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TMS3728 Assignment 2 (COMPLETE ANSWERS) 2025

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TMS3728 Assignment 2 (COMPLETE ANSWERS) 2025 - DUE 2025; 100% TRUSTED Complete, trusted solutions and explanations. For assistance, Whats-App 0.6.7-1.7.1-1.7.3.9. Ensure your success with us. Question 1 1.1 Define learner engagement. (2 marks) 1.2 List five factors that affect learner engagement in science. (5 marks) 1.3 Explain why learner engagement is important in science education. (5 marks) 1.4 Name three fields of science education. (3 marks) 1.5 Describe one barrier to engagement in school science. (3 marks) 1.6 What is indigenous knowledge (IK)? (2 marks) (20 marks) Question 2 2.1 Give an example of a teaching model that can enhance student engagement in science. (5 marks) 2.2 How can a teacher's skills impact student engagement in the classroom? (5 marks) 2.3 Compare and contrast teacher-centred and student-centred models of teaching science. (5 marks) 2.4 Analyse the impact of socioeconomic factors on student engagement in science. (5 marks) 2.5 Discuss how different strategies for engaging learners can be combined in a science lesson. (5 marks) 2.6 Evaluate the effectiveness of project-based learning in engaging science students. (5 marks) 2.7 Assess the role of teacher feedback in improving student engagement. (5 marks) 2.8 Judge the impact of classroom management techniques on student engagement. (5 marks) General distribution of marks for Question 2 Distribution of marks: Relevant content: Provides an accurate, relevant, and focused response to the question 2 marks Depth of explanation or analysis: Shows understanding with examples, comparisons, or clarity 2 marks Coherence and structure: Logical flow, clarity of expression, grammar 1 mark (40 marks) Question 3 3.1 Choose a topic from the Natural Sciences curriculum (Grades 7–9) and design a lesson presentation consisting of approximately 3 PowerPoint slides. In your presentation, clearly show how you will teach the topic with the following considerations: (20 marks) • VARK learning styles (Visual, Auditory, Reading/Writing, Kinaesthetic). • Inclusion of Indigenous Knowledge Systems (IKS). Distribution of marks: Selection of a relevant Natural Sciences topic (Grade 7–9) and clear grade-level identification 4 marks Explanation/showing how the lesson supports VARK learning styles 6 marks Inclusion of Indigenous Knowledge Systems (IKS) and its link to the topic 5 marks Quality and creativity of the 3-slide presentation (logical flow, design, engagement, and clarity) 5 marks 3.2 Reflect briefly (in ±120 words) on what you learned about lesson planning from doing the presentation in 3.1 and how it helped you think about learners with diverse needs and cultural backgrounds. Note: This reflection must be written in your own words. You are not allowed to use ChatGPT. (5 marks) Distribution of marks: Personal insight into lesson planning and learner diversity 2 marks Specific mention of how VARK or IKS was considered in reflection 2 marks Originality, coherence, and effort (not AI-generated or copied) 1 mark 3.3 Attach evidence of the group presentation dated 14 May 2025, or attach evidence of the discussion forum engagement for lessons 2, 4 and 7b (evidence for the forum must show the lesson number, module code & date)

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TMS3728
Assignment 2 2025
Detailed Solutions, References & Explanations

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Due Date: 4 July 2025
QUESTION 1

1.1 Define learner engagement.

Learner engagement is a deep, ongoing, and meaningful involvement in the learning
process that includes emotional, behavioural, and cognitive participation. It involves a
sense of belonging, ownership of learning, and active participation aimed at achieving
academic success.



1.2 List five factors that affect learner engagement in science.

1. Learner-related factors – such as motivation, interest, and prior knowledge.

2. Teacher-related factors – including confidence, teaching style, and content
knowledge.

3. School-related factors – like access to resources and curriculum demands.Terms of use
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comparison and reference purpose,
Terms of use
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Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.

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QUESTION 1

1.1 Define learner engagement.

Learner engagement is a deep, ongoing, and meaningful involvement in the learning
process that includes emotional, behavioural, and cognitive participation. It involves
a sense of belonging, ownership of learning, and active participation aimed at
achieving academic success.



1.2 List five factors that affect learner engagement in science.

1. Learner-related factors – such as motivation, interest, and prior knowledge.

2. Teacher-related factors – including confidence, teaching style, and content
knowledge.

3. School-related factors – like access to resources and curriculum demands.

4. Parental involvement – the extent of parental support and encouragement.

5. Community influence – including societal values and exposure to scientific
contexts.



1.3 Explain why learner engagement is important in science education.

Learner engagement in science is important because it promotes motivation,
academic achievement, and long-term interest in scientific subjects. Engaged
learners are more likely to participate in classroom activities, understand complex
concepts, and develop critical thinking skills. It also helps learners to connect
science with real-life experiences, making learning more relevant and meaningful.
Engagement fosters curiosity and contributes to building a scientifically literate
society.



1.4 Name three fields of science education.

1. Biology

2. Chemistry Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.

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