University of the Philippines – Open University
Faculty of Education
EDSCI 202 – Approaches to Science Teaching
Module 3: Approaches in Science Teaching and Learning
Module 3: Approaches in Science Teaching and Learning
A. Teaching Science
B. Planning and Managing Learning
C. Approaches and Strategies
D. Assessment
Introduction
Module 2 has introduced some of the learning theories you may apply in teaching science. In
this module you will learn about the actual practical applications of theories of learning and
researches on science teaching in teaching and learning science through the various approaches
and teaching methods that these educational theories underpin. You will realize from this
module the importance of careful design of instruction and learning – from the setting of
learning objectives, to the designing of learning and assessment activities, ensuring that all
aspects are aligned and congruent with a solid educational philosophy or principle that puts
students’ learning at the center.
Objectives
After studying the resources and accomplishing the activities in this module, you should be able
to:
1. explain some of the principles of effective science teaching;
2. develop a lesson plan for science; and
3. apply teaching and assessment approaches in designing science lessons.
A. Teaching Science
This section of the module presents some of the principles of teaching science effectively. Click
the link to Resource 1 and read the material carefully.
Resource 1. Teaching Science
(Staver, J. R. (2007). Teaching science. Brussels, Belgium: International Academy of
Education. Available at http://www.palieducationsociety.org/images/ebooks%20(27).pdf)
This resource presents 8 principles of teaching science. In the discussions, practical
applications of these principles, which you can employ in your practice, are also presented.
Estimated Time Required: 1 hour and 20 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What are the 8 principles of teaching science presented in Resource 1?
2. How can teachers apply the 8 principles of effective science teaching in actual
teaching and learning situations?
3. How can science teachers teach students scientific inquiry and use of
scientific information to make decisions?
Prepared by Asst. Prof. Roja Rivera
1
University of the Philippines – Open University
Faculty of Education
Study Questions Continued:
Check your understanding of the resource and answer the following questions:
4. How can science teachers promote deep scientific understanding?
5. Why is it important that science teachers understand students’ developmental
stages, prior knowledge and experience, and their socio-economic and cultural
backgrounds?
6. What teaching strategies could enable students to become active thinkers and
learners?
7. How can teachers connect science content with students’ interests and
personal experiences, with societal issues, and other school subjects or
disciplines?
8. How should teachers set expectations for their students?
9. What teaching strategies that lessen anxieties and conflict could science
teachers use in their classes? How should teachers handle controversial
subject matter?
10. Are the 8 principles discussed in the resource based on theories of learning?
What learning theories underpin these principles?
Task
1. Watch a TEDxRiga video on teaching science in this link.
2. Share your reaction, thoughts, and reflection on the message of the video on Activity 1
Submission Bin found on the course site. Provide support for your reactions and assertions
using the principles discussed in Section A.
3. You may post comments on your peers’ insights when applicable.
Reflection Break
After studying Resource 1, reflect on the following:
1. Do you agree with the 8 principles of effective science teaching? Why or why not?
2. Do these principles resonate with you as a learner and teacher of science? How or how not?
3. In what ways would you apply these 8 principles in your teaching?
Please integrate your answers to these reflection questions in your eJournal entry for the week.
B. Planning and Managing Learning
At this point in the course, you may have already gained a broader understanding of the
concepts and principles of teaching science and of the theories of learning which you could use
to guide you in designing learning opportunities for your students. Armed with this knowledge
and your knowledge of science content, you, as a science teacher, should be able to combine
these different areas of teaching science in designing and developing a science lesson. This part
of the module, therefore, shall give you an overview of the general principles and processes of
designing and planning a lesson, which you could apply in developing a lesson plan for science.
Access Resources 2 and 3 by clicking the links on the succeeding page. Study the resources
carefully.
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University of the Philippines – Open University
Faculty of Education
Resource 2: Lesson Planning, Part I: Standard Lesson Structure
(Teach for America. (2011). Lesson planning, part I: Standard lesson structure.
Instructional planning and delivery (pp. 77-103). New York, NY: Teach for America.)
