Topic X

Teaching Approaches in Science

LEARNING OUTCOMES
By the end of this topic, you should be able to: 1. 2. Desribe the science, technology and society approach in teaching science; Describe the contextual approach in teaching science; and Describe the problem-based teaching approach in science.

3.

INTRODUCTION

Do you still remember teacher Areena in Topic 5? She was very happy when she found out that most of her students understood the concepts that she has taught them. So she decided to use the same approach on another class. However this time when she assessed the students' understanding, she found only a few could understand the concepts taught. She wondered why. She asked her students for feedback and later talked to her colleagues about it. What do you think she should do next? Probably she should explore other teaching approaches that are suitable for this particular group of students. Some of them need to see the relationship between new information and experiences that they already have, or with other knowledge they have already mastered in order to understand the new

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knowledge. Students' interest and motivation could also be increased as they could see how those concepts can be used outside the classroom, in their workplace and within the larger society in which they live and work. This is the essence of contextual approach of teaching and learning science. In this topic, we will be discussing three approaches for teaching science: (a) (b) (c) Contextual approach; Science, technology and society approach; and Problem-based learning approach.

All these approaches have their own unique characteristics that would suit certain group of students or for teaching certain science topics. Science, technology and society approach looks at the application of scientific knowledge in everyday life and the impact of technology upon mankind and environment. The main focus of contextual approach is looking at how to relate scientific knowledge and skills to daily life events so that the students can see the reason why they need to learn them. On the other hand, in problem-based learning, students are made to engage in solving problems in the society. All three teaching approaches have common characteristics i.e. they use interdisciplinary approaches and discuss real-world or authentic problems.

ACTIVITY 7.1
Use KWL (Know, Want, Learn) chart, list what you know and want to learn about the three approaches of teaching science.

7.1

SCIENCE, TECHNOLOGY AND SOCIETY APPROACH

According to Yager (1996), most people think of science as the subject studied in science classes, that is, the science that they report as not too useful, or not particularly valuable, or not useful to their daily life. Yet, the same people also feel that the subject of science taught in schools is valuable for their children. Why do these people have conflicting ideas about the learning of science? The reason could be because, those days, they could not determine the usefulness of science. They only view science as the mastery of certain concepts about the natural world.

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A new approach is needed to teach science if we want to change the views of these people. One approach suggested by educational reformers is the science, technology and society (STS) approach.

7.1.1

Concept of STS

There is no clear definition of STS (Aldridge, 1992). To him, STS is .. a new approach to teaching science...where technology provides a tie to current problems.... STS involves real-life situations...making decisions in society... and such personal concerns as nutrition, health, safety, and maintanance of the environment. STS aims to integrate science with technology. Science, technology and society is the study of how social, political and cultural values affect scientific research and technological innovation; and how these in turn affect society, politics, and culture (Figure 7.1). STS means focusing on personal needs of students - that is, teaching students science concepts and process skills that are useful in their daily lives. It also focuses on societal issues, that is, issues and problems at home, school, and the community as well as universal problems that concern all man kind. STS also means focusing on the occupations and careers that are known today; it means using human resources in identifying and resolving local issues (Yager, 1996).

Figure 7.1: The essence of STS education Source: http://www.usask.ca/education/people/aikenhead/sts05.htm

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This approach aims to teach science and technology to society in an integrated manner as science and technology will shape society, and society will shape science and technology. In order to do this, the teaching should use multidisciplinary approaches meaning that, to explore and understand the impact of science and technology upon a society, we need to use knowledge and skills from other disciplines other than just science. STS explores a variety of problems including the relationships between scientific and technological innovations, and the directions and risks of science and technology and their effects on society.

ACTIVITY 7.2
Read the definition of STS by Aldridge again and think about it. Then, write your definition of STS.

