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Summary PRS402D summaries
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Exam summaries for Science and Technology. It also covers a few questions.
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PRS402D Science & Technology summaryDefinition of Natural science:
Science has been shaped by our desire to understand our world through
observation, codification and testing ideas
In order to be accepted as science it needs to go through certain methods of
inquiry.
methods include formulating hypotheses, and designing and carrying out
experiments to test the hypotheses. Repeated investigations are undertaken, and
the resulting methods and results are carefully examined and debated before they
are accepted as valid.
Knowledge production in science is an ongoing process that usually occurs
gradually, but occasionally, knowledge leaps forward as a new theory replaces
the dominant view.
Name and discuss 4 main content areas for science in the Foundation Phase . 8 marks [J/F2017 2015
O/N 2015]
Content area Description Activity
Life and living Focuses on life processes and healthy living, on Animals eat, grow and change=
understanding balance and change in Discuss making feeders for birds
environments, and on the importance of (link with technology) in order
biodiversity for learners to observe what
different types of birds in your
area feed on.
Energy and Focuses on how energy is transferred in I can make things move= Using
change physical and biological systems, and on the water or air to move objects
consequences that human needs and wants (blowing paint through a straw
have for energy resources to make a picture
Planet earth Focuses on the structure of the planet and how Planning and teaching a unit of
and beyond the earth changes over time, it also looks at rocks= Some rocks are harder
understanding why and how the weather than other rocks. Children play
changes, and at the earth as a small planet in at being geologists. Scratch an
a vast universe. assortment of rocks with
different objects.
Matter and Focuses on the properties and uses of Kitchen chemistry= Making
material materials, and on understanding their structure, gases: baking powder, vinegar,
changes and reactions in order to promote , bottle and a balloon
desired changes.
Definition of Technology: Technology is the use of knowledge, skills and resources to meet
people's needs and wants by developing practical solutions to problems, and taking social
and environmental factors into consideration.'
Name and discuss the 3 main content areas for technology in the foundation phase. 6 marks [J/F
2016 O/N 2016 ]
Systems and control Structures Processing
Mechanical systems :Use Strength Properties of materials
of energy sources to Stability Methods of processing to
produce movement Stiffness: Contexts of alter properties and to
Electrical systems: Use of housing, habitats, enhance the material
electrical energy in shelters, containers,
circuits, etc bridges, packaging,
transport, storage, etc
, Scientific literacy
has become a key concept in thinking about science education
for young learner.
the capacity for persons to be interested in and understand the
world around them,
To engage in the discourse of and about science,
To be sceptical and questioning of claims made by others about
scientific matters,
To be able to identify questions and draw evidence-based
conclusions,
And to make informed decisions about the environment and their
own health and well-being.
Features of scientific literacy:
The content and concepts of science.
The nature and processes of science.
The relationship between science and society.
Science and society:
The relationship between science and society gets almost no attention at all.
The result is an unbalanced curriculum and there is little chance that scientific literacy will be an
outcome.
Promoting Scientific Literacy:
The ultimate aim of promoting scientific literacy is to develop the big widely accepted ideas that enable
people to understand and make sense of new situation they may encounter.
These big ideas, however are too abstract and too far removed from everyday experiences to serve as a
starting point for learning.
Science for young learners should build a foundation of small ideas that enables learners to understand
events in their immediate environment, and link different experiences and ideas in order to build bigger
ideas.
The overall aim, in relation to the development of skill and attitude, is for learners to develop the ability
and willingness to recognise and use evidence in making informed decisions.
The starting point should be for learners to become familiar with ways of identifying, collecting &
interpreting evidence in relation to answering questions.
Science knowledge (content):
Refers to content, information or subject matter
Acquiring scientific knowledge and concepts allows young learners to develop an
understanding of their world
There are numerous areas included in the science content, for instance, life science,
health science, physical science, and earth and space science.
Each of these areas should, therefore, be given balanced coverage
Content differs according to cultural-specific criteria; one thus finds great variation
between different countries in the content and concepts included in the national
curricula for a particular age group.
The CAPS focuses on scientific investigation and it stipulates that learners need to get
sufficient experiences? In the primary school so they? Establish a solid basis for future
conceptual development in science
Science Process Skills:
Skills
refer to the ability to use knowledge to develop expertise in a particular task, in other words, the
application of knowledge in a practical task.
Young learners do not find out about things by reading or being told about it, but by active
participating through physical interaction with their surroundings (concrete experiences) by using
science process skills
Make discoveries about their world and solve the problems they encounter.
Scientific skills are essentially those skills developed during the scientific process, but they are skills used for
life and living, and are employed in our everyday lives
, Name and discuss the science process skills by providing
examples that are relevant to Foundation Phase learners. 15 -25
marks [J/F 2017 O/N 2015]
Describe how a process skill approach can be applied to science. 20
marks. [J/F 2-15]
1. Observing -the ability to look closely and apply all the senses to make sense of the world. What can
I see (observe properties such as size, shapes, colours of objects), hear (properties of sounds such as
loudness, pitch and rhythm), smell (associating objects them with odours), taste (how properties such
as ``bitter'', ``salty'', ``sour'' and ``sweet'' can be used to describe foods)?and touch.
2. Comparing - Being aware or finding the properties of objects. Being able to describe the similarities
and differences between objects.
3. Classifying - Realising that there must be a pattern in this. This begins when young learners group and
sort real objects. They compare between subsets. A subset is a group that shares a common
characteristic unique to that group, for instance grouping things according to colour or texture
4. Measuring - Let me check if this one is greater/less than that one. This is the skill of quantifying
observations. It involves numbers, distances, time, volume and temperature, which may be
quantified into standard units. Learners start with non-standard units e.g. using long or short, light or
heavy, full or empty, a handful of sugar. It also involves placing objects in order
5. Inferring - It asks, How can I explain that?. It is closely related to prediction. One bases their
observation on prior knowledge and experience. It not something that is experienced directly or
rather tested but a mere observation of what one thinks is happening because of the signs but it can
be proved. For instance, looking outside the window and seeing leaves moving on the tree, one
infers that there is wind because they know what wind does and it can be testes by them going
outside and feeling it for themselves.
6. Predicting - Asks What do you think will happen? It is closely related to inferring. With prediction
one makes a reasonable guess based on prior knowledge. Here learners enjoy asking simple
prediction questions so they figure out a way to explain something.
7. Experimenting - It means doing something to see what happens. Here, objects and events are
changed to see what the result will be, this is achieved by means of experiments.
8. Communicating - Says, Let me tell / show you what I have done. After observations and experiments,
one needs to share their findings. Communication requires that information and findings (data) be
collected, arranged and presented in a way that helps others to help understand your meaning.
The importance of attitudes in Science
Effective science learning is impossible without the attitudes that promote effective
learning in science.
Attitudes influences behaviour, that is what is learnt as well as the effort placed in every
task.
If a learner thinks they will succeed, chances are that they will and the same goes for
those who think they will fail.
The formation of attitudes is influenced by many different factors, for instance,
maturation, social interaction, parents and other adults
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