BTE2601 Assignment 2 Unique No. 342606
TMS3728
ASSIGNMENT 2
1|Page
, BTE2601 Assignment 2 Unique No. 342606
Assignment Questions
Question 1
1.1. Discuss your science learning experiences. Did your science classes at school fascinate you?
Why/why not?
1.2 What do you consider to be the purpose of science education given the context in which you
are likely to be teaching? Do you think this has changed
1.3 Discuss yourself as a science teacher. Remember you are the first scientist your leaners will
encounter in the science classroom and you need to represent that identity
1.3.1 What do you think a science teacher should know? Answer this question using the diagram
in the prescribed textbook on building a science teacher repertoire
Question 2
2.1 How was science achievement assessed when you went to school? Did it take your interests
and background into account?
2.2 Who had the control in your science classroom at school: the teacher, students, or both? Was
there any discussion about what to study? Discuss.
2.3 Were texts related to current events used at all in your science classroom, for example, the
newspaper articles about climate change and global warming?
2.4 How do you think this approach (in number 2.3 above) advantaged or disadvantaged you?
Question 3
3.1 In the social constructivist view, learning occurs through participation. How can you relate to
this? Can you recall any instances, in any context, where you learnt through participation?
Discuss your experiences with the social constructivist view in mind. 3.2 Choose a theory and
explain how it aligns with your view of teaching science?
3.2 Choose a theory and explain how it aligns with your view of teaching science?
3.3 No one theory about learning applies to all children. How will you cater for the different
learners in your science classes?
3.4 Explain how you would modify a lesson plan for the inclusion of one group of learners
above.
Question 4
4.1 How do you feel about the fact that science is not ‘done and dusted’? Is this reassuring,
challenging perhaps? How do you think your learners might feel about this lack of certainty?
4.2 What implications do these responses have for you as a teacher?
4.3 What makes science different from other ways of knowing?
2|Page
, BTE2601 Assignment 2 Unique No. 342606
Question 5
5.1 Explain two types of engagement according to Munns (2002)
5.2 Discuss areas that most affect learners engaging with school and justify your responses.
5.3 What did engagement feel like to you when you were at school?
5.4 Why do you think learners disengage?
5.5 Describe the characteristics of the learner who is most likely to find her/himself disengaged
in the science classroom
5.6 What teaching strategies might actually promote disengagement?
5.7 Summarise the advantages and disadvantages of direct instruction pedagogies and goal based
learning
5.8 Consider the topic chemicals in the environment. How could the guided discovery model be
used to facilitate learning about this topic?
3|Page
TMS3728
ASSIGNMENT 2
1|Page
, BTE2601 Assignment 2 Unique No. 342606
Assignment Questions
Question 1
1.1. Discuss your science learning experiences. Did your science classes at school fascinate you?
Why/why not?
1.2 What do you consider to be the purpose of science education given the context in which you
are likely to be teaching? Do you think this has changed
1.3 Discuss yourself as a science teacher. Remember you are the first scientist your leaners will
encounter in the science classroom and you need to represent that identity
1.3.1 What do you think a science teacher should know? Answer this question using the diagram
in the prescribed textbook on building a science teacher repertoire
Question 2
2.1 How was science achievement assessed when you went to school? Did it take your interests
and background into account?
2.2 Who had the control in your science classroom at school: the teacher, students, or both? Was
there any discussion about what to study? Discuss.
2.3 Were texts related to current events used at all in your science classroom, for example, the
newspaper articles about climate change and global warming?
2.4 How do you think this approach (in number 2.3 above) advantaged or disadvantaged you?
Question 3
3.1 In the social constructivist view, learning occurs through participation. How can you relate to
this? Can you recall any instances, in any context, where you learnt through participation?
Discuss your experiences with the social constructivist view in mind. 3.2 Choose a theory and
explain how it aligns with your view of teaching science?
3.2 Choose a theory and explain how it aligns with your view of teaching science?
3.3 No one theory about learning applies to all children. How will you cater for the different
learners in your science classes?
3.4 Explain how you would modify a lesson plan for the inclusion of one group of learners
above.
Question 4
4.1 How do you feel about the fact that science is not ‘done and dusted’? Is this reassuring,
challenging perhaps? How do you think your learners might feel about this lack of certainty?
4.2 What implications do these responses have for you as a teacher?
4.3 What makes science different from other ways of knowing?
2|Page
, BTE2601 Assignment 2 Unique No. 342606
Question 5
5.1 Explain two types of engagement according to Munns (2002)
5.2 Discuss areas that most affect learners engaging with school and justify your responses.
5.3 What did engagement feel like to you when you were at school?
5.4 Why do you think learners disengage?
5.5 Describe the characteristics of the learner who is most likely to find her/himself disengaged
in the science classroom
5.6 What teaching strategies might actually promote disengagement?
5.7 Summarise the advantages and disadvantages of direct instruction pedagogies and goal based
learning
5.8 Consider the topic chemicals in the environment. How could the guided discovery model be
used to facilitate learning about this topic?
3|Page