7.1.2

Background of STS Approach

The STS movement began in several European countries. There were also domestic attempts to institute an STS-like curriculum, in the University of Iowa Laboratory School during the early 1960s (Yager, 1990). According to Yager, the effort in the United States was finally given an added emphasis in the early 1980s in order to address the concern for science education and strive for academic excellence. The issue was to create a science programme that would involve all students not just the one or two percent who would eventually study science at tertiary level. The idea behind the STS programme was to provide a real-world connection between the classroom and society for the students. The process should give the students practice in identifying potential problems, collecting data with regard to the problems, considering alternative solutions, and considering the consequences based on particular decisions (Yager, 1990). The STS approach views science subjects in schools in a much broader sense than does the typical discipline-centred, textbook-driven science course. Zoller (1992), describes the need for all students to be informed of the content and processes in science, but with the understanding that science and society have an impact on each other.

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7.1.3

Characteristics of STS Approach

Having read about the concept and background of the STS approach, we shall now proceed to look at its characteristics. Brunkhorst and Yager (1990), examined a number of exemplary STS programmes, and found that most have the following characteristics: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) They emphasise scientific knowledge for all students; They emphasise higher order thinking skills across content areas; They are interdisciplinary in nature; They are hands-on and student-centred programmes that require students to use their mental faculties; They include student action plans, projects, field experiences and field research; They utilise many outside resources; They tie STS issues to the traditional content of the course; Evaluation is structured very differently; Evaluation includes awareness and reasoning components; In many cases, there is no attempt to use typical tests; instead, tests are designed to assess a variety of domains; and When standardised tests and/or textbooks are used, students do well (if not better) than students in typical science courses.

Do you realise that these characteristics point towards achieving the current notion of what constitutes scientific literacy using science in making responsible decision about societal issues? Aikenhead (1994) in his paper entitled Consequences to Learning Science Through STS: A Research Perspective concluded that: (a) Students in STS classes (compared to those in traditional science classes) significantly improved their understanding of (i) the social issues involving science, and (ii) how science, technology and society interact with one another; depending on what content is emphasised and evaluated by the teacher; Students in STS classes significantly improved their attitudes towards science, science classes and learning, resulting from STS content and STS teaching methods;

(b)

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(c)

Students in STS classes not only make modest but significant gains in the way they think, such as applying scientific knowledge to everyday situations. They also developed critical and creative thinking and decision making, as long as these skills are explicitly practised and evaluated; Students achievement on traditional subject matter at the next level of science education (at a higher grade level or at university) will not be significantly compromised by teaching science through STS. This result is particularly true only for more academically talented students; Students can benefit from studying science through an STS approach, provided that: (i) (ii) The instruction is at least category 3-type or higher (refer to Table 5.1 in Topic 5); Appropriate classroom materials are available; and

(d)

(e)

(iii) A teacher's orientation toward science instruction is in reasonable synchrony with the STS approach expected to be used. The following are examples of issues that can be discused using the science, technology and society approach: (a) Globally, energy use is on the rise, and energy in any form is being sought after like never before. Yet, some types of energy are far more difficult to find than others. This could easily include science concepts like the different forms of energy, renewable and non-renewable energy, and how energy is used in our modern world. In the year 2000, 50% of the global population lived in cities. By 2025, the world's city dwellers are expected to reach 5 billion, i.e. over 70% increase of the present global population. The basic concepts discussed would be population growth and how it affect environment. Human-induced climate change, which we are already experiencing, is confronting civilisation with challenging problems for the science, engineering, and political institutions to collaboratively solve. Safe food and clean water are becoming ever more difficult to obtain, particularly in many poorer parts of the world. Doctors and medical specialists are developing new techniques in biological processes, yet many of these promising solutions pose social and ethical problems that have never been faced before.

(b)

(c)

(d) (e)

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In conclusion, STS approach is the involvement of learners in experiences and issues which are directly related to their lives. As such this approach provides students with the skills which allow them to become active and responsible citizens. Eventually, they will become scientifically literate citizens.

ACTIVITY 7.3
1. List a few examples of issues that can be used in science lesson using the STS approach. Discuss some challenges that a teacher may encounter using the STS approach.

2.

