, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
QUESTION 1
1.1. Demonstrate your understanding of the “big ideas of science” by:
Identifying what pedagogy they are linked to
The “big ideas of science” are linked to constructivist pedagogy, which emphasizes that learners
build their own understanding of concepts by connecting prior knowledge with new scientific ideas
(PSC1501, Study Guide, p.34).
Defining the term
The “big ideas of science” are fundamental scientific concepts that explain natural phenomena and
provide learners with a framework to understand how the world works. They are not small, isolated
facts, but broad principles that can be applied across different areas of science and everyday life
(PSC1501, Study Guide, p.35).
Where do they come from?
The “big ideas of science” were developed by educational researchers and curriculum developers
who wanted to reduce the focus on rote memorization of many small facts. Instead, they emphasized
teaching fewer, but more powerful, concepts that underpin scientific knowledge. This shift originated
from reforms in science education and curriculum design to make science more meaningful and
applicable (PSC1501, Study Guide, p.36).
Supplying six “big ideas of science”.
All material in the Universe is made of very small particles.
Objects can affect one another at a distance.
Changing the movement of an object requires a net force.
The total amount of energy in the Universe is always the same.
The Earth is part of a solar system, which is part of the Milky Way galaxy.
The diversity of organisms, including humans, is the result of evolution (PSC1501, Study
Guide, pp.37–38).
QUESTION 1
1.1. Demonstrate your understanding of the “big ideas of science” by:
Identifying what pedagogy they are linked to
The “big ideas of science” are linked to constructivist pedagogy, which emphasizes that learners
build their own understanding of concepts by connecting prior knowledge with new scientific ideas
(PSC1501, Study Guide, p.34).
Defining the term
The “big ideas of science” are fundamental scientific concepts that explain natural phenomena and
provide learners with a framework to understand how the world works. They are not small, isolated
facts, but broad principles that can be applied across different areas of science and everyday life
(PSC1501, Study Guide, p.35).
Where do they come from?
The “big ideas of science” were developed by educational researchers and curriculum developers
who wanted to reduce the focus on rote memorization of many small facts. Instead, they emphasized
teaching fewer, but more powerful, concepts that underpin scientific knowledge. This shift originated
from reforms in science education and curriculum design to make science more meaningful and
applicable (PSC1501, Study Guide, p.36).
Supplying six “big ideas of science”.
All material in the Universe is made of very small particles.
Objects can affect one another at a distance.
Changing the movement of an object requires a net force.
The total amount of energy in the Universe is always the same.
The Earth is part of a solar system, which is part of the Milky Way galaxy.
The diversity of organisms, including humans, is the result of evolution (PSC1501, Study
Guide, pp.37–38).
