PSC1501 Assignment 3
(PORTFOLIO) 2025 - DUE 3
September 2025 | ANSWERS
NO PLAGIARISM
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,Exam (elaborations)
PSC1501 Assignment 3 (PORTFOLIO) 2025 -
DUE 3 September 2025 | ANSWERS
Course
Practical Science for the Classroom (PSC1501)
Institution
University Of South Africa
Book
Practical experiments in school science lessons and science field trips
Practical Science for the Classroom - PSC1501 Assignment 3 Portfolio 2025 -
DUE 3 September 2025; 100 % TRUSTED workings, Expert Solved,
Explanations and Solutions.
QUESTION 1 1.1 1.2 Demonstrate your understanding of the “big ideas of
science” by: • Identifying what pedagogy they are linked to. • Defining the
term. • Where do they come from? • Supplying six “big ideas of science”. (2)
(6) (6) (6) Ancillary activities support practical science activities. Differentiate
between these ancillary activities: modelling, art, drama and field trips. In
your response, you must include your understanding and an example of
each. (20)
QUESTION 1
1.1 The “Big Ideas of Science”
(a) Pedagogy they are linked to (2)
The “big ideas of science” are linked to constructivist pedagogy, which emphasises learners
actively building their own understanding of the world. They also connect to inquiry-based
learning, as learners investigate, explore, and discover scientific principles.
(b) Definition of the term (6)
The “big ideas of science” are the overarching principles, key concepts, and explanatory
ideas that underpin scientific knowledge and understanding. They are broad, enduring
understandings that explain how the natural world works and can be applied across different
scientific topics and everyday life.
, (c) Where do they come from? (6)
They come from decades of science education research that identified common
misconceptions among learners and the need for conceptual frameworks.
They were developed through collaborations between scientists and educators (e.g.,
Harlen et al., 2010) to highlight what learners should understand by the end of their
schooling.
They also emerge from scientific disciplines themselves, as scientists distilled complex
knowledge into unifying themes.
(d) Six “Big Ideas of Science” (6)
1. All material in the Universe is made of very small particles (matter is particulate).
2. Objects can affect one another at a distance (e.g., gravity, magnetism, electric forces).
3. Energy can be transferred and conserved but not created or destroyed.
4. The composition of the Earth and its atmosphere and the processes shaping them.
5. The solar system is a very small part of one of billions of galaxies in the Universe.
6. Organisms are organised on a cellular basis and life depends on chemical processes.
(Other big ideas often listed: Evolution explains the diversity of life; The genome as the set of
instructions for organisms; Science is a human endeavour, etc.)
1.2 Ancillary Activities in Practical Science (20)
Ancillary activities are supportive teaching and learning strategies used alongside practical
science to deepen understanding and make abstract concepts accessible.
1. Modelling
Understanding: Involves using physical, visual, or mathematical representations to
simplify complex scientific phenomena.
Example: Using a ball-and-stick model to show the structure of a water molecule.
2. Art
Understanding: Learners use drawing, painting, or design to express and consolidate
scientific ideas. This taps into creativity and multiple intelligences.
Example: Learners draw labelled diagrams of the human digestive system.
(PORTFOLIO) 2025 - DUE 3
September 2025 | ANSWERS
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
PSC1501 Assignment 3 (PORTFOLIO) 2025 -
DUE 3 September 2025 | ANSWERS
Course
Practical Science for the Classroom (PSC1501)
Institution
University Of South Africa
Book
Practical experiments in school science lessons and science field trips
Practical Science for the Classroom - PSC1501 Assignment 3 Portfolio 2025 -
DUE 3 September 2025; 100 % TRUSTED workings, Expert Solved,
Explanations and Solutions.
QUESTION 1 1.1 1.2 Demonstrate your understanding of the “big ideas of
science” by: • Identifying what pedagogy they are linked to. • Defining the
term. • Where do they come from? • Supplying six “big ideas of science”. (2)
(6) (6) (6) Ancillary activities support practical science activities. Differentiate
between these ancillary activities: modelling, art, drama and field trips. In
your response, you must include your understanding and an example of
each. (20)
QUESTION 1
1.1 The “Big Ideas of Science”
(a) Pedagogy they are linked to (2)
The “big ideas of science” are linked to constructivist pedagogy, which emphasises learners
actively building their own understanding of the world. They also connect to inquiry-based
learning, as learners investigate, explore, and discover scientific principles.
(b) Definition of the term (6)
The “big ideas of science” are the overarching principles, key concepts, and explanatory
ideas that underpin scientific knowledge and understanding. They are broad, enduring
understandings that explain how the natural world works and can be applied across different
scientific topics and everyday life.
, (c) Where do they come from? (6)
They come from decades of science education research that identified common
misconceptions among learners and the need for conceptual frameworks.
They were developed through collaborations between scientists and educators (e.g.,
Harlen et al., 2010) to highlight what learners should understand by the end of their
schooling.
They also emerge from scientific disciplines themselves, as scientists distilled complex
knowledge into unifying themes.
(d) Six “Big Ideas of Science” (6)
1. All material in the Universe is made of very small particles (matter is particulate).
2. Objects can affect one another at a distance (e.g., gravity, magnetism, electric forces).
3. Energy can be transferred and conserved but not created or destroyed.
4. The composition of the Earth and its atmosphere and the processes shaping them.
5. The solar system is a very small part of one of billions of galaxies in the Universe.
6. Organisms are organised on a cellular basis and life depends on chemical processes.
(Other big ideas often listed: Evolution explains the diversity of life; The genome as the set of
instructions for organisms; Science is a human endeavour, etc.)
1.2 Ancillary Activities in Practical Science (20)
Ancillary activities are supportive teaching and learning strategies used alongside practical
science to deepen understanding and make abstract concepts accessible.
1. Modelling
Understanding: Involves using physical, visual, or mathematical representations to
simplify complex scientific phenomena.
Example: Using a ball-and-stick model to show the structure of a water molecule.
2. Art
Understanding: Learners use drawing, painting, or design to express and consolidate
scientific ideas. This taps into creativity and multiple intelligences.
Example: Learners draw labelled diagrams of the human digestive system.