7.2

CONTEXTUAL APPROACH IN TEACHING AND LEARNING OF SCIENCE

Why do I need to learn about force, human anatomy or the characteristics of hydrogen gas? These are questions that some students usually ask. In contextual approach of teaching, the teacher may ask, How can I communicate effectively with students who wonder about the reasons for, the meaning of, and the relevance of what they study? and How can we open the minds of a diverse student population so they can learn concepts and techniques that will open doors of opportunity for them throughout their lives?. These are among the daily concerns of a science teacher. The answer to this problem lies in a curriculum and an instructional approach based on contextual learning. To break it down simply, contextual teaching and learning (CTL) approach relates to what is being taught in the context of the real world, with the hope to engage the students in interactions to eliminate the question "Why do I need to learn this stuff?".

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7.2.1

Definitions and Concepts of CTL Approach

The contextual approach recognises that learning is a complex and multifaceted process that goes far beyond drill-oriented, stimulus-and-response methodologies. According to contextual learning theory, learning occurs only when students process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experiences and responses). This approach to learning and teaching assumes that the mind naturally seeks meaning in context, that is, in relation to a person's current environment, and that it does so by searching for relationships that make sense and appear useful to that person. Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environment, whether a classroom, a laboratory, a computer lab, a worksite or even a vegetable garden. It encourages educators to choose and design learning environments that incorporate as many different forms of experience as possible social, cultural, physical and psychological in working towards the desired learning outcomes. In such an environment, students discover meaningful relationships between abstract ideas and practical applications in the context of the real world; concepts are internalised through the process of discovering, reinforcing, and relating. For example, a physics class studying thermal conductivity might measure how the quality and amount of building insulation material affect the amount of energy required to keep the building heated or cooled. Meanwhile, in a biology or chemistry class students might learn basic scientific concepts by studying the spread of AIDS or the ways in which farmers suffer from and contribute to environmental degradation (CORD, 1996, p.1). During the late 70s and the early 80s, reports and discussion documents of the UK government advocated the need for "broad and balanced science for all". This stimulated change and development of science curriculum education in the UK (Yam, n.d). Among the issues that were proposed to be addressed include the following: (a) (b) (c) Scientific literacy; Public understanding of science; and Decreasing number of students who want to take up science at A-levels.

During the 80s in the US, the concern of lowering high school achievements, lack of standards in students' performance and the mismatch between high school

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education and work sparked efforts to encourage educational reforms to facilitate students' transition from the school to the working world and real life. Seen in this context, CTL motivates more students to study science as it provides an authentic picture of science, and plays a role in peoples lives. When students see the connection of what they learnt in the science classroom and the world, they will find learning meaningful as they see that what they learnt makes them understand more of the things and phenomena around them. Lubben et al.(2005) observes that contextualised lessons allow students to: (a) (b) (c) Work on personally useful applications of science; Participate in the lesson activities by contributing their expertise and knowledge; and Discuss contentious issues.

There are many definitions of the so called contextual learning. A narrow perspective of context would be to focus on an application of a principle or theory for the purpose of teaching a concept. For example, if you are teaching the different types of electrical circuits, then you would discuss examples of series and parallel circuits found in a house, in a toy or in a car. If this is contextual learning, then this has been done by almost all science teachers. However, sometimes introducing an application of a scientific principle or concept after teaching the theory may not be an effective strategy for all students. They may feel lost due to the abstract information they have to digest resulting in disinterest in the subject before they get to the point where the real-life application is introduced and explained. The broader perspective of a contextual approach adopts a constructivist model where the context is the central tenet of the discussion. Context is central to student learning, not an analytically separate entity or a backdrop to student learning. According to Berns and Erickson (2001), contextual teaching and learning helps students connect the content they are learning to life context in which that content could be used. Students then find meaning in the learning process. As they strive to attain learning goals, they draw upon their previous experiences and build upon existing knowledge. By learning subjects in an integrated, multidisciplinary manner and in appropriate contexts, they are able to use the acquired knowledge and skills in applicable contexts. In 1998, the Technical Education Department of Malaysia in its strategic plan of action introduced a contextual approach of teaching science in technical schools throughout the country (Nafisah Kamariah Md Kamaruddin & Zulkarnain Md

