Remerciez-le!

Remerciez @Admin pour avoir partagé cet document gratuitement, de la manière la plus simple, en partageant sur les réseaux sociaux.

COURSE GUIDE W ix COURSE GUIDE DESCRIPTION You must read this Course Guide care

COURSE GUIDE W ix COURSE GUIDE DESCRIPTION You must read this Course Guide carefully from the beginning to the end. It tells you briefly what the course is about and how you can work your way through the course material. It also suggests the amount of time you are likely to spend in order to complete the course successfully. Please keep on referring to Course Guide as you go through the course material as it will help you to clarify important study components or points that you might miss or overlook. INTRODUCTION HBSC1103 Teaching and Learning of Science is one of the courses offered by the Faculty of Education and Languages at Open University Malaysia (OUM). This course is worth 3 credit hours and should be covered over 8 to 15 weeks. COURSE AUDIENCE This course is offered to all students taking the Bachelor of Teaching majoring in Science (with Honours) programme. This module aims to impart the fundamentals of the teaching and learning of science. This module should be able to form a strong foundation for teachers to plan effective science lessons. As an open and distance learner, you should be acquainted with learning independently and being able to optimise the learning modes and environment available to you. Before you begin this course, please ensure you have the right course materials and understand the course requirements as well as how the course is conducted. STUDY SCHEDULE It is a standard OUM practice that learners accumulate 40 study hours for every credit hour. As such, for a three-credit hour course, you are expected to spend 120 study hours. Table 1 gives an estimation of how the 120 study hours could be accumulated. X COURSE GUIDE x Table 1: Estimation of Time Accumulation of Study Hours Study Activities Study Hours Briefly go through the course content and participate in initial discussions 3 Study the module 60 Attend 3 to 5 tutorial sessions 10 Online Participation 12 Revision 15 Assignment(s), Test(s) and Examination(s) 20 TOTAL STUDY HOURS 120 COURSE OBJECTIVES By the end of this course, you should be able to: 1. Explain how children view science and what the nature of science is; 2. Demonstrate knowledge of basic concepts of childrenÊs ideas in science, where do they come from and how they influence learning in science; 3. Describe how developmental and learning theories have contributed to childrenÊs learning in science; 4. Demonstrate a knowledge of the constructivist approach to learning; and 5. Describe the inquiry approach in teaching science in primary school. COURSE GUIDE W xi COURSE SYNOPSIS This course is divided into 8 topics. The synopsis for each topic can be listed as follows: Topic 1 begins with a discussion on the concept of what science is, the nature of science, the scientific method and scientific literacy. Lastly the discussion is about the relationship between science and technology. Topic 2 introduces the behavioural views of learning. The theories of Pavlov, Thorndike and Skinner and their contributions to teaching and learning will be discussed. Topic 3 introduces the cognitive learning theories. Later the Piaget and Bruner learning theories are discussed in detail. Then the application of these theories will be discussed. Topic 4 also discusses cognitive learning theories. AusubelÊs Deductive Learning Theory, GagneÊs Theory of Mastery Learning and the Multiple Intelligences Theory will be discussed. Topic 5 examines the inquiry approach in the teaching of science. The advantages, the types of inquiry and the conditions necessary for the successful implementation of inquiry learning will be discussed. Questioning skills for inquiry learning will be discussed at the end of the topic. Topic 6 describes constructivism. Alternative conceptions and implications to science learning are also explained. Constructivist learning approaches such as the Learning Cycles Model, Predict-ObserveăExplain (POE) Model and NeedhamÊs Five Phase Model in the teaching of science are discussed. Topic 7 describes three approaches in teaching science ă science, technology and society, contextual, and problem-based learning. For each approach, the concept, its characteristics and how to teach using the approach will be discussed. Topic 8 discusses teaching and learning methods such as experiments, discussions, simulations, projects and visits; and how they are used to enhance science learning. X COURSE GUIDE xii TEXT ARRANGEMENT GUIDE Before you go through this module, it is important that you note the text arrangement. Understanding the text arrangement will help you to organise your study of this course in a more objective and effective way. Generally, the text arrangement for each topic is as follows: Learning Outcomes: This section refers to what you should achieve after you have completely covered a topic. As you go through each topic, you should frequently refer to these learning outcomes. By doing this, you can continuously gauge your understanding of the topic. Self-Check: This component of the module is inserted at strategic locations throughout the module. It may be inserted after one sub-section or a few sub- sections. It usually comes in the form of a question. When you come across this component, try to reflect on what you have already learnt thus far. By attempting to answer the question, you should be able to gauge how well you have understood the sub-section(s). Most of the time, the answers to the questions can be found directly from the module itself. Activity: Like Self-Check, the Activity component is also placed at various locations or junctures throughout the module. This component may require you to solve questions, explore short case studies, or conduct an observation or research. It may even require you to evaluate a given scenario. When you come across an Activity, you should try to reflect on what you have gathered from the module and apply it to real situations. You should, at the same time, engage yourself in higher order thinking where you might be required to analyse, synthesise and evaluate instead of only having to recall and define. Summary: You will find this component at the end of each topic. This component helps you to recap the whole topic. By going through the summary, you should be able to gauge your knowledge retention level. Should you find points in the summary that you do not fully understand, it would be a good idea for you to revisit the details in the module. Key Terms: This component can be found at the end of each topic. You should go through this component to remind yourself of important terms or jargon used throughout the module. Should you find terms here that you are not able to explain, you should look for the terms in the module. References: The References section is where a list of relevant and useful textbooks, journals, articles, electronic contents or sources can be found. The list can appear in a few locations such as in the Course Guide (at the References COURSE GUIDE W xiii section), at the end of every topic or at the back of the module. You are encouraged to read or refer to the suggested sources to obtain the additional information needed and to enhance your overall understanding of the course. PRIOR KNOWLEDGE No prior knowledge is required. ASSESSMENT METHOD Please refer to myVLE. REFERENCES Abruscato, J. (2004). Teaching children science: A discovery approach (5th ed.). Boston: Allyn & Bacon. Driver, R. (1983). The pupil as scientist. Buckingham: Open University Press. Driver, R., Guesne, E., & Tiberghien, A. (1985). ChildrenÊs ideas in science. Buckingham: Open University Press. Driver, R., Leach, J., Miller, R., & Scott, P. (1996). Young peopleÊs images of science. Buckingham: Open University Press. Esler, W. K., & Esler, M. K. (2001). Teaching elementary science (8th ed.).Washington: Wadsworth Publishing Company. Fleer, M., & Hardy. T. (2001). Science for children: Developing a personal approach to teaching (2nd ed.). Sydney: Prentice Hall. Martin, D. J. (2006). Elementary science methods: A constructivist approach. Belmont: Thomson Wadsworth. Martin, R., Sexton, C., & Gerlovich, J. (2002). Teaching science for all children- Methods for constructing understanding. Boston: Allyn and Bacon. Skamp, K. (2004). Teaching primary science constructively. Southbank, Victoria: Harcourt Brace. X COURSE GUIDE xiv uploads/Science et Technologie/ course-guide 7 .pdf