Teaching Strategies

in Science

Prepared by:
Angellie G. Mabutin MAT-Nat. Sci.
A. Cooperative Learning

- is an instructional strategy that capitalizes on

the energy and coordination of students
working together in groups. The primary goals
include problem solving, the development of
social interactive skills and group mastery of
academic materials
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Leader Presenter
Recorder

Materials
Officer Clean-up
monitor
 Engaging group members in a discussion of their
contribution to the group.
Lou
Lan

Jay

Jai

Zac
Face-to-face interaction
This is achieved when the group members are conveniently
near each other as they discuss, perform experiments or carry out
projects that they have collaboratively agreed upon.

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Processing
When students talk about what went on in the
process as they evaluate their output they are engaged
in processing which is one of the basic elements of
cooperative learning. Processing generally addresses
two questions:

1. How are we effectively using cooperative skills?

2. How can we improve working together?
Cooperative Learning Structures
Every cooperative learning activity has a specific
procedures that can be described step by step.

A. Think-Pair-Share- can be used as a lesson starter or in

making generalizations.
a. Think- Analyze a certain topic
b. Pair- get a partner and discuss your analysis
c.Share- share what you and your partner have
discussed with another pair.
B. Round Robin/Round Table- each group member
contributes an idea to the group in a systematic
round-the-group fashion.

a. The teacher presents an issue.

b. Students make use of round table to discuss the
issue in their respective groups.
c.Teacher distributes a hand-out about the issue
and makes them compare what they have
discussed with what is contained in the hand-out.
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C. Corners
- it enables students to choose and discuss a particular
dimension of a topic. Each dimension or sub-topic is
posted in a designated corner of the room.

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D. Jigsaw
The jigsaw technique is a method of organizing classroom
activity that makes students dependent on each other to succeed.
It breaks classes into groups and breaks assignments into pieces
that the group assembles to complete the (jigsaw) puzzle. A test is
given at the end to determine individual accountability.
E. STAD( Student Team Achievement Divisions)
a strategy in which small groups of learners with
different levels of ability work together to accomplish a
shared learning goal. It was devised by Robert Slavin and
his associates at John Hopkins University.

• Convey the purpose and motivation

• Grouping
• Presentation (Teacher)
• Team work
• Quiz(Evaluation)
• Recognition of teams achievement
F. Graffiti
-is a cooperative learning structure in which students
are asked to give written responses to the questions posed
by the teacher. Graffiti is an excellent way to check for
understanding, to evaluate instruction, or to do an
informal pre-assessment.
G.TGT (Teams-Games-Tournaments)
- is a cooperative learning structure in which
teammates cooperatively study to master the learning
material and then individually apply their learning in a
competitive game (Slavin,1986).

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B. Concept Attainment
This model describes the steps in teaching the meaning
of a concept by presenting positive and negative examples
of the concept, until students can identify the essential
attributes and state a concept definition. It is a close
relative to inductive thinking(Joyce and Weil 1967:15)
Steps of Concept Attainment
1.Select and define a concept.
The definition should be clear and the attributes should
be identifiable.
2.Select the attributes.
Attributes should only include the qualities essential to
the concept.
3.Develop positive and negative examples.
Positive examples must contain all the essential
attributes, yet they may contain some non-essential ones
as well that gradually become eliminated. Negative
examples may contain some of, but not all, the essential
attributes.
4.Introduce the process to the students.
5.Present the examples and have students list the
attributes.
Positive and Negative attributes should be listed
separately. Cross out items in the positive list when
a new positive example does not contain the
attribute.
6.Develop a concept definition.
Students should write this using the positive
attributes.
7.Give additional examples of the concept to ensure
understanding.
8. Discuss the process with the class. Making sure that
students understand how they arrived at the
definition helps them to see how concepts are formed,
which they will hopefully transfer to other situations
encountered in their life.
Advantages:
• Helps make connections between what students know
and what they will be learning.
• Learn how to examine concept from a number of
perspectives.
• Learn how to sort out relevant information.
• Extend their knowledge of a concept.
• Concept is learned more thoroughly and retention is
improved.
C. Suchman Inquiry Method
Richard Suchman’s model supports the
belief that students should become autonomous,
self-directed learners. The Suchman Inquiry Model
facilitates students to think through an event or
problem and ask questions to find a solution.
Students take an active role and engage in
applying higher-order thinking skills.
This inquiry strategy presents
a puzzling problem related to
a concept. Suchman calls this
problem a “discrepant
event.” Students are then
instructed that they are to
propose hypotheses and ideas
that would explain the
phenomenon by asking
questions that the teacher
can answer with "Yes," "No,"
or "Maybe."
Steps of Suchman Inquiry Method

1. Introduce a discrepant event, a puzzling situation that

challenges students to provide a theory of explanation.
2. Have students ask questions to gather data. They can
only ask the teacher single questions that can be
answered by a “yes” or “no” response.
3. The teacher responds to the questions to help students
gather data and also guides students to clarify as
needed.
4. The teacher asks student to formalize the data and
formulate an explanation. Students solve the
problem with the information they have collected.
5. Finally, the teacher guides students to analyze their
thinking and questioning patterns; they also decide
how the information was helpful or misleading in
finding the solution
Advantages of Suchman Inquiry Method