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Amin). This plan was in view of the prospective marketability of the school leavers upon completion of secondary school education. Previously, skilled craftsman and apprentices performed tasks manually with their bare hands and basic traditional tools, but now all that have changed drastically with the introduction of technology influencing the workplace. Malaysia, like other developing countries in the world, has been under pressure from individuals, community and various levels of educational institutions to turn out not only students who are academically knowledgeable, but also those who can apply this knowledge contextually. We may have advanced in science and technology, but the school of thought that educators still uphold is to disseminate knowledge and skills, which in current times, does not serve the demands and needs of the ever-changing society. The definition of CTL that the Technical Education Department Malaysia uses is the one that was given by the Centre for Occupational Research and Development (First Malaysian Tech Prep National Convention, 1997) which is learning that incorporates examples drawn from everyday experiences in the personal, societal and occupational life and which also provides concrete handson applications of material to be learned. Contextual Approach was introduced for the students technical and career preparation or Tech Prep by the Centre for Occupational Research and Development, Texas, USA.

SELF-CHECK 7.1
Which statements are true about contextual learning? Mark True (T) or False (F) in the column below.
Statement Contextual learning theory focuses on the multiple aspects of any learning environment. Contextual learning relates what is being taught with the context of the real world. Most teachers claim that the contextual approach is adopted to make the learning process interesting. Students discover meaningful relationships between abstract ideas and practical applications in the context of the real world. Contextual learning can only be used in teaching applied science content. T/F

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7.2.2

CTL Forms of Learning

There are five essential forms of learning in contextual learning which are shown in Figure 7.2.

Figure 7.2: Five essentials of learning Source: http://www.cord.org/the-react-learning-strategy/

Let us read the elaboration on each form further: (a) Relating Here, the teacher encourages students to relate what they learn in the classroom to real-life experiences. In traditional teaching of science, what they learn in the science classroom or laboratory stays in those rooms. The content of science is treated in isolation of what is happening in the real world. As such, students are not quite sure how science fits into their social roles or responsibilities. Under ideal conditions, teachers might simply lead students from one community-based activity to another, encouraging them to relate what they are learning to real-life experience. Thus, you must use everyday sights, events and conditions as a starting point before introducing new information or solving problems. As such, you are relating learning in the context of life experiences. What is learned will stay with the students much longer, and the impact of the subject material will be stronger. The learning will be much more focused and helpful to the students. They will really care and really want to be good at what is learned. Students will be much more active and self-motivated in the learning process.

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(b)

Experiencing Experiencing-learning in the context of exploration, discovery and inventionis the heart of contextual learning. Students enjoy doing handson activities as they like to manipulate materials and being able to see for themselves rather than being told about the knowledge. In contextual academic texts, laboratories are often based on actual workplace tasks. The aim is not to train students for specific jobs, but to allow them to experience activities that are directly related to real-life work. Many of the activities and skills selected for labs are cross-occupational; that is, they are used in a broad spectrum of occupations. Applying In contextual learning courses, applications are often based on occupational activities. If they are to get a realistic sense of connection between schoolwork and real-life jobs, then the occupational context must be brought to them. If we want them to be an engineer, for instance, then we must let them see how the knowledge and skills that they learn in the classroom are used by engineers. This could be done by letting them have firsthand experiences such as having tours to specific sites, mentoring arrangement or internship in the workplace. Cooperating Learning by cooperating is sharing, responding and communicating with other learners as a primary instructional strategy in contextual teaching. The students need to learn how to work in a team. They need to be able to cooperate and be able to communicate effectively so that they will be able to function as one of the team members in the workplace later on. In the laboratory, they could work in pairs or a group of threes or fours to complete the task given to them. They would be able to practise communication and social skills and as they work in groups when solving a problem or completing the projects. They would carry these skills into their daily life and hopefully in their workplace later on. In doing so, they would be sought after by many employers.

