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Teachers working with Key Stage pupils might, for instance, focus on the
subject content of science and develop science skills from these areas
of experience. This product centred approach could, for example, give
rise to oral explanations and demonstrations of scientific knowledge,
and, from time to time, practical activities designed to provide direct
experience of phenomena with opportunities to explore and investigate
these phenomena. In providing a conceptual structure to help the learner
build a functional mental representation, the teacher highlights what
is relevant and the nature of the relationships between the elements.
For example, the teacher might explain the compressibility of air in a
bicycle pump by describing it as dispersed particles which may be
brought closer or else by comparing it with the behaviour of a spring.
In
contrast, teachers might focus on the processes of science and develop
scientific conceptual understanding from it. This process-centred
approach could, for instance, offer the children experiments and
investigations as starting points for acquiring conceptual knowledge
with little or no direct teaching of concepts. In this case a conceptual
structure is withheld. The onus is on the children to recall or
construct a functional mental representation without reference to a
teachers' description of one. Pupils might infer relationships in the
topic under study and may be given an opportunity to test and revise
their ideas.
Of course, other teachers might focus on a
combination of these two approaches and develop scientific skills and
conceptual understanding from in this combination. This mixed approach
could be a balance or, perhaps, a compromise, between a product-centred
and a process-centred approach, in which the teacher provides a partial
conceptual structure and leaves the remainder for children to construct
by inferring, hypothesising, or testing their ideas. It could encourage
lessons where children do investigations with some features already
identified by the teacher, and with some conceptual knowledge about the
subject that enables them to appreciate the purpose of the activity. In
contrast, it could encourage lessons without a clear purpose which mixed
different types of activity, but did not develop either conceptual or
procedure understanding exclusively.
Science Activities and Experiments
Science
activities help little learners of all ages understand important
concepts, and these science activities for kids give them the
opportunity to discover something completely new. What's more, science
activities are fun! Some, like Oobleck, are messy. Others are
impressive, like the classic erupting volcano project. Whatever activity
you end up trying, your child will be developing new skills as he forms
predictions and makes observations. No matter where your child's
interests may lie, we have a science experiment that will teach him
something cool and make him smile.
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Oleh
EHUB TEAM