GSC201 Handouts Updated

Structure of the course:

Teaching of General science to Grades K-8

Composing of 45 lectures which are organized into 4 units/components. Unit 1: In the first unit we will explore what is science and why do we need to teach it? Unit 2: Children’s ideas about science and their importance in planning and teaching. Unit 3: Learning planning and teaching sciencethe major part of the course. Unit 4: Conclusion-Review of the salient features of the course and the road ahead.

This lecture will start with the unit 1. This is the “start of the journey to develop Pedagogical Content Knowledge”.

Pedagogical Content Knowledge

What is pedagogical content knowledge?

An in depth understanding of the content of the discipline they are teaching i.e. ideas and concepts, skills and practices associated with that discipline An understanding of how students learn that subject, what is hard and what is easy for them and what examples, processes and activities will help them to learn i.e. appropriate pedagogy adapted to the different development levels and interests of the learner. They need to know how children’s understanding of core ideas in science builds across K-8, not just at a given grade or grade band. They need to learn about the conceptual ideas that students have in the earliest grades and their ideas about science itself. They need to learn how to assess children’s developing ideas over time and how to interpret and respond (instructionally) to the results of assessment.

What is science or the nature of Science?

• Science constitutes an organized body of knowledge about the natural world and the processes/practices whereby this body of knowledge is established and is continuously being extended, refined and revised.

Nature of Scientific knowledge

1. Scientific theory:

❖ A scientific theory (e.g. theory of electromagnetism or theory of Newtonian mechanics or atomic/molecular theory or plate tectonic theory) is an explanation of observed phenomena and natural objects which can command widespread acceptance and significant testing. Through those tests and the resulting refinement, it takes a form that is a well-established description of phenomena in a particular area and provides a coherent conceptual framework that is consistent with a body of facts that are currently known. ❖ In addition a theory is valued if it can make testable precise predictions for as yet unmeasured or unobserved effects; it is unlikely that new data within that area will totally discredit a well-established theory instead it can be modified and revised to take into account new evidence.

2. Aim of Science:

• The aim of science is thus to establish explanations for the behavior of natural objects and phenomena that are supported by data/evidence – in other words finding out how the natural world works.

Nature of Scientific practices · • Conducting observation · • Raising questions

• Making predictions base on the tentative explanations or hypotheses

• Planning and carrying out empirical investigations

Essential characteristics of Science

• Data and evidence hold a primary position in deciding any issue.

What is Data/evidence?

Data/evidence refers to observations or measurements made in the natural environment (such as a forest or river) or in the laboratory. In some circumstances scientists can control conditions deliberately and precisely to obtain their evidence; in some cases they have to conduct observations over long periods of time and shift through data or look for “historical” evidence.

• A process of argumentation and logical reasoning that relates data/evidence and theory

This includes evaluation of data quality, examining the connection between evidence and claims/tentative explanations. It is made of logical discourse whose goal is to tease out the relationship between ideas and the evidence---- for example, to decide what a theory or hypotheses predicts for a given circumstance, or whether a proposed explanation/conclusion is consistent or not with some new observation.

• Modifying or altering scientific knowledge in the light of accurate and reliable data/evidence

When well established data, from experiment or observation, conflict with a theory or hypotheses then that idea must be modified or abandoned and other explanations must be sought that can incorporate or take account of the new evidence.

• Identifying and avoiding Uncertainties and Bias

Scientists have to be aware of the possible sources of uncertainty or bias associated with the investigator, instruments and method. One way of avoiding bias is having many investigators working on the same area of study.