PSC1501 Assignment 3 PORTFOLIO 2025 (Answer Guide) - DUE 3 September 2025

PSC1501 Assignment 3 PORTFOLIO 2025 (Answer Guide) - DUE 3 September 2025 Question 1 1.1 Understanding the “Big Ideas of Science” 1. Identifying the Pedagogy Linked to the Big Ideas of Science The "big ideas of science" are linked to constructivist pedagogy, a framework that emphasizes active learning where students build their understanding through engagement with the material, rather than passively receiving information. According to Piaget and Vygotsky, learners construct knowledge by interacting with their environment, reflecting on experiences, and making connections between new information and their existing understanding (Smith, 2020). In the context of science education, this means encouraging students to explore, question, and experiment, allowing them to grasp the interconnectedness of scientific concepts through inquiry-based learning (Jones, 2019). Constructivism encourages students to understand how science operates not only through theoretical knowledge but also by experiencing it through practical applications (Bates, 2021). 2. Defining the Term “Big Ideas of Science” The "big ideas of science" refer to fundamental, overarching concepts that provide a unified framework for understanding the natural world. These big ideas connect various scientific fields, such as biology, physics, and chemistry, and form the core principles that guide scientific thought and inquiry (Robinson, 2018). Rather than focusing on isolated facts or specific phenomena, these ideas help students recognize broader patterns and principles that explain natural occurrences across different contexts. For instance, the concept of energy and matter applies across both biological processes and physical systems, helping students grasp how fundamental forces govern different phenomena (Johnson & Miller, 2022). 3. Where Do the Big Ideas of Science Come