Session 1 Teaching Big Ideas in Science_1_v2.pptx

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1. Teaching Strategies to Unify Concepts and Big Ideas in Science MATATAG Series Episode 1:

2. What is a ’Big Idea’? Big Ideas in Science (BIS) Teaching and Learning BIS Way Forward Session Flow

3. What is your favorite lesson topic in Science? Why? Checkpoint Question 1

4. What is a ‘Big Idea’?  ‘ a unifying principle that connects and organizes a number of smaller ideas or concepts and multiple experiences ’  Mitchell, I., S. Keast , D. Panizzon , and J. Mitchell. 2016. “Using ‘Big Ideas’ to Enhance Teaching and Student Learning.”  Teachers and Teaching   23  ( 5 ): 596–610. doi:10.1080/13540602.2016.1218328.

5. What is a ’Big Idea’? ’ is a statement of an idea that is central to learning – one that links numerous understandings into a coherent whole’ MATATAG K to 10 Curriculum of the K to 12 Program: Science Charles (2005)

6. What is a ‘Big Idea’? ‘It represents a progression towards understanding key concepts in different learning areas’ Charles (2005) MATATAG K to 10 Curriculum of the K to 12 Program: Science

7. Why ‘Big Ideas’ in Science? Interest in Science Relevance

8. Is Science for everyone? Why do you say so? Checkpoint Question 2

9. Which Science? School Science Science for the Scientists Woolnough, B.E. (1999). School Science-Real Science? Personal Knowledge, Authentic Science and Student Research Projects. In: Bandiera , M., Caravita , S., Torracca , E., Vicentini , M. (eds) Research in Science Education in Europe. Springer, Dordrecht. https:// doi.org /10.1007/978-94-015-9307-6_30

10. Identifying ‘Big Ideas’ in Science? Explanatory power in relation to a large number of objects, events and phenomena Basis for understanding issues involved in making decisions Lead to enjoyment and satisfaction in being able to answer or find answers to questions Have cultural significance

11. Implications of ‘Big Ideas’ in Science? Content Pedagogy Assessment Teacher education

12. The Science Curriculum Framework A central feature of the Science curriculum is the balanced integration of three interrelated content strands: ●   Performing scientific inquiry skills; ●   Understanding and applying scientific knowledge; and ●   Developing and demonstrating scientific attitudes and values .

13. MATATAG Curriculum Goals The overall goal of the Science Curriculum is the achievement of scientific, environmental and technology and engineering literacy of all learners. On achieving the outcomes of the curriculum, learners will be ready to actively participate in local, national, and global contexts and make meaningful contributions to a dynamic and culturally diverse and expanding world. By successfully completing the Science Curriculum, Filipino learners will demonstrate capabilities as put forth in the Basic Education Development Plan (BEDP) 2030.

14. MATATAG Curriculum Goals The Shape of the Grades 3 to 10 Science Curriculum The Science curriculum supports Filipino learners to engage with science-related issues, and with the ideas of science, as a reflective citizen . It supports them to explain phenomena scientifically, evaluate and design scientific inquiry , and interpret data and evidence. It encourages and supports them to apply scientific, environmental, technological, and engineering knowledge, practices, and principles in the context of real- life situations.

15. MATATAG Curriculum Goals “The intention of the curriculum is not to rely solely on textbooks, but to engage learners in science, as well as technological and engineering-related practices and processes and to incorporate varied hands-on and minds-on activities to develop learners’ interest and encourage them to be active learners.”

16. What is the purpose of teaching science? Checkpoint Question 3

17. 10 Principles of Science Education (Harlen, 2010)

18. 10 Principles of Science Education (Harlen, 2010)

19. 10 Principles of Science Education (Harlen, 2010)

20. 10 Principles of Science Education (Harlen, 2010)

21. 10 Principles of Science Education (Harlen, 2010)

22. ’Big Ideas’ of and about Science

23. 1. All matter in the Universe is made of very small particles. ‘Big Ideas’ of Science

24. 1. All matter in the Universe is made of very small particles. Atoms – building blocks of matter Behavior and arrangement of Atoms – properties of materials The Nucleus with protons and neutrons, the electrons around it Forces keeping the atoms together and forming some compounds ‘Big Ideas’ of Science

25. 2. Objects can affect other objects at a distance. ‘Big Ideas’ of Science

26. ‘Big Ideas’ of Science Object affects others even without contact. Effect travels out from source to receiver as radiation. Action at a distance – fields between objects Gravity is a universal force, keeps the planets in orbit around the Sun and causes objects to fall towards the earth. 2. Objects can affect other objects at a distance.

