science sharing lower block (p3)
TRANSCRIPT
Content of Presentation
1) Primary Science Curriculum
2) The Inquiry Approach in the teaching of
Science
3) Common errors in answering OE questions
4) O-I-R scaffolding in answering OE questions
Science Teachers
• Primary 3
3A – Miss Soo Bee Li
3B – Miss S. Deviga
3C – Miss Tan Soon Hui
3D – Miss Hui Wing Yan
3E – Miss Yvette Leong
3F – Mrs Karin Tan
1) Primary Science Curriculum
http://www.moe.gov.sg/education/syllabuses/sciences/files/science-
primary-2014.pdf
Primary Science Curriculum
Topics organised across 5 themes
Diversity, Cycles, Systems, Energy, Interactions
• 2 blocks:
- Lower block (P3-P4)
- Upper block (P5-P6)
P3 Science Topics • Diversity
– Classification: Living and non-living things
– Plants
– Animals
– Fungi and Bacteria
– Materials
The Inquiry Approach
• Encourages pupils to
derive the science
concepts through:
– Questioning
– Investigation
– Observation
– Deduction
• Knowledge is then
reinforced through
application
• Knowledge, Understanding and
Application of Science facts and concepts.
• Skills and Processes
• Ethics and Attitudes
The Inquiry Approach
Skills
• Observing
• Comparing
• Classifying
• Using apparatus
and equipment
• Communicating
• Inferring
• Predicting
• Analysing
• Generating possibilities
• Evaluating
• Formulating hypothesis
• This is the skill of using our senses to gather information about objects or events (includes use of instruments)
Observing
• