Written by Lazie10
PSC1501
Practical science for the classroom
Assignment 3
Due date: 27 July 2022
50 marks
Question 1
1. Explain the following concept/terms in your own words and indicate the unit and page
numbers in the study guide where you found the theory for answering this question.
1.1 Scientific approach
1.2 Washing up, tidying and maintenance –roles for learners
1.3 Exploration
1.4 The extent to which practical work develops ideas
1.5 The use of models
Rubric for marks
, Question 1
1.1 scientific approach
scientific approach Learning the scientific approach is planned so students are able to identify and
solve problems formulate problems, collect data with variety of techniques scientific approach is
intended to provide insight to students in recognizing, understanding the various materials using
scientific approach. Within the prevalent intellect a scientific approach is seen as one in which there
are no pre-conceived thoughts. Fair perception is established of a logical approach. Essentially the
announcing of the perception ought to not present inclination in the even that one perception is to
be favoured over another. (page 35).
1.2 Washing up, tidying and maintenance – roles for learners.
All good things come to an end and so it is with practical science in the classroom. Tidying up after
hands-on activities must involve the learners.. Everything must go back in the box. However,
everything that goes back must be clean and must be in good, working order. It should be a rule that
any kit then found by the teacher defective in some way (missing items, dirty items, broken items)
will result in a penalty on the learners involved. Only in this way can teachers have a sustainable
practical science programme.
Washing used equipment, as in chemistry practical work, must never be delayed or forgotten. Doing
so runs the risk of irreversible damage to equipment. If working in a classroom (as we assume here),
then usually washing up needs to be done outside the classroom, at a pre-arranged location. Time
needs to be allowed between classroom periods for this to be done.( PAGE 13).
1.3 Exploration
Under studies gotten to be commonplace with marvels that implants the thought to be leaned.
Students investigate phenomenon, prior knowledge is challenged, and ideas are created. Students to
use their possess interest and enthusiasm to solve complex problems using data and evidence to
form arguments and reach conclusion.
Students are briefly introduced to a topic and then given an activity to complete it with the
knowledge or experience they have.
Students explore a new concept or phenomenon with "negligible direction." Students might
make observations of and classify objects. Students might also perform experiments to
gather data to test a hypothesis. In short, the exploration allows the students to examine
"new ideas" and test them against their own ideas. Students are actively engaged in
interacting with ideas, as well as their peers during the exploration. During exploration the
teacher should facilitate the work of the students by establishing reasons for exploring new
ideas. Utilize of discrepant events, followed by interesting science activities is a way to get
into the exploration phase. The teacher plays a facilitative part. (Page 21).
PSC1501
Practical science for the classroom
Assignment 3
Due date: 27 July 2022
50 marks
Question 1
1. Explain the following concept/terms in your own words and indicate the unit and page
numbers in the study guide where you found the theory for answering this question.
1.1 Scientific approach
1.2 Washing up, tidying and maintenance –roles for learners
1.3 Exploration
1.4 The extent to which practical work develops ideas
1.5 The use of models
Rubric for marks
, Question 1
1.1 scientific approach
scientific approach Learning the scientific approach is planned so students are able to identify and
solve problems formulate problems, collect data with variety of techniques scientific approach is
intended to provide insight to students in recognizing, understanding the various materials using
scientific approach. Within the prevalent intellect a scientific approach is seen as one in which there
are no pre-conceived thoughts. Fair perception is established of a logical approach. Essentially the
announcing of the perception ought to not present inclination in the even that one perception is to
be favoured over another. (page 35).
1.2 Washing up, tidying and maintenance – roles for learners.
All good things come to an end and so it is with practical science in the classroom. Tidying up after
hands-on activities must involve the learners.. Everything must go back in the box. However,
everything that goes back must be clean and must be in good, working order. It should be a rule that
any kit then found by the teacher defective in some way (missing items, dirty items, broken items)
will result in a penalty on the learners involved. Only in this way can teachers have a sustainable
practical science programme.
Washing used equipment, as in chemistry practical work, must never be delayed or forgotten. Doing
so runs the risk of irreversible damage to equipment. If working in a classroom (as we assume here),
then usually washing up needs to be done outside the classroom, at a pre-arranged location. Time
needs to be allowed between classroom periods for this to be done.( PAGE 13).
1.3 Exploration
Under studies gotten to be commonplace with marvels that implants the thought to be leaned.
Students investigate phenomenon, prior knowledge is challenged, and ideas are created. Students to
use their possess interest and enthusiasm to solve complex problems using data and evidence to
form arguments and reach conclusion.
Students are briefly introduced to a topic and then given an activity to complete it with the
knowledge or experience they have.
Students explore a new concept or phenomenon with "negligible direction." Students might
make observations of and classify objects. Students might also perform experiments to
gather data to test a hypothesis. In short, the exploration allows the students to examine
"new ideas" and test them against their own ideas. Students are actively engaged in
interacting with ideas, as well as their peers during the exploration. During exploration the
teacher should facilitate the work of the students by establishing reasons for exploring new
ideas. Utilize of discrepant events, followed by interesting science activities is a way to get
into the exploration phase. The teacher plays a facilitative part. (Page 21).
