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Welcome back!
Term 2: XLS0000
Thanks for your participation in Achterbergh (PGCE’s)
Successful first term with UJMA learners: average 81%
Congratulations, Super-Teachers!
Thanks for all of you who presented lessons!
Tomorrow’s class
J. PragNL ShanduQV SibekoSW SiwelaObserving (teach on 20 Apr)MM Ntlhane(Memory) MalopeMG mekwaOL Ramahali
School experience reflection Submit next Friday, 19 April. Portfolios due in October, after 6 weeks
prac (see hand-out)
USA Provisionally 5 – 16 August (must still
obtain confirmation from GSU) See hand-out
Funding Laurika Rauch performing on Sat 29 June. The Dean said we can use the profits to
assist you!
Visit one Saturday in May to Sci-Bono
Practical work
What does practical work involve ? ‘practical work’ means any teaching and
learning activity which involves at some point the students in observing or manipulating real objects and materials.
How does practical work contribute to our understanding of the world ?
It links two domains of knowledge
Domain of real objects and observable things
Domain of ideas
What process skills are developed during practical work ?
BASIC PROCESS SKILLS Observing Inferring Measuring Communicating Classifying Predicting
What are the benefits of practical work in science learning ? motivate pupils, by stimulating interest and enjoyment teach laboratory skills enhance the learning of scientific knowledge by
making abstract concepts appear more concrete give insight into scientific method and develop
expertise in using it Helps to bring about conceptual change when
necessary by convincing learners of the validity of a scientific idea
What are some of the challenges of doing practical work ?
Lack of resources Teachers lacking competence Learner indiscipline
How can the challenge of a lack of resources be overcome ?
Design practical using resources which are improvised and accessible
Network with other schools in sharing equipment Approach a tertiary institution about providing support Enquire about agencies who may have established
resources centres e.g. CASME in KZN Enquire about the availability of micro kits for
practical work
How is practical work addressed in the NCS/CAPS ? The place of practical work is
addressed through the Specific Aim: “The learner will be able to act
confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts”
Compare the new approach to practical work to the traditional one
Tradit ional Cookbook approach-following
step-by-step instructions
Strict teacher control of learners
Results-oriented
Always took place in a laboratory
New Investigations where learners
do planning
Learner allowed to interact, discuss and move about
Focus on processes
Can take place in the classroom or outside
Investigations in the NCS Scientific investigations should be the
focus of practical work in science Investigations are part of CASS In Gr 12 learners should be able to plan
their own investigations
What is an investigation ?
An investigation takes place in stages. It consists of some kind of plan, an implementing or ‘doing’ stage which should include recording in some form and a final stage where the learner examines the data and draws some kind of conclusion from them
Investigative work also involves the use of process skills like planning, observing and gathering information, comprehension, synthesizing, generalizing, hypothesizing and communicating results and conclusions
What are the benefits of investigations in science learning ?
Scientific investigations in particular parallel the way in which scientists work.
Scientific investigations are also highly motivating in science learning
The development of conceptual understanding Stems from our natural curiosity to understand our
natural world around us Learners develop capacity in applying the science
process skills scientific investigations may lead to the development
of higher-order thinking skills Contribute to children’s social development
Example: The effect of water temperature on how fast sugar dissolves in water
Independent variable:Dependent variable: Control variable: Research hypothesis:Research question:
Task: Use the prompt sheet given to plan one of the following investigations
1. Will hot coffee or hot tea cool faster ?2. Will a full cup of tea or half a cup of tea
cool faster ?
Now design a rubric to assess the plan.Criteria 1-2 3-4 5-7 RatingStating question
Makes an attempts, but incorrect variables
Relates variables, but statement lacks clarity
Well formulated question
Identifies variables
Incorrect variables
Some variables are correct
Correctly identifies variables
Describing procedure
Makes an attempt, but procedure is incorrect
A logical procedure, but is not detailed enough
Good logical flow and describes exactly what will be done
How can investigations be classified according to learner autonomy ?
Two frameworks can be used:1. A continuum framework 2. Category framework
Continuum framework for classifying investigation
CLOSED OPEN
Teacher-directed Learner-
directed
Category framework
Investigation type Stages of investigation
Topic Question Planning Data collected
Conclusion
Structured T T T L L
Guided T T L L L
Open T L L L L
How can the teacher facilitate learner-centred investigations ?
Teachers support learners in progressing through the stages of the scientific investigation in the following ways:
asking learners questions at all stages of the investigation
offering learners suggestions when they are making no progress in the investigation
giving learners a prompt sheet which helps focus them on the stages of the investigation
instructing learners in the use of practical techniques.
Model for teacher support
Amount of teacher support
Degree of learner autonomy
Initial investigations
What co-curricular activities exist for science ?
Science clubs- Interesting experiments- A newsletter with interesting information Science excursions/field trips Science expos/fairs Science talks Science olympiads
What issues need to be considered when managing a laboratory ?
Safety during activities First aid in the science classroom Care and storage of materials,
chemicals and apparatus Stock control and stocktaking Ordering scientific equipment and
chemicals
How can the teacher enforce safety in the laboratory ?