1. Construction of knowledge.
2. Assess content understanding and skills
development.
3. Life long learning
4. Open system connecting learning to world
communication via technology.
5. Facilitation plan.
 D. Discussion Technique
are a variety of forums for open-ended,
collaborative exchange of ideas among a teacher and
students or among students for the purpose of
furthering students thinking, learning, problem solving,
understanding, or literary appreciation. Participants
present multiple points of view, respond to the ideas of
others, and reflect on their own ideas in an effort to
build their knowledge, understanding, or interpretation
of the matter at hand.
 Steps of Discussion Method

1.Orientation
2.Engagement
3.Debrief
Orientation

• Provide the discussion topic

• Clearly describe the question
• Explain how students have to prepare for
discussion
• Explain how the discussion will be
conducted
• Encourage the students to think
Engagement
• Develop an environment
• Present clear question to focus the discussion
• Start by asking students to define the term
• Wait for each student to answer the question

Debrief
• Refocus discussion
• Keep a progressive record
• Close discussion by summarizing or evaluating
Advantages of Discussion Method
• Emphasis on learning instead of teaching
• Participation by everybody
• Fostering democratic way of teaching
• Training in reflective thinking
• Training in self expression
• Made interest
Disadvantages of Discussion Method
• More time and effort.
• May not end with solution.
• Teacher may not be able to guide and provide
true leadership.
• Success on discussion is based on good
preparation.
• It may create emotional stress.
• Few students may dominate in discussion.
 Forms of Discussion Method
1. Role Play
Educational technique in which people
spontaneously act out problems of human relations and
analyze the enactment with help of other role players
and observers.
2. Participatory Learning Method
Engages students as active participants in the full
cycle of homework, project, and examination.
3. Formal Group Discussion
Formal group discussion are held by small group as
well as the large group.
4. Panel Discussion
It is the discussion in which 4-8 persons who are
qualified to talk about the topic, sit and discussing a
given problem.
5. Seminar
is a discussion based on information presented by
experts under guidance of an eminent resource person
for the benefit of group members.
6. Symposium
Is a technique serve as an excellent device for
informing an audience discussion. The procedure is like
straight lecture form.
Dale’s Cone of Experience
 Teaching Aid for Science Lessons

1. Radio Programs- Sierra Leone used radio Science

lesson created from the collaboration of UNICEF and
several non-government organizations when the
government shut down Schools to curb the spread of
Ebola in 2015.

Pros- good for remote or war-torn areas.

Cons- cost is not cheap and require collaborative
efforts.
2. Still Pictures (charts)
A. Tree Charts- to show various kinds or relationships.
B. Classification Charts- to present classifications e.g.
Plant Kingdom.
C. Collages- where information from newspapers, or
magazines are pasted.
D. Flip Charts- Series of charts are shown like a
calendar sheets.
E. Models- represents real things but size and shape
may change(Body Systems).
3. Motion Pictures
A. Animated Films as illustrations-digestive
system or actions of Enzymes.
B. Background Films -documentary and interesting
films provide a background to science
lessons(pollutions and natural disasters).

Pros-makes students interested, simplifies complicated

science concept quickly and beautifully.
Cons- Expensive.
4. Science fairs- This is recommended as cornerstone of
successful science teaching.
Pros- gives students a sense of ownership toward their
science project.
Cons- Costly, needs time commitment, and a lot of
efforts.
5. Field trips- is still possible within school premises,
field, science laboratory.
6. Dramatic Participation- role play
Pros- useful to teach very abstract and uninteresting
topics like solar system, ecosystem, nutrients,
vitamins.
Cons- time-consuming, poor learning outcomes if
unplanned thoroughly.
7. Direct experience- like science experiments.
Laboratory Method
Deals with first hand experience regarding
materials or facts obtained from investigation or
experiments.
 Types of Laboratory Method

1. Experimental- aims to train students in problem

solving, with incidental acquisition of
information and motor skills, emphasis is on
discovery, original procedure, and solution of
problems.
2. Demonstration- is a process of presenting or
establishing facts or principles.
Steps in Laboratory Method
1.Preparation
A.Determination of laboratory work to be done- explanation
of problems.
B.Determination of the plan of work – the teacher gives the
necessary directions, written forms of guide sheets,
manuals, work books should be used.
2. Actual work period- the teacher must supervise their
work, and directions must be specific.
3. Culminating Activities- the class should meet for
discussion about the outcome of individual or group
experiment. Written reports and summaries may be
required to assure adequate participation of all the class.
Advantages of Laboratory Method

1. Enhances mastery of subject matter

2. develops scientific reasoning.
3. Promotes understanding with the complexity and
ambiguity of empirical work
4. Develops practical skills
5. Develops team work abilities
6. Develops scientific attitudes
References:

• Joyce, B. and Weil, M. Models of Teaching, Eighth Edition. Pearson

• Skoog, G. and Lein, V. Strategies for Teaching Physical Science.
Texas Tech University
• Ferrer, L. (2008) B.E.S.T (Building Effective Strategies for Teaching Science.
Manila, Philippines: Rex Publication
• www. Scribd.com
• http://www.flearningstudio.com
• https://www.nap.edu