you
driven by the students' expect they will learn from it.
curiosity. Spell out your expectations, and check that the
students understand such things as when they
will be doing the research, how much time it
Using Research as a Teaching Strategy will take, what sort of things they will be doing,
what type of product you expect them to
Research is very much a student-centered produce, how you will assess their learning,
approach to learning, but it is not something that whether you expect them to work in teams or
you should expect your students to do totally individually, and what you will be doing while
independently. they are engaged in their research.
It will not be sufficient to simply give the Ensure that the students have the necessary
students a research question and leave them to communication and social skills to work
their own devices to find the answers. Instead, effectively together.
you will have to plan each phase of the research
carefully and prepare your students by making The students will need to work through eight distinct
sure that they have all the prerequisite skills or phases in their research activity. They will have to:
that the research project is structured in such a 1. clarify the purpose of the research so that they
way that the students will develop these skills as understand exactly why they are doing the
they work through the research. research and what outcomes they are supposed
to achieve.
You have to plan carefully for each of these things. You 2. develop their research questions.
might proceed as follows: 3. develop a research strategy.
 Decide exactly what you want the students to 4. filter, organize, analyze, and evaluate the
learn. You should have clear learning outcomes. information or data.
 Develop suitable research question (or a set of 5. locate information or gather data that will be
questions) that will be the focus of the students used to answer the research questions.
research activities and that will help them 6. develop an answer to the research question.
achieve the desired learning outcomes. 7. report the results of their research in an
 Identify what prior knowledge and skills the appropriate way.
students will need in order to conduct their 8. evaluate the effectiveness of their research
research strategies, including the way their results were
 Identify a number of strategies that the students presented, so that they are better prepared for
might use if they are to be successful in their their next research project.
research and be prepared to recognize and
encourage the students who use these The minimum guidance you will need to give the
approaches. students if you want them to learn through research is:
 Plan the lesson in which you will introduce the  A well-defined and realistic issue or problem to
students to the research exercise. be investigated.
 Decide how you will explain what you want the  Assistance with developing and/or refining their
students to learn and what you expect from them research questions.
during their research.  Suggestions about how they might get started.
 Plan how you will monitor the students' Teach them how to delegate tasks for each
progress. This should involve at least being able member of the group.
to identify the parts of the research exercise that  Assistance with developing a research plan.
are likely to cause the most difficulties for the  A clear timeframe for the research. Set deadlines
students. by which key parts of the research must be
 Make sure that you have arranged for the completed.
students to get appropriate access to equipment,  Some self-checking guidelines so that they can
documents, or people so that they can gather the monitor their progress.
data necessary for their research.  Guidance on data gathering and data analysis.
 Plan how you will assess what the students learn  Insist that the students develop their research
from the research. report as they gather information and interpret it,
 Plan how you will evaluate the research activity. rather than leaving it all until the research is
complete.
 Guidelines about participation and collaboration
21

so that they can effectively exchange

It is also important that you prepare the students for their information through reading, writing, speaking,
Page

research. Consider these guidelines: and/or listening.

Module: TEACHING SCIENCE IN THE ELEMENTARY

 Details like a rubric to show the students how Case Study

their learning will be assessed.  the use of case study is also called as the case
method of teaching or case-based pedagogy,

Three Major Components:

the case itself,
the students' preparation for engaging with and
discussing the case, and the classroom
discussion

Case
 is a story with a (hidden) message
 a narrative that describes an actual, or realistic,
situation in which an individual or a group has
to make a decision or solve a problem.

Categorize of Cases in Terms of their Completeness and

Openness and in Terms of the Action required from the
Students:

1. Complete
It is a case that describes fully the situation and its
real-life conclusion.

2. Incomplete
It refers to a case that explains real events up to a
point but does not include the real outcome of
these events.

3. Open
It is a case that may have many possible solutions
or actions that could be recommended.

4. Closed
A case that has a single best response or solution.

Using Case Study as a Teaching Strategy

The case method of teaching

 can provide a very "natural" way of helping the
students to learn by "exploiting the basic human
capacity to learn from stories" (Hagel & Zulian,
1996).
 offer the students opportunities to grapple with
issues, problems, dilemmas, and puzzles in ways
that are engaging, challenging, and productive in
a reasonably safe but not entirely risk-free
environment (Boehrer, 1994).
 encourage the students to reach a deeper
understanding of the concepts and issues than
they would from just reading or listening to a
lecture (Volpe, 2002).
 They help the students to appreciate the limited
extent to which their current theoretical
understandings enable them to resolve ill-
defined problems and provide credible
22

explanations of real situations.

 encourage the learners to take responsibility for
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Lesson 14: Using Case Study as a Teaching Strategy their own learning and to see the benefits of
Module: TEACHING SCIENCE IN THE ELEMENTARY

thinking about theoretical issues before they are

discussed in class.
 guide the class discussion so that students
generate several possible alternative solutions,
consider their relative merits and reach some
level of consensus

23
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