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PSC1501 Assignment 3
(PORTFOLIO) 2025 -
DUE 3 September 2025 |
ANSWERS
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,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: The “Big Ideas of Science”
(a) What pedagogy they are linked to (2)
The “big ideas of science” are linked to constructivist pedagogy and conceptual learning. This
approach emphasises helping learners to understand overarching scientific principles rather
than memorising isolated facts. It supports inquiry-based, problem-solving, and meaningful
learning.
(b) Define the term (6)
The big ideas of science are the fundamental principles and concepts that explain the natural
world. They are broad, powerful ideas that help learners make sense of scientific knowledge and
provide a framework for organising new learning. These ideas cut across different disciplines
and remain relevant throughout schooling and beyond.
, (c) Where do they come from? (6)
The big ideas of science originate from:
1. Scientific research – accumulated knowledge from physics, chemistry, biology, earth
science, and astronomy.
2. Curriculum development and educational reform – developed to shift focus from rote
learning of fragmented facts to deep understanding.
3. Projects like Harlen et al. (2010, 2015) – who identified them to guide science
education internationally.
4. Philosophy of science – focusing on explanatory frameworks rather than details.
(d) Six “Big Ideas of Science” (6)
1. All material in the Universe is made of very small particles.
2. Objects can affect other objects at a distance.
3. Changing the movement of an object requires a net force.
4. The total amount of energy in the Universe is always the same, but energy can be
transformed.
5. The Earth is part of a solar system, which is part of a galaxy, which is one of billions
in the Universe.
6. The diversity of organisms, living and extinct, is the result of evolution.
✅ Total for 1.1: 20 marks
Question 1.2: Ancillary Activities in Practical Science
Ancillary activities are supportive, creative, and experiential activities that enhance learners’
understanding of science concepts. They help bring abstract ideas to life and make learning
meaningful.
(a) Modelling (5)
Understanding: Involves using representations (physical, visual, or digital) to simplify
and explain scientific phenomena.
Example: Using a globe to model the Earth’s rotation and revolution around the Sun.
PSC1501 Assignment 3
(PORTFOLIO) 2025 -
DUE 3 September 2025 |
ANSWERS
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,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: The “Big Ideas of Science”
(a) What pedagogy they are linked to (2)
The “big ideas of science” are linked to constructivist pedagogy and conceptual learning. This
approach emphasises helping learners to understand overarching scientific principles rather
than memorising isolated facts. It supports inquiry-based, problem-solving, and meaningful
learning.
(b) Define the term (6)
The big ideas of science are the fundamental principles and concepts that explain the natural
world. They are broad, powerful ideas that help learners make sense of scientific knowledge and
provide a framework for organising new learning. These ideas cut across different disciplines
and remain relevant throughout schooling and beyond.
, (c) Where do they come from? (6)
The big ideas of science originate from:
1. Scientific research – accumulated knowledge from physics, chemistry, biology, earth
science, and astronomy.
2. Curriculum development and educational reform – developed to shift focus from rote
learning of fragmented facts to deep understanding.
3. Projects like Harlen et al. (2010, 2015) – who identified them to guide science
education internationally.
4. Philosophy of science – focusing on explanatory frameworks rather than details.
(d) Six “Big Ideas of Science” (6)
1. All material in the Universe is made of very small particles.
2. Objects can affect other objects at a distance.
3. Changing the movement of an object requires a net force.
4. The total amount of energy in the Universe is always the same, but energy can be
transformed.
5. The Earth is part of a solar system, which is part of a galaxy, which is one of billions
in the Universe.
6. The diversity of organisms, living and extinct, is the result of evolution.
✅ Total for 1.1: 20 marks
Question 1.2: Ancillary Activities in Practical Science
Ancillary activities are supportive, creative, and experiential activities that enhance learners’
understanding of science concepts. They help bring abstract ideas to life and make learning
meaningful.
(a) Modelling (5)
Understanding: Involves using representations (physical, visual, or digital) to simplify
and explain scientific phenomena.
Example: Using a globe to model the Earth’s rotation and revolution around the Sun.