Draw up a set of rules for learners and ensure they follow it Ensure learners are not left unattended in the lab. Lock all chemicals away and ensure there are no chemicals left
lying around Instruct learners about the dangers of hazardous chemicals Allow learners to smell and touch chemicals only under
supervision Do not allow learners to perform reactions which should be
demonstrated according to the Dept. guidelines Turn off the gas supply after the lesson Emergency equipment must be clearly displayed A first-aid kit must be accessible
Before each activity in the laboratory, weigh the potential risk factors against the educational value.
Have an understanding of all the potential hazards of the materials, the process, and the equipment involved in every laboratory activity.
Inspect all equipment/apparatus in the laboratory before use. Before entering the laboratory, instruct students on all laboratory
procedures that will be conducted. Discuss all safety concerns and potential hazards related to the
laboratory work that students will be conducting
Preparing for laboratory activit ies
General work procedure for the learners
Never work in the laboratory without the supervision of a teacher. Always perform the experiments or work precisely as directed by the teacher. Immediately report any spills, accidents, or injuries to a teacher. Never leave experiments while in progress. Never attempt to catch a falling object. Be careful when handling hot glassware and apparatus in the laboratory. Hot
glassware looks just like cold glassware. Never point the open end of a test tube containing a substance at yourself or
others. Never fill a pipette using mouth suction. Always use a pipetting device. Make sure no flammable solvents are in the surrounding area when lighting a
flame. Do not leave lit Bunsen burners unattended. Turn off all heating apparatus, gas valves, and water faucets when not in use. Coats, bags, and other personal items must be stored in designated areas, not
on the bench tops or in the aisle ways. Keep the floor clear of all objects (e.g., ice, small objects, spilled liquids).
How should learners handle chemicals ?
Check the label to verify it is the correct substance before using it. Always use a spatula or scoopula to remove a solid reagent from a container. Do not directly touch any chemical with your hands. Never use a metal spatula when working with peroxides. Metals will decompose
explosively with peroxides. Hold containers away from the body when transferring a chemical or solution
from one container to another. Use a hot water bath to heat flammable liquids. Never heat directly with a flame. Add concentrated acid to water slowly. Never add water to a concentrated acid. Weigh out or remove only the amount of chemical you will need. Do not return
the excess to its original container, but properly dispose of it in the appropriate waste container.
Never touch, taste, or smell any reagents. Never place the container directly under your nose and inhale the vapors. Clean up all spills properly and promptly as instructed by the teacher. Never handle bottles that are wet or too heavy for you.
Storage of chemicals
Criteria for storage areaStore chemicals inside a closeable cabinet or on a sturdy shelf with a front
edge lip to prevent accidents and chemical spills; a ¾-inch front edge lip is recommended.
Secure shelving to the wall or floor. Ensure that all storage areas have doors with locks. Keep chemical storage areas off limits to all students. Ventilate storage areas adequately.Organization Organize chemicals first by COMPATIBILITY—not alphabetic
succession (refer to section entitled Suggested Shelf Storage Pattern—next page).
Store alphabetically within compatible groups.
Why use marbles when you can use stones?Also looking at “shoestring-teaching” approaches
The teacher experiencing a lack of resources (see hand-out)
Scenario: Consider this!Assume that you accept a position as a teacher at a rural school. Full of expectations you arrive at the school. You dream of how you will inspire your learners with your teaching; how you will teach them to be critical and creative thinkers. However, a very unpleasant surprise awaits you. On arrival at the school, you realize that you do not have a well-resourced classroom. Basic equipment and apparatus, such as an overhead projector, laptop and data projector, are not available. What do you do now?
A strategy to teach more meaningfullyTIP 1: On arrival at the school you should investigate all the facilities. Just because your colleagues are not doing practical work or hands-on learning activities, doesn’t necessarily mean that there is no equipment. It may still be stored in boxes in a store room somewhere! Get together with other teachers in your subject/ learning area, and develop a strategy to equip the classrooms over a period of time.
Tip 2: Use micro-kitsThe “comboplate” palmtop laboratories of companies such as Somerset Educational is very useful. These kits can be used repeatedly and no running water or electricity is needed. By going to small scale you solve many problems all at once: the equipment costs less, the chemicals cost less, safety is improved and there is less waste.
Tip 3: Use local resourcesPeople; natural features; industries & institutions;
materials; media, technologies and culture.
A few examples of using local resourcesInvite members (resource persons) from the local community to visit your classroom, and to talk to the learners. Eg, in Life
Sciences, why not invite a sangoma/ traditional healer to class?
Visit local industries to see what happens there, and decide how learners could benefit from a visit. This could also involve
working with a contact person to develop activities.Identify local problems and attempts which are being made to
solve them.Ask elders, or experienced people in the community about
local resources, customs and history and perhaps use these as teaching points.
Tip 4: Shoestring science approaches
Use recyclable and household materials to do science!
Building solar cookers
Teaching natural selectionDarwin’s finches- adaptations of
beaks
A different beak!
And another beak- which beak is best adapted for feeding?
Extracting DNA from a banana
WHAT YOU NEED:•A banana
•Methylated spirits•Sunlight Liquid (dishwasher)
•Table salt
Be creative- there are many possible uses for a bottle such as this in the classroom
Science-on-a-shoestring research project See hand-out. To be submitted in October, as part of
your portfolio. Research question to guide
investigation- e.g. will the intervention assist learners to better understand the phenomenon?