LSK3701 LATEST EXAM
PACK 2025
QUESTIONS AND ANSWERS
For assistance contact
Email:
, lOMoARcPSD|31863004
LSK3701- LIFE SKILLS SCIENCE AND TECHNOLOGY TEACHING IN FOUNDATION PHASE
Learning Unit 1
The Nature of Science and Science Learnin
1.1 SCIENTIFIC LITERACY
• Scientific literacy refers to four interrelated FEATURES, that is, an individ
→ Scientific knowledge and the use of that knowledge to identify qu
knowledge, to explain scientific phenomena and to draw evidence-b
science-related issues.
→understanding of the characteristic features of science as a form o
and inquiry
→awareness of how science and technology shape people’s materia
cultural environments
→willingness to engage in science-related issues and with the ideas
constructive, concerned and reflective citizen
• Influences people’s decisions about personal and societal problems.
• Overall aim of the science curriculum is to develop scientific
– May be literacy
broken dow
into components so that an achievable curriculum and
programme can be planned. What is a scientist to kid
• To promote this aim, 3 components are distinguished:
-White lab coat
→scientific knowledge/concepts
-Spectacles
→scientific process skills
→scientific attitudes -Wild hair
1.2 THE NATURE OF SCIENCE
• Yours & learner’s ideas about science will influence the way you teach a
learn.
→ or
• Gender, cultural group, race Youage
may stereotypically teach by passing o
ideas that you have regarding a scientist onto the learners that you teac
• 2 main views that people hold about NOS:
→ TRADITIONAL VIEW: Science is a subject that has rules, laws and
→MODERN VIEW: Science as a study of natural phenomena, as well
understand the world and a way of thinking and acting
• Science as way of doing rather than “object” to study = motivated to tea
form of inquiry and not just a subject that involves the study of facts.
, lOMoARcPSD|31863004
LSK3701- LIFE SKILLS SCIENCE AND TECHNOLOGY TEACHING IN FOUNDATION PHASE
• It is through learner’s enquiry that they develop an understanding of the
scientifically literate.
• Teaching science in an integrated way is known as STEAM (science, tech
arts and mathematics), IKS (Indigenous knowledge system), or teaching
• The practice of science is understood to have the following nature:
→ Tentative(subject to change), empirically based (observations of n
(theory-laden), partly the product of human interference, imaginatio
(invention of explanation), and socially and culturally embedded.
→Distinction between observations and inferences and between fun
relationships between scientific theories and laws
• In addition,
→there are various methods of investigation
→current knowledge guides investigations
→assumptions are involved in formulating and conducting scientific
→there are limitations to data collection and analysis in addressing
→alternative explanations and models are developed from the same
→there are reasons behind the use of controls and variables in expe
→there are differences between data and evidence
→logically consistent arguments connect evidence and explanations
→communication plays a role in the development and acceptance o
• The integration of explicit, reflective instruction about the NOS and scien
science topics promotes the development of scientific literacy
1.3 LEARNING SCIENCE THROUGH ENQUIRY
• Attitudes and thinking in science are the same as those attitudes and th
solving.
• The development of thinking (reasoning) and open-mindedness = explor
enjoyable and supports lifelong learning of science.
• Inquiry-based approach develops scientific thinking.
→promotes the development of scientific thinking
→develops an understanding of “how we know” science
→develops an understanding of the nature of science
→ develops skills of independent inquiry about the natural world
• Inquiry as a teaching approach:
→is opposite to expositor approaches (transition approach which ex
→is constructivist in nature (learn from ongoing mental framework c
meaning of our experiences)
→encourages active learning in children
, lOMoARcPSD|31863004
LSK3701- LIFE SKILLS SCIENCE AND TECHNOLOGY TEACHING IN FOUNDATION PHASE
→develops an attitude of curiosity (look at something from a new pe
what is being observed)
• Encourage learners to question, wonder and be cautious about acceptin
value.
The inquiry-based approach encourages learners to explore new situatio
and open-minded way
• If learners use process skills, they develop a view of science, not as a bo
but as a process of learning about the world and therefore develop an u
world through their understanding of scientific concepts.
1.4 SCIENCE CONCEPTS
• Connections that are made in the brain lead to learning.
• Concepts are the basic units of knowledge & allow people to organise an
information.
• The ability to organise and categorise information plays an important ro
which scientific concepts are developed in the brain.
• There are different types of concepts that build different bodies of know
may contain different kinds of representations of information (or differen
the brain) associated with the same concept.
• This figure shows how a concept, X, could be made up of different comp
representations), namely, prototypical, exemplar and theoretical compo
CONCEPT X
Prototype of X Examples of X Theory of X
• learning takes place when children build up a representation (or connec
that is based on examples of a concept.