Please read Chapter 5, pages 77-103 of this e-text. This resource discusses some of the
fundamental principles and processes of planning a lesson. In studying this resource, you
should be able to gain an appreciation of the different elements of a lesson and of the
significance of constructive alignment where all parts of the lesson are aligned with each
other and geared toward the achievement of the learning objectives.
To refresh your understanding of writing learning objectives, please refer to the resources
in the links below.
Writing Student Learning Objectives
Writing Learning Objectives
The lesson planning model presented in the resource is only one of the models of writing
effective lesson plans. An alternative model, the 5-E Lesson Cycle, which may be used in
science lesson is discussed in the resources below.
The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based
Science Teaching
Order Matters: Using the 5E Model to Align Teaching with How People Learn
Estimated Time Required: 1 hour and 15 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. According to the resource, what should one remember in planning a lesson
regardless of the lesson plan format?
2. What are the parts of the 5-step lesson plan?
3. What does backwards plan mean? How is backwards planning done?
4. Why is the opening part of the lesson important? What are the key point in
effective lesson openings?
5. How can new materials be effectively introduced? How can the introduction to
new material phase of the lesson be more learner-centered than teachercentered?
6. Why is guided and independent practice important and how are they
implemented in lessons?
7. Why is checking for understanding or formative assessments important in
teaching and learning?
8. What is the significance of lesson closing? What are the characteristics of an
effective closing?
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University of the Philippines – Open University
Faculty of Education
Resource 3: Lesson Planning, Part II: Instructional Methods
(Teach for America. (2011). Lesson planning, part II: Instructional methods. Instructional
planning and delivery (pp. 105-131). New York, NY: Teach for America.)
Go to Chapter 6 of this resource and read pages 105-131. This chapter discusses some of
the teaching methods that teachers may use in their class. As you study this material, think
of ways the strategies may be adapted and applied in science lessons.
Estimated Time Required: 1 hour and 15 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What are some of the teaching methods presented in Resource 3 that may be
employed in science lessons?
2. What are the advantages and limitations of each of the teaching methods
presented in Resource 3?
3. What are the key concepts discussed in Resource 3?
Task
After studying Resources 2 & 3, do the following:
1. Search for a science lesson plan or select from the pool of lesson plans you have made
before.
2. Evaluate the lesson plan you chose based on the principles of lesson planning.
3. Revise the lesson plan to make it better.
4. Write an explanation for the revision made. Provide theoretical support for the pedagogical
decisions made in the revision and indicate the lesson planning model used (e.g. 5-Step
Lesson Plan or 5-E Lesson Cycle).
5. Post the original lesson plan, the revised lesson plan, and the written explanation on
Activity 2 Submission Bin found on the course site.
6. Comment on your peer’s work if applicable.
Reflection Break
Reflect on the following:
1.
2.
3.
4.
Have you ever experienced going to class with a haphazardly done or without a lesson plan?
How did you feel about this?
Did the lesson go well?
How would you apply constructivist learning strategies in your lessons?
Please integrate your answers to these reflection questions in your eJournal entry for the week.
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University of the Philippines – Open University
Faculty of Education
C. Approaches and Strategies
In Resource 1, you have learned about some of the teaching methods that may be used in
science lessons. This section shall present other approaches in science education that you may
incorporate in your teaching.
The first approach that will be discussed is the Multidisciplinary or Interdisciplinary
teaching approach. Resource 4 presents the history of the interdisciplinary approach and the
conceptual framework of interdisciplinary science education. Resource 5, on the other hand,
provides guides for designing interdisciplinary lessons, learning units, or curriculum. Click the
links for these resources and read the materials carefully.
a. Multidisciplinary/Interdisciplinary Science Teaching Approach
Resource 4. Why Teach Science with an Interdisciplinary Approach: History, Trends,
and Conceptual Frameworks
(You, H. S. (2017). Why teach science with an interdisciplinary approach: History,
trends, and conceptual frameworks. Journal of Education and Learning, 6(4), 66-77.
Available at https://files.eric.ed.gov/fulltext/EJ1145260.pdf)
This resource will give you a better perspective on how the interdisciplinary teaching
approach came about and the framework which can serve as a basis for developing
interdisciplinary learning.
Estimated Time Required: 40 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What is interdisciplinary teaching?
2. What is the impetus for the interdisciplinary teaching movement?
3. What are the conceptual framework of interdisciplinary science teaching?
4. How can teachers use the expert-novice paradigm in developing
interdisciplinary learning?
5. According to the Knowledge Integration perspective, what is the role of
teachers in the interdisciplinary learning?
6. What are the benefits of interdisciplinary learning?
Resource 5. Step-by-step Guide to Interdisciplinary Curriculum Design
(Jacobs, H. H. (2004). Step-by-step guide to interdisciplinary curriculum design.
Interdisciplinary Learning in Your Classroom. Available at
https://www.thirteen.org/edonline/concept2class/interdisciplinary/implementation.html)
This resource explains the steps in designing an interdisciplinary learning unit or
curriculum. After designing an interdisciplinary curriculum or unit, you may assess your
design using the Interdisciplinary Learning Rubric.
An example of how the steps of interdisciplinary curriculum design were applied in an
actual educational setting is found in this resource, Designing a Unit Appropriate for
Interdisciplinary Approach. You may also view other samples in the Demonstration tab
of Resource 5.
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University of the Philippines – Open University
Faculty of Education
Estimated Time Required: 40 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What are the steps in designing an interdisciplinary lesson, learning unit, or
curriculum?
2. Why is the assessment of learners a significant step in interdisciplinary
learning design?
3. Why is assessing the setting of teaching and learning important?
4. What is the function of the concept wheel in the interdisciplinary design
process?
5. Why is developing essential questions a must? How are essential questions
formulated?
6. Why is it important that skills and assessments are integrated into the
essential questions?
The next science teaching approach that will be discussed in this part of the module is the
Science-Technology-Society (STS) or the Contextual Approach. Resource 6 provides an
overview of the principles of and rationale for the STS movement. It also discusses the barriers
for the implementation of STS and the beliefs about science teaching and learning through the
STS approach, which could guide you when you apply this approach in your own teaching.
Resource 7, on the one hand, describes further the STS approach – its goals or functions,
content, structure, and sequence. While, Resource 8 presents the different instructional methods
that may be applied in teaching science using the STS approach.
Click the links to the resources and study them carefully. As you read the resources,
contemplate on how you can adapt and apply the principles and strategies discussed in these
materials.
b. Science-Technology-Society Approach (STSA)/Contextual Approach
Resource 6. Science-Technology-Society (STS): A New Paradigm in Science Education
(Mansour, N. (2009). Science-Technology-Society (STS): A new paradigm in science
education. Bulletin of Science Technology & Society, 29(4), 287-297. Available at
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1023.1374&rep=rep1&type
=pdf.)
Estimated Time Required: 45 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What will determine the success of the implementation of the STS approach?
2. Why is STS considered a paradigm shift on science education?
3. What are the aims and focus of the STS approach?
4. What shifts in teachers’ beliefs and practices, and in teacher education,
should be made for the successful implementation of the STS approach?
5. How would constructivist science teachers differ in their teaching approach
as compared to the transmissionists and behaviorists teachers?
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University of the Philippines – Open University
Faculty of Education
Resource 7. What is STS Science Teaching?
(Aikenhead, G. (n.d.). What is STS in science teaching?. Available at
https://www.usask.ca/education/documents/profiles/aikenhead/sts05.htm)
Estimated Time Required: 1 hour
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What are the functions and goals of the STS approach?
2. What is the essence of STS education?
3. How do Science, Technology, and Society relate to one another in
Aikenhead’s model of STS education?
4. What is the content of STS science education approach?
5. What are the categories of STS science?
6. How is the STS approach sequenced?
Resource 8. Teaching Science through a Science-Technology-Society-Environment
Approach: An Instruction Guide
(Aikenhead, G. (1988). Teaching Science through a Science-Technology-SocietyEnvironment approach: An instruction guide. SIDRU Research Report No. 12.
Saskatchewan, Canada: Saskatchewan Instructional Development and Research Unit.
Available at https://files.eric.ed.gov/fulltext/ED323111.pdf)
Estimated Time Required: 2 hours
Study Questions:
Check your understanding of the resource and answer the following questions:
1. How are divergent thinking and convergent thinking compare to and differ
from each other?
2. What are the different instructional methods that may be applied in the STS
approach?
3. What are the roles of teachers and students in each of the teaching methods
discussed in the resource?
4. How are the instructional methods discussed in the resources implemented?
The last two related approaches that will be discussed in this section are Problem-Based
Learning (PBLP and Inquiry-Based Learning (IBL) Approaches. Resource 9 provides an
overview of PBL and IBL, and discusses their similarities and differences. Resources 10 (a &
b) and 11 (a & b) discusses the steps and the process of designing and implementing IBL and
PBL. Click the links to access the resources and please read the materials carefully. While
studying the resources, think of how IBL and PBL may be used in science education.
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University of the Philippines – Open University
Faculty of Education
c. Inquiry-Based Learning and Problem-Based Learning Approaches
Resource 9: Overviews on Inquiry Based and Problem Based Learning Methods
(Oguz-Unver, A., & Arabacioglu, S. (2011). Overviews on inquiry based and problem
based learning methods. Western Anatolia Journal of Educational Sciences (WAJES),
Dokuz Eylul University Institute. Available at
http://webb.deu.edu.tr/baed/giris/baed/ozel_sayi/303-310.pdf)
Estimated Time Required: 30 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What is the definition of Inquiry-Based Learning (IBL) and Problem-Based
Learning (PBL) approaches?
2. What are the origins of IBL and PBL?
3. What are main principles, instructional procedures, and outcomes of IBL and
PBL?
4. How are IBL and PBL similar to and different from each other?
Resource 10.a. What Is Inquiry-Based Instruction?
(Warner, A. J., & Myers, B. E. (2008). What is inquiry-based instruction?.
Available at http://edis.ifas.ufl.edu/pdffiles/WC/WC07500.pdf)
Estimated Time Required: 10 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What is inquiry-based teaching?
2. What are the activities of inquiry learning?
3. What are the steps in inquiry-based learning?
4. Why use inquiry-based teaching?
Resource 10.b. Implementing Inquiry-Based Teaching Methods
(Warner, A. J., & Myers, B. E. (2008). Implementing inquiry-based teaching
methods. Available at http://edis.ifas.ufl.edu/pdffiles/WC/WC07600.pdf)
Estimated Time Required: 10 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. How can inquiry-based learning (IBL) be implemented?
2. What are the responsibilities of teachers in IBL?
3. What are the stages of inquiry cycle?
4. What are the different models of IBL that can be used in science teaching?
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University of the Philippines – Open University
Faculty of Education
Resource 11.a. Problem-Based Learning: Six Steps to Design, Implement, and Assess
(Genareo, V. R., & Lyons, R. (2015, November 30). Problem-based learning: Six
steps to design, implement, and assess. Available at
https://www.facultyfocus.com/articles/course-design-ideas/problem-basedlearning-six-steps-to-design-implement-and-assess/)
Estimated Time Required: 20 – 30 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What do students in Problem-Based Learning (PBL) activities?
2. What skills are developed through PBL?
3. What are steps in designing, implementing, and assessing PBL?
4. Why is it important to refer first to the course’s or lesson’s learning
objectives or outcomes before implementing PBL?
5. What is the key in designing the PBL scenario?
6. How are the PBL steps cyclical?
Resource 11.b. Designing Problems for Problem-based Learning
(Sockalingam, N. (2011, March 16). Designing problems for Problem-based
Learning. Available at https://www.facultyfocus.com/articles/course-designideas/designing-problems-for-problem-based-learning/)
Step 2 in Resource 11.a focuses on designing a PBL scenario. This resource
provides a more detailed guideline in designing problems for PBL activities.
Estimated Time Required: 15 – 20 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. What are the characteristics of effective problem and how are they classified?
2. What skills are developed through PBL?
3. What are steps in designing PBL problems or scenarios?
Task
After studying the resources in Section C. Approaches and Strategies, do the following tasks:
1. Go over the Department of Education’s Science Curriculum Guide for the grade level that is
relevant to your context or career goals.
2. Choose a learning unit in the curriculum and assess whether the multidisciplinary/
interdisciplinary approach and/or the STS/ contextual approach is used. If the learning unit
follows the multidisciplinary/ interdisciplinary approach and/or the STS/ contextual approach,
write an expository essay explaining how the learning unit displays the use of multidisciplinary/
interdisciplinary and/or the STS/ contextual approaches.
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University of the Philippines – Open University
Faculty of Education
3. On the other hand, if the learning unit does not exhibit the multidisciplinary/ interdisciplinary
and/or the STS/ contextual approaches, re-design the learning unit applying the
multidisciplinary/interdisciplinary and/or the STS/contextual approaches. Attach an explanation
on how you applied the multidisciplinary/ interdisciplinary approach and/or the STS/ contextual
approach in the re-designed learning unit.
4. Submit your output in Activity 3 Submission Bin found on the course site.
5. Comment on your peer’s work if applicable.
D. Assessment
The last part of this module completes the instructional design process as it focuses on
assessment of science teaching and learning, whose results may be used as a basis for further
improvements of the instruction or lesson, or for the design and development of the subsequent
lessons. Resource 12 discusses assessments in science education. Click the link to the resource
and study the document carefully.
Resource 12. Classroom Assessment in Science
(Manitoba Education and Youth. (2003). Classroom assessment in science. In Senior 2
science: A foundation for implementation, 41-50. Available at
https://www.edu.gov.mb.ca/k12/cur/science/found/s2/assessment.pdf)
Estimated Time Required: 50 minutes
Study Questions:
Check your understanding of the resource and answer the following questions:
1. Why is assessment important in teaching and learning science?
2. What do teachers determine in developing assessment tasks and methods?
3. What are characteristics of effective assessment?
4. How is classroom assessment managed?
5. What should be the emphases of assessments?
6. How do formative and summative assessments differ from each other?
7. What are some of the strategies that may be used in classroom assessment in
science?
Task
After studying Resource 12, complete the activity below.
1. Design an assessment activity for a lesson of your choice (maybe the lesson you revised in
Activity 2, the learning unit you evaluated or redesigned in Activity 3, or a lesson you have
previously taught) that employ inquiry-based or problem-based learning.
2. Submit the assessment activity that you designed in Activity 4 Submission Bin found on the
course site.
3. Comment on your peer’s work if applicable.
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University of the Philippines – Open University
Faculty of Education
Supplementary Resources
Read the following resources for additional information on the approaches and strategies for science
teaching:
The Science of Teaching Science
This is a video-workshop for Science teachers on “ways to improve teaching practices” (The
Harvard-Smithsonian Center for Astrophysics, 1995).
Using a Science/Technology/Society Approach To Prepare Reform-Oriented Science
Teachers: The Case of a Secondary Science Methods Course
This article presents how the STS approach was applied in preservice science teaching methods
course.
Teaching and Learning: Problem-Based Learning
This resource provides additional information on PBL and on its design and implementation.
Problem-Based Learning
This resource provides additional information on PBL and on its design and implementation.
Inquiry-based Learning: On Transforming Wonder into Knowledge
This resource provides additional information on IBL and on its design and implementation.
Assessment in secondary science
This is a free course on assessments in science teaching where various concepts and principles on
assessments are discussed.
Reflective Break
After studying the resources in this module, contemplate on the following:
1. What are your realizations from the topics discussed in the module?
2. How would you assess your teaching practices or your experiences in learning science based on
the concepts and principles you have learned from the course?
3. What are your strengths as a science teacher or prospective science teacher? Which aspects do
you need to improve on?
Please integrate your answers to these reflection questions in your eJournal entry for the week.
Self-Assessment
After studying the module resources and accomplishing all the learning tasks for this module,
evaluate whether or not you are able to accomplish the following:
explain some of the principles of effective science teaching
develop a lesson plan or learning unit for science
apply teaching and assessment approaches in designing science lessons
appreciate the value of interdisciplinary, contextual, and active learning teaching
strategies and approaches
recognize the importance of assessment in science teaching
relate your experiences to the ideas presented in the module
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