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PST202G A2 S1
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Assignment 2 for Semester 1 of 2017 for the PST202G module. I received 97% for this assignment.
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PST202G-Teaching Natural SciencesASSIGNMENT 2
UNIQUE NUMBER: 735161
STUDENT NUMBER: 5781 4775
Question 1
1.1 Science is limited to the study of:
Processes in the natural world
Physically observable/measurable things
Repeated events
Science cannot address ethical, philosophical nor religious questions about the origin of life
and the universe. The answers to these questions must be sought outside the limitations of
science.
1.2 Valid theories can be experimentally verified with technology. For example, the theory of
magnetism is an explanation of the fact that two opposite poles exist.
Discarded theories are theories which evidence has being proven false. For example, the earth
is flat theory. There is evidence that proves this theory false.
1.3 Science is a way of acquiring knowledge and improving mental skills and necessary
scientific attitudes.
1.4
Biology
Physical science
1.5
The activities should be suitable for the grade and age of the learners and the
knowledge and skills they have learnt.
The scientific concepts should be associated to the student’s experiences and interest
if applicable.
Prior to the activities, learners should have sufficient and accurate knowledge.
The purpose of the activity should be explained to learners.
The educator should control the whole class the whole time so that unnecessary
playing is prevented.
Question 2
2.1
New information should be explained in terms of the knowledge which the student is
familiar with.
Teachers should help student’s link relationships between old and new information
and concepts.
Scientific ideas and concepts should be associated to a student’s everyday life to
make it much simpler to understand.
Use examples of problems that students might have encountered or will encounter in
the future.
, 2.2
Students who are not encouraged with true understanding of science are denied the
scientific knowledge that they need to succeed in modern society.
Scientifically uninformed people do not always see the need for environmental
programmes.
If we do not transform child science into true scientific understanding, learners’
wrong concepts and the information conveyed during science lessons will exist in
their minds. This will prevent progress of an orderly, integrated and complete
understanding of the natural world.
2.3
Use a listening-speaking-reading-writing sequence in teaching whenever possible.
Listening creates a basis for the other language skills. It is much simpler to speak once
we hear the pronunciation of the words, read what was spoken and write what was
read.
Pair LEP learners with bilingual partners who can supply brief translations as
required. But teach these partners to focus on teaching English words and expressions
for actions taken during experiments.
LEP learners should be placed in accommodating learning groups to increase chances
for often, low-anxiety and informal interactions with other children.
Speak slowly, use short sentences and rephrase what you say if a child did not
understand. Make use of props, body language and images to explain what you said.
Emphasise and recap key words of the lesson as you teach. This cues the child about
what to remember and how the words sound.
2.4 Jean Piaget
Question 3
3.1
Land pollution
Air pollution
Soil pollution
3.2
Land pollution-many people dispose of waste on land
Air pollution-traffic congestion in the town
Soil pollution-waste that cannot decompose in the soil is a hazard to the soil.
3.3 A science lesson that integrates environmentalism
The lesson should meet the following criteria:
The lesson must grow and reinforce the children’s scientific knowledge.
The lesson should not be too advanced nor should it be too simple for the grade.
All new information should be well explained.
Follow up exercises must not involve too much independent research from learners.
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