27. 3. Changing the movement of an object requires a net force to be acting on it. ‘Big Ideas’ of Science

28. ‘Big Ideas’ of Science Force acting on an object is detected by its effect (motion or shape). Non-moving objects – balanced forces There is always another force opposing gravity when an object is at rest. Unbalanced forces cause change in movement in the direction of the net force. 3. Changing the movement of an object requires a net force to be acting on it. Simple machines

29. 4. The total amount of energy in the Universe is always the same but can be transferred from one energy store to another during an event. ‘Big Ideas’ of Science

30. 4. The total amount of energy in the Universe is always the same but can be transferred from one energy store to another during an event. ‘Big Ideas’ of Science Processes or events involve changes and require energy. Energy can be transferred from body to another in various ways. In these processes, some energy becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning fossil fuel, some of it is no longer available in a form that is convenient to use.

31. 5. The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate. ‘Big Ideas’ of Science

32. 5. The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate. ‘Big Ideas’ of Science Radiation from the Sun heats the earths surfaces, causing convection in the air & oceans, creating climates. Heat from the earth’s interior causes movement in the molten rock. Movement of the plates forms the crust, creating volcanoes and causing earthquakes. The solid surface is constantly changing through the formation and weathering of rock.

33. 6. Our solar system is a very small part of one of billions of galaxies in the Universe. ‘Big Ideas’ of Science

34. 6. Our solar system is a very small part of one of billions of galaxies in the Universe. ‘Big Ideas’ of Science Members of the solar system Day and night and the seasons – the orientation and rotation of the Earth as it moves around the Sun The Solar System is part of a galaxy, one of the many billions in the universe Many stars appear to have planets

35. 7. Organisms are organized on a cellular basis and have a finite life span. ‘Big Ideas’ of Science

36. 7. Organisms are organized on a cellular basis and have a finite life span. ‘Big Ideas’ of Science All organisms are composed of one or more cells. Multi-cellular organisms have cells that are differentiated according to their function. All the basic functions of life are the result of what happens inside the cells. Growth is the result of multiple cell divisions.

37. 8. Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. ‘Big Ideas’ of Science

38. 8. Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. ‘Big Ideas’ of Science Food provides materials and energy for basic functions of life. Plants and some bacteria can use energy from the Sun to generate complex molecules. Animals obtain energy by breaking down complex molecules and are dependent on plants as source of energy. In any ecosystem, there is competition among species for the energy resources and materials they need to live and reproduce.

39. 9. Genetic information is passed down from one generation of organisms to another. ‘Big Ideas’ of Science

40. 9. Genetic information is passed down from one generation of organisms to another. ‘Big Ideas’ of Science Genetic information in a cell is held in the DNA. Genes determine the development and structure of organisms. In asexual reproduction all the genes in the off-spring come from one parent. In sexual reproduction half of the genes come from each parent.

41. 10. The diversity of organisms, living and extinct, is the result of evolution. ‘Big Ideas’ of Science

42. 10. The diversity of organisms, living and extinct, is the result of evolution. ‘Big Ideas’ of Science All life descended from a universal common ancestor – a simple one-celled organism. Over countless generations, changes resulting from natural diversity within a species lead to the natural selection and survival. Species not able to respond sufficiently to changes in their environment become extinct.

43. ‘Big Ideas’ of and about Science

44. ‘Big Ideas’ about Science 11. Science is about finding the cause or causes of phenomena in the natural world.

45. ‘Big Ideas’ about Science 12. Scientific explanations, theories and models are those that best fit the evidence available at a particular time.

46. Think of a community concern and how you will address it using Science. Checkpoint Question 4

47. ‘Big Ideas’ about Science 13. The knowledge produced by science is used in engineering and technologies to create products to serve human ends.

48. ‘Big Ideas’ about Science 14. Applications of science often have ethical, social, economic and political implications.

49. Teaching and Learning ‘Big Ideas’ in Science 1. Inquiry-based 2. Applications-led 3. Science-Technology-Society (STS) 4. Problem-based – Project-based (through EDP and DT) 5. Integrative Teaching 6. Brain-based Learning

50. What ‘curious’ question about Science do your learners always ask? Checkpoint Question 5

51. Inquiry-Based Learning “…gives children ( learners ) the opportunity to explore “hands on” , to experiment, to ask questions and to develop responses based on reasoning.”