• By thinking about (or reasoning about) these examples, they develop a t
concept. We will now use the concept “bird” to illustrate how this
CONCEPT
“BIRD”
Prototype Examples Theory
chicken Pigeons, doves 2 legs, 2 wings
& hawks & have feathers &
Can fly
PACK 2025
QUESTIONS AND ANSWERS
For assistance contact
Email:
, lOMoARcPSD|31863004
LSK3701- LIFE SKILLS SCIENCE AND TECHNOLOGY TEACHING IN FOUNDATION PHASE
Learning Unit 1
The Nature of Science and Science Learnin
1.1 SCIENTIFIC LITERACY
• Scientific literacy refers to four interrelated FEATURES, that is, an individ
→ Scientific knowledge and the use of that knowledge to identify qu
knowledge, to explain scientific phenomena and to draw evidence-b
science-related issues.
→understanding of the characteristic features of science as a form o
and inquiry
→awareness of how science and technology shape people’s materia
cultural environments
→willingness to engage in science-related issues and with the ideas
constructive, concerned and reflective citizen
• Influences people’s decisions about personal and societal problems.
• Overall aim of the science curriculum is to develop scientific
– May be literacy
broken dow
into components so that an achievable curriculum and
programme can be planned. What is a scientist to kid
• To promote this aim, 3 components are distinguished:
-White lab coat
→scientific knowledge/concepts
-Spectacles
→scientific process skills
→scientific attitudes -Wild hair
1.2 THE NATURE OF SCIENCE
• Yours & learner’s ideas about science will influence the way you teach a
learn.
→ or
• Gender, cultural group, race Youage
may stereotypically teach by passing o
ideas that you have regarding a scientist onto the learners that you teac
• 2 main views that people hold about NOS:
→ TRADITIONAL VIEW: Science is a subject that has rules, laws and
→MODERN VIEW: Science as a study of natural phenomena, as well
understand the world and a way of thinking and acting
• Science as way of doing rather than “object” to study = motivated to tea
form of inquiry and not just a subject that involves the study of facts.
, lOMoARcPSD|31863004
LSK3701- LIFE SKILLS SCIENCE AND TECHNOLOGY TEACHING IN FOUNDATION PHASE
• It is through learner’s enquiry that they develop an understanding of the
scientifically literate.
• Teaching science in an integrated way is known as STEAM (science, tech
arts and mathematics), IKS (Indigenous knowledge system), or teaching
• The practice of science is understood to have the following nature:
→ Tentative(subject to change), empirically based (observations of n
(theory-laden), partly the product of human interference, imaginatio
(invention of explanation), and socially and culturally embedded.
→Distinction between observations and inferences and between fun
relationships between scientific theories and laws
• In addition,
→there are various methods of investigation
→current knowledge guides investigations
→assumptions are involved in formulating and conducting scientific
→there are limitations to data collection and analysis in addressing
→alternative explanations and models are developed from the same
→there are reasons behind the use of controls and variables in expe
→there are differences between data and evidence
→logically consistent arguments connect evidence and explanations
→communication plays a role in the development and acceptance o
• The integration of explicit, reflective instruction about the NOS and scien
science topics promotes the development of scientific literacy
1.3 LEARNING SCIENCE THROUGH ENQUIRY
• Attitudes and thinking in science are the same as those attitudes and th
solving.
• The development of thinking (reasoning) and open-mindedness = explor
enjoyable and supports lifelong learning of science.
• Inquiry-based approach develops scientific thinking.
→promotes the development of scientific thinking
→develops an understanding of “how we know” science
→develops an understanding of the nature of science
→ develops skills of independent inquiry about the natural world
• Inquiry as a teaching approach:
→is opposite to expositor approaches (transition approach which ex
→is constructivist in nature (learn from ongoing mental framework c
meaning of our experiences)
→encourages active learning in children
, lOMoARcPSD|31863004
LSK3701- LIFE SKILLS SCIENCE AND TECHNOLOGY TEACHING IN FOUNDATION PHASE
→develops an attitude of curiosity (look at something from a new pe
what is being observed)
• Encourage learners to question, wonder and be cautious about acceptin
value.
The inquiry-based approach encourages learners to explore new situatio
and open-minded way
• If learners use process skills, they develop a view of science, not as a bo
but as a process of learning about the world and therefore develop an u
world through their understanding of scientific concepts.
1.4 SCIENCE CONCEPTS
• Connections that are made in the brain lead to learning.
• Concepts are the basic units of knowledge & allow people to organise an
information.
• The ability to organise and categorise information plays an important ro
which scientific concepts are developed in the brain.
• There are different types of concepts that build different bodies of know
may contain different kinds of representations of information (or differen
the brain) associated with the same concept.
• This figure shows how a concept, X, could be made up of different comp
representations), namely, prototypical, exemplar and theoretical compo
CONCEPT X
Prototype of X Examples of X Theory of X
• learning takes place when children build up a representation (or connec
that is based on examples of a concept.
• By thinking about (or reasoning about) these examples, they develop a t
concept. We will now use the concept “bird” to illustrate how this
CONCEPT
“BIRD”
Prototype Examples Theory
chicken Pigeons, doves 2 legs, 2 wings
& hawks & have feathers &
Can fly