(c)

(d)

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(e)

Transferring Transferring is when students use knowledge learnt in the science classroom in another context. For example, students who have learned about ICT skills can use these skills to gather information when they are researching a topic or when they are preparing reports or slides for their presentation. Later, they could also use these skills in their own chores; for example, they could be helping their parent to do online banking transactions. Transferring also uses and builds upon what the student already know. Such an approach is similar to Relating, in that it calls upon the familiar. We can help them retain their sense of dignity and develop confidence if we make a point of building new learning experiences on what they already know.

Figure 7.3 illustrates the examples of contextual lesson: (a) (b) (c) The teacher is discussing the application of microorganism in the production of food; The teacher is discussing the responsibilities of a microbiology technician, an example of a career in the field of microbiology; and The teacher is discussing weight gain, a major concern for teenagers.

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Figure 7.3: Snapshot of lessons

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Now, how do you determine if you are using this approach? One way is by ensuring whether you are using the following strategies: (a) (b) (c) (d) (e) (f) Emphasise problem-solving; Recognise the need for teaching and learning to occur in a variety of contexts such as home, community and work sites; Teach students to monitor and direct their own learning so they become self-regulated learners; Anchor teaching in students' diverse life-contexts; Use teams or interdependent group structures to encourage students to learn from each other and together; and Employ authentic assessment.

Trying to draw a conclusion on what contextual teaching and learning approach is difficult, if not impossible. However the consensus seems to be that contextual teaching and learning approach is an attempt to make the delivery of education to be more natural. Natural here means how the brain naturally works when the students learn and work in real life by letting them actively participate, communicate and work together and learn what others are good at; and to be of higher order, including training on problem solving, decision making, creative and critical thinking (Yam, n.d). In order to make sure the implementation of this approach is sucessful, the school must agree on a definition of what learners should learn and what strategies support learning. Then, the learning also needs considerable support from the school organisation from the headmaster to non-academic staff and the parents as well. Finally, external support provides encouragement and resources to help students and educators create high quality teaching and learning.

ACTIVITY 7.4
1. Take this self-test and see if you are teaching contextually. These standards appear to some degree in almost all texts. However, contextual instruction is rich in all ten standards. 1. Are new concepts presented in real-life (outside the classroom) situations and experiences that are familiar to the student?

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2. 3. 4.

Are the concepts in examples and the student exercises presented in the context of their use? Are new concepts presented in the context of what the student already knows? Do examples and student exercises include many real, believable problem-solving situations that they can identify with. Do examples and student exercises evoke their interest. Do students gather and analyse data in their discovery of the important concepts. Are opportunities presented for students to gather and analyse their own data for their enrichment? Do lessons and activities encourage the student to apply concepts and information to useful contexts, projecting the student into imagined future undertakings (e.g., possible career) and unfamiliar locations (e.g., workplaces). Do students participate regularly in interactive groups where sharing, communicating and responding to important concepts and decision making occurs. Do lessons, exercises and lab sessions improve students reading and other communication skills in addition to scientific reasoning and achievement.

5. 6. 7. 8.

9.

10.

Source: http://www.scribd.com/doc/51699892/1/The-Contextual-Approachto-Learning

2.

Visit this website: http://www.phy.cuhk.edu.hk/contextual/ approach/tem/brief_e.html Read and summarise the main issues concerning contextual learning.

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7.3

PROBLEM-BASED LEARNING (PBL)

Another teaching approach that places importance on the connection between scientific content and skills in the classroom and the real-world is problem-based learning. In doing so, the students can see why they are learning the content of science and more importantly they would be applying these content and the skills in their daily lives. Thus, the learning would be meaningful and this will motivate and increase the interest of students to learn science.

7.3.1

What is PBL?