52. Inquiry-Based Learning …develop ideas about science and how ideas are developed through scientific activity

53. Inquiry-Based Learning The key characteristic of such activity is an attempt to answer a question to which students do not know the answer or to explain something they do not understand. From Harlen , W. (Ed.) Working with big ideas of science education ; (2015)

54. Inquiry-Based Learning The answer to some questions can be found by first-hand investigation, but for others information is needed from secondary sources. From Harlen , W. (Ed.) Working with big ideas of science education ; (2015)

55. Inquiry-Based Learning Capabilities (KSAVs) involved in conducting scientific inquiry have a key role in the development of big ideas. From Harlen , W. (Ed.) Working with big ideas of science education ; (2015)

56. What important skills do teachers need to develop to do inquiry in science? Checkpoint Question 6

57. What important skills do learners need to develop to do inquiry in science? Checkpoint Question 7

58. MacKenzie (2016)  'Dive into Inquiry '

59. MacKenzie (2016)  'Dive into Inquiry ' Teacher-led Student-directed

60. https:// thinkingpathwayz.weebly.com /uploads/1/0/4/4/104440805/inquiry-in- theory_orig.jpg

61. Developing Ideas through Inquiry

62. Applications-led Teaching It is useful to consider the application of the concept rather than of an approach based on the traditional logic of the discipline. The science to be taught is determined by applications from life and NOT by the logic of the discipline of science.

63. Applications-led Teaching The MATATAG curriculum does NOT suggest an applications-led approach for the entire curriculum, the inclusion in each quarter in each of the domains of learning of suggested Performance Tasks is intended to reflect the importance given to the expectation that the learners demonstrate how their learning can be applied to their everyday lives.

64. Science-Technology-Society Approach focuses on the societal role of science and technology in the contemporary and modern world provides a dynamic and interdisciplinary relationship of history, philosophy and sociology including cultural perspectives to answer and respond to current science concerns, issues and problems (Pritchard & Woollard , 2010)

65. Science-Technology-Society Approach By using this approach, the learners expand their understanding of science across disciplines and holistically view problems by examining the consequences of science and technology. The correlation between mutual elements of science, technology, and society Primastuti & Atun (2018). Science Technology Society (STS) learning approach: an effort to improve students’ learning outcomes

66. Problem-based & Project-based Learning the acquisition of knowledge and skills using critical thinking and creativity to solve real-life problems real-world problems motivate learners to seek out deeper understanding of concepts, design reasoned decisions and defend them, and collaborate among themselves ( Duch et al., 2001)

67. Problem-based & Project-based Learning Through this approach, development of critical thinking, problem-solving abilities, and collaboration and communication skills, are essentially given a focus. An effective and versatile approach for PBL is design thinking (DT) or engineering design process (EDP) , which can be used to generate solutions based on the needs of intended users.

68. PBL via Design Thinking https:// miro.medium.com /v2/resize:fit:650/1*yqtDDXnuQFZw8cAVU78QQg.png

69. PBL via Engineering Design Process

70. PBL via Engineering Design Process https:// i.ytimg.com /vi/ MAhpfFt_mWM / maxresdefault.jpg

71. Integrative Teaching https://kingm5.wordpress.com/wp-content/uploads/2016/01/ transdisciplinary.jpg

72. Integrative Teaching MULTI- disciplinary the focus is on separate subjects that are aligned within a common theme INTER- disciplinary chunks together common subjects to fuse together skills and concepts across contexts TRANS-disciplinary centered around student interests and questions, which is explored in a real-life contexts integrating all subjects

73. Integrative Teaching https://files01.pna.gov.ph/source/2022/07/28/ tumbang-preso.jpg https:// i.ytimg.com /vi/ LIwqZQOnMKc / sddefault.jpg x

74. What ‘non-science stuff’ did you recently use in teaching Science? Checkpoint Question 9

75. Brain-Based Learning https:// miro.medium.com /v2/resize:fit:1048/ format:webp /0*bzyZUKflXgL0rKzO.jpg involves using insights from neuroscience to inform teaching and learning. It is a concept that relies on understanding how the brain processes information, retains knowledge, uses knowledge, and engages with various stimuli and how this understanding can support the educational process to ensure the best outcomes for every learner https:// www.arrowsmith.ca /brain-based-learning-guide#chapter-2

76. Ways Forward Concept development and progression towards ‘Big Ideas’

77. Ways Forward Interactions and alignment

78. Ways Forward Non-negotiables in teaching science

79. Ways Forward ‘Real’ world science

80. Thank you! Alfons Jayson O. Pelgone Faculty of Science, Technology, and Mathematics Philippine Normal University The National Center for Teacher Education