Science    Updated: Feb 2000

Resources | Professional Development Modules | Module 1 | Proforma   Reflecting on Science Activities Science activities often suggest certain views of science ways that students learn science. The questions below are intended as a basis for discussion of a typical science activity. The list of questions is by no means exhaustive. There is space at the end where you can add other questions that you think are important. These will be used to revise this sheet. It is not intended that the yes or the no is the right answer. Educational Intentions Views of Science Views of Learning Views of Teaching Views of Knowledge Additional Questions

Educational Intentions To what extent is the science activity about developing: Yes.......|........|........No Scientific technique/skills.   |..........|.........|..........|   Processes to test ideas scientifically.   |..........|.........|..........|   A basic knowledge of science.   |..........|.........|..........|   An understanding of experiences in their daily life.   |..........|.........|..........|   Students to be imaginative.   |..........|.........|..........|   Curiosity   |..........|.........|..........|   Independent thinking.   |..........|.........|..........|   Students to become learners.   |..........|.........|..........|   Responsible decision making.   |..........|.........|..........|   Awareness and observation of nature.   |..........|.........|..........|   Views of Science To what extent does the activity suggest the view that science is: Yes.......|........|........No Characterised by its investigation process (need for evidence).   |..........|.........|..........|   Characterised by the content.   |..........|.........|..........|   Likely to produce results that are independent of who conducts the investigation, why and in what context.   |..........|.........|..........|   Able to explain all events in the physical universe.   |..........|.........|..........|   Is a human activity.   |..........|.........|..........|   Views of Learning To what extent does the activity suggest a view of learning that: Yes.......|........|........No Prior knowledge is recognised in teaching.   |..........|.........|..........|   Learning occurs in collaborative groups.   |..........|.........|..........|   Students' understandings are less valid than scientists.   |..........|.........|..........|   Is passive.   |..........|.........|..........|   Is helped by discussion of understandings.   |..........|.........|..........|   Hands on experiences are important.   |..........|.........|..........|   Open questions and investigations help learning.   |..........|.........|..........|   Views of Teaching To what extent does the activity suggest the view that teaching: Yes.......|........|........No Is about imparting knowledge.   |..........|.........|..........|   Transforms students' existing understandings.   |..........|.........|..........|   Takes account of what students want to find out.   |..........|.........|..........|   Should require students to use scientific terms/language.   |..........|.........|..........|   Encourages students to describe things in their own words.   |..........|.........|..........|   Should explore students' questions.   |..........|.........|..........|   Should be directed towards specific content learning.   |..........|.........|..........|   Needs to be different for different students.   |..........|.........|..........|   Views of Knowledge To what extent does the activity suggest the view that scientific knowledge is: Yes.......|........|........No A solid grounding of facts.   |..........|.........|..........|   Tentative   |..........|.........|..........|   The scientists' view rather than the students view.   |..........|.........|..........|   Objective facts that are not open to interpretation.   |..........|.........|..........|   Facts that depend on the language used to describe them.   |..........|.........|..........|   Additional Questions Yes.......|........|........No   |..........|.........|..........|     |..........|.........|..........|     |..........|.........|..........|     |..........|.........|..........|     |..........|.........|..........|   Adapted from Yaxley, 1998 Teaching & Learning | Curriculum | Policy | Resources | Links | What's Happening