Problem-based learning (PBL) is an approach that challenges students to learn by engaging themselves in a real problem. It challenges students to seek solutions to authentic (open-ended) problems by themselves or in groups, rather than learn primarily through lectures or textbooks. More importantly, PBL engages students in developing skills as self-directed learners (Smith, 1995). Problems are selected to exploit their natural curiosity by connecting learning to students' daily life experiences and emphasising the use of critical and analytical thinking skills. It is a format that simultaneously develops both problem solving strategies and disciplinary based knowledge and skills. Students are placed in the active role of problem-solvers, confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organisations. PBL believes that when students develop their own problem-solving procedures, they are integrating their conceptual knowledge with those of their procedural skills (Gallagher,1997). The effectiveness of PBL depends on the nature of student engagement and the culture of the classroom, as well as the appropriateness of the problem task assigned. Since students are actively involved in the learning processes, this approach is an example of student-centred learning. Student-centred refers to learning opportunities that are relevant to the students, the goals of which are at least partly determined by the students themselves. This does not mean that the teacher does nothing and lets them plan and do the learning by themselves. The teacher needs to make decisions to determine what might be important for students to learn, especially if he or she is teaching in a primary school. The context for learning in PBL is highly context-specific. It presents the content with a real-world challenge, similar to the one faced by the practitioner of the discipline. The classes usually start with the teacher presenting the problem to be solved. The problems in PBL are typically in the form of cases, narratives of complex, real-world challenges common to the discipline being studied. There is

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no right or wrong answer. Instead, there are reasonable solutions based on the application of knowledge and skills deemed necessary to address the issue. The solution therefore is not only dependent on the acquisition and comprehension of facts, but also based on the ability to think critically and creatively.

7.3.2

PBL Characteristics

The characteristics of PBL are as follows: (a) Student-centred and experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to the students interests. They are also responsible for locating and evaluating various resources in the field. Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. The learning of the content can be built upon the challenges presented by the problem solving activity at the beginning of the lesson. If a case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies and facts. Context-specific Choose real or contrived cases and determine the kinds of challenges faced by practitioners in the field. Problems are complex and ambiguous, and require meta-cognition Select real-life examples from the discipline that have no simple answers. These require students to analyse their own problem solving strategies. Creates cognitive conflict Select cases with information that makes simple solutions difficult. While the solution may address one part of a problem, it may create another problem. Challenge students' prior knowledge. Collaborative and interdependent Have students work in small groups in order to address the presented case. Source: http://www.pbl.uci.edu/whatispbl.html

(b)

(c)

(d)

(e)

(f)

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Figure 7.4 illustrates the steps that you can use to plan a problem-based learning lesson. You start by presenting the ill-defined problem to the students. Greenwald (2000) characterised an ill-defined problem as being "unclear and raises questions about what is known, what needs to be known, and how the answer can be found. Because the problem is unclear, there are many ways to solve it, and the solutions are influenced by one's vantage point and experience". When the problem is presented, students will then explore and try to understand it. They will list facts about the problem that they know. If the students know very little about the problem, they will gather information and learn new concepts, principles or skills that they need as they engage in the problemsolving process.

Figure 7.4: Steps in problem-based learning Source: http://www.ncsu.edu/pbl/design.html

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The second step is when students need to list what they know to solve the problem. This includes both what they actually know and the strengths and capabilities that each team member has. Then they will try to rewrite the problem in their own words. You should check the original problem presented or they can ask you to give feedback as to whether they have understood the problem. This is important because if students do not understand the problem, they would not be able to solve it. The next step would be to think of all the possible solutions. They could then arrange them in the order from the strongest to weakest solution and then choose the best one, or one that is most likely to succeed. Then they choose one possible solution, try it out and then analyse the data collected. If it seems logical, then the students have solved the problem. Otherwise they would have to repeat the process all over again. Of course, there is no right or wrong answer. What is important to stress to your students is to reach the best possible solution supported by data. Once the best possible solution has been discovered, the students can share the whole process by writing a report or presenting it to the class. Sharing the findings with teachers and other students is an opportunity in demonstrating what they have learned.

7.3.3

PBL and Inquiry

Problem-based learning is the best way for students to learn how to conduct reallife science investigations. They apply many strategies they learned in science classes, such as asking questions, designing experiments and developing a hypothesis based on prior research. Also, students follow the scientific method, or a variation, as they conduct their investigation. Solving science problems and mysteries provide students with real-world applications of the inquiry-based learning. They learn to investigate the same way as scientists. When using the scientific method in combination with problem-based learning, students develop a better understanding of experimental investigations. The best type of investigation for this strategy is called science mysteries. In the investigation, students use critical thinking skills as they design and conduct an investigation to solve a mystery. They will be provided with a scenario surrounding a problem and then will follow the scientific method to solve the problem.

