,PSC1501 Assignment 3 PORTFOLIO (COMPLETE
ANSWERS) 2025 - DUE 3 September 2025; 100%
TRUSTED Complete, trusted solutions and
explanations.
QUESTION 1
1.1 Demonstrate your understanding of the “big ideas of science” by:
1. Link to Pedagogy (4 marks)
The ―big ideas of science‖ are foundationally tied to constructivist,
inquiry-based, and discovery-oriented pedagogies. These emphasize
that learners build understanding actively by engaging with phenomena,
posing questions, investigating, and connecting new concepts to their
existing knowledge.
Constructivism: Learners actively construct mental models; their
prior ideas shape new understanding .
Inquiry-based learning: Students learn science by doing
science—asking questions, designing investigations, analyzing
data, and reasoning from evidence .
Discovery learning: A variant of inquiry and constructivism,
where students explore and find out through guided
experimentation rather than being told answers .
2. Definition of ―Big Ideas of Science‖ (8 marks)
A ―big idea‖ in science is:
An abstract concept that explains a wide array of phenomena—not
just a one-off fact.
, It’s broadly applicable, bridging different contexts and
disciplines.
Serves as a conceptual foundation enabling deeper understanding
and future learning.
In other words:
A big idea is a unifying principle or theory that helps learners make
sense of diverse observations and experiences across many scientific
contexts, supporting predictive and explanatory power .
3. Origins of the Concept (8 marks)
The notion of ―big ideas in science education‖ emerged as a response to
the limitations of traditional curricula that were overloaded with
disconnected facts and lacked coherence.
Curricular reform: Educators and researchers advocated for
reducing breadth and enhancing depth through a focus on fewer,
but more powerful, ideas .
Association for Science Education (ASE): In multiple
publications (~2010 and later), ASE and researchers like Wynne
Harlen identified and articulated ―big ideas of science‖ as central
to meaningful science education .
The approach aims to create a coherent framework for
curriculum design, teaching methods, and assessments—guiding
educators to prioritize ideas that endure and matter beyond
immediate contexts .
4. Six Examples of ―Big Ideas of Science‖ (8 marks)
Based on Harlen’s framework and related sources, here are six widely
recognized big ideas:
ANSWERS) 2025 - DUE 3 September 2025; 100%
TRUSTED Complete, trusted solutions and
explanations.
QUESTION 1
1.1 Demonstrate your understanding of the “big ideas of science” by:
1. Link to Pedagogy (4 marks)
The ―big ideas of science‖ are foundationally tied to constructivist,
inquiry-based, and discovery-oriented pedagogies. These emphasize
that learners build understanding actively by engaging with phenomena,
posing questions, investigating, and connecting new concepts to their
existing knowledge.
Constructivism: Learners actively construct mental models; their
prior ideas shape new understanding .
Inquiry-based learning: Students learn science by doing
science—asking questions, designing investigations, analyzing
data, and reasoning from evidence .
Discovery learning: A variant of inquiry and constructivism,
where students explore and find out through guided
experimentation rather than being told answers .
2. Definition of ―Big Ideas of Science‖ (8 marks)
A ―big idea‖ in science is:
An abstract concept that explains a wide array of phenomena—not
just a one-off fact.
, It’s broadly applicable, bridging different contexts and
disciplines.
Serves as a conceptual foundation enabling deeper understanding
and future learning.
In other words:
A big idea is a unifying principle or theory that helps learners make
sense of diverse observations and experiences across many scientific
contexts, supporting predictive and explanatory power .
3. Origins of the Concept (8 marks)
The notion of ―big ideas in science education‖ emerged as a response to
the limitations of traditional curricula that were overloaded with
disconnected facts and lacked coherence.
Curricular reform: Educators and researchers advocated for
reducing breadth and enhancing depth through a focus on fewer,
but more powerful, ideas .
Association for Science Education (ASE): In multiple
publications (~2010 and later), ASE and researchers like Wynne
Harlen identified and articulated ―big ideas of science‖ as central
to meaningful science education .
The approach aims to create a coherent framework for
curriculum design, teaching methods, and assessments—guiding
educators to prioritize ideas that endure and matter beyond
immediate contexts .
4. Six Examples of ―Big Ideas of Science‖ (8 marks)
Based on Harlen’s framework and related sources, here are six widely
recognized big ideas:
