TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the science curriculum emphases thoughtful learning. Thoughtful learning is a process that helps pupils acquire knowledge and master skills that will help them develop their minds to the optimum level. Thoughtful learning can occur through various learning approaches such as inquiry, constructivism, contextual learning, and mastery learning. Learning activities should therefore be geared towards activating pupils’ critical and creative thinking skills and not be confined to routine or rote learning. Pupils should be made aware of the thinking skills and thinking strategies that they use in their learning. They should be challenged with higher order questions and problems and be required to solve problems utilizing their creativity and critical thinking. The teaching and learning process should enable pupils to acquire knowledge, master skills and develop scientific attitudes and noble values in an integrated manner. Inquiry-discovery emphasis learning through experiences. Inquiry generally means to find information, to question and to investigate a phenomenon that occurs in the environment. Discovery is the main characteristic of inquiry. Learning through discovery occurs when the main concepts and principles of science are investigated and discovered by pupils themselves. Through activities such as experiments, pupils investigate a phenomenon and draw conclusions by themselves. Teachers then lead pupils to understand the science concepts through the results of the inquiry. Thinking skills and scientific skills are thus developed further during the inquiry process. However, the inquiry approach may not be suitable for all teaching and learning situations. Sometimes, it may be more appropriate for teachers to present concepts and principles directly to pupils.

The use of a variety of teaching and learning methods can enhance pupils’ interest in science. Science lessons that are not interesting will not motivate pupils to learn and subsequently will affect their performances. The choice of teaching methods should be based on the curriculum content, pupils’ abilities, pupils’ repertoire of intelligences, and the availability of resources and infrastructure. Different teaching and learning activities should be planned to cater for pupils with different learning styles and intelligences.

The following are brief descriptions of some teaching and learning methods.

Experiment

An experiment is a method commonly used in science lessons. In experiments, pupils test hypotheses through investigations to discover specific science concepts and principles. Conducting an experiment involves thinking skills, scientific skills, and manipulative skills. In the implementation of this curriculum, besides guiding pupils to carry out experiments, where appropriate, teachers should provide pupils with the opportunities to design their own experiments. This involves pupils drawing up plans as to how to conduct experiments, how to measure and analyse data, and how to present the results of their experiment.

Discussion

A discussion is an activity in which pupils exchange questions and opinions based on valid reasons. Discussions can be conducted before, during or after an activity. Teachers should play the role of a facilitator and lead a discussion by asking questions that stimulate thinking and getting pupils to express themselves.

Simulation

In simulation, an activity that resembles the actual situation is carried out. Examples of simulation are role-play, games and the use of models. In role-play, pupils play out a particular role based on certain pre-determined conditions. Games require procedures that need to be followed. Pupils play games in order to learn a particular principle or to understand the process of decision-making. Models are used to represent objects or actual situations so that pupils can visualise the said objects or situations and thus understand the concepts and principles to be learned.

Project

A project is a learning activity that is generally undertaken by an individual or a group of pupils to achieve a particular learning objective. A project generally requires several lessons to complete. The outcome of the project either in the form of a report, an artefact or in other forms needs to be presented to the teacher and other pupils. Project work promotes the development of problem-solving skills, time management skills, and independent learning.

Visits and Use of External Resources

The learning of science is not limited to activities carried out in the school compound. Learning of science can be enhanced through the use of external resources such as zoos, museums, science centres, research institutes, mangrove swamps, and factories. Visits to these places make the learning of science more  interesting, meaningful and effective. To optimise learning opportunities, visits need to be carefully planned. Pupils may be involved in the planning process and specific educational tasks should be assigned during the visit. No educational visit is complete without a post-visit discussion.

Use of Technology

Technology is a powerful tool that has great potential in enhancing the learning of science. Through the use of technology such as television, radio, video, computer, and Internet, the teaching and learning of science can be made more interesting and effective. Computer simulation and animation are effective tools for the teaching and learning of abstract or difficult science concepts. Computer simulation and animation can be presented through courseware or Web page. Application tools such, as word processors, graphic presentation software  and electronic spreadsheets are valuable tools for the analysis and presentation of data.