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The students could follow the following steps to solve a problem (Figure 7.5):

Figure 7.5: Steps to solve a problem using scientific method

However, similar to scientific method that is not linear, inquiry-based learning allows students to skip any step. In other words, they need not start at step 1, then go to step 2, and so on. Figure 7.6 illustrates an example of a problem-based lesson in science. In this lesson, the students are solving a problem about the owl population which has been affected by a change in the environment.

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Figure 7.6: An example of a problem-based lesson Source: http://www.sciencesupport.net/pblowl.htm

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SELF-CHECK 7.2
Fill the blank spaces with the appropriate words from the list below. Authentic learning collaborative self-directed learner responsibility

ACTIVITY 7.5
The problem statement is very crucial in problem-based learning. Study the example given in Figure 7.6. Choose a topic, write an authentic or real-world problem that can be used in a problem-based lesson.

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All the three approaches discusssed use various types of strategies. Most of the strategies involve students doing tasks and projects individually or in groups. They do not just sit in class and listen to a teacher's presentation. The tasks that the students are asked to perform are authentic and require knowledge and skills. Thus, the assessment should also be an authentic assessment. This type of assessment will be able to evaluate the knowledge, skills and attitudes involved in doing the tasks. Students will also be able to assess themselves. Besides, it is a way to teach students to monitor and direct their own learning, so those who are left behind know that they are behind and lacking in which areas. It is also to help them self-regulate their learning as they can benefit from it tremendously in different areas and levels of abilities.

ACTIVITY 7.6
Based on KWL chart that you used at the beginning of this topic, write what you have learnt about the three approaches being discussed.

All three teaching approaches science, technology and society approach, contextual approach and problem-based approach are student-centred learning. Science, technology and society (STS) has been defined as teaching and learning in the context of human experiences. This approach is where students would engage with different viewpoints on issues concerning the impact of science and technology in everyday life. The students will also understand the relevance of scientific discoveries, rather than just concentrate on learning scientific facts and theories that seemed distant from their realities. STS approach will develop critical and creative thinking skills and problem solving skills. The contextual approach recognises that learning is a complex and multifaceted process that goes far beyond drill-oriented, stimulus-andresponse methodologies

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When science is set in context, this is a way to motivate more students to study science as it provides an authentic picture of science, and its role in peoples lives as science is the study of the natural world. When they see the connection of what they learn in the science classroom and the world, the learning will be meaningful. There are five essential forms of learning in contextual learning: relating, experiencing, applying, cooperating and transferring. Problem-based learning (PBL) is an approach that challenges students to learn through engagement with a real problem. It challenges students to seek solutions to the real-world (open-ended) problems by themselves or in groups. PBL characteristics are student-centred and experiential, inductive, builds on prior learning, context-specific, problems are complex and ambiguous, and require meta-cognition, creates cognitive conflict, and they are collaborative and interdependent. Solving science problems and mysteries provide students with real-world applications of inquiry-based learning.

Applying Authentic problem Contextual approach Cooperating Experiencing Experiential Ill-defined problem Inductive

Multi-discipline Problem-based learning Real-world problem Relating Science, technology and society Self-directed Student-centered Transferring

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Gallagher, S. A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going? "Journal for the Education of the Gifted," 20(4), 332-362 Gallow, D. (n.d). What is Problem-Based Learning? Retrieved July 1, 2011, from http://www.pbl.uci.edu/whatispbl.html Greenwald, N. L. (2000). Learning from problems. The Science Teacher, 67 (4), 2832. Lubben, F., Bennett, J., Hogarth, S., & Robinson, A. (2005). A systematic review of the effects of context based and Science-Technology-Society (STS) approaches in the teaching of secondary science on boys and girls, and on lower ability pupils. In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Nafisah Kamariah Md Kamaruddin & Zulkarnain Md Amin, (n.d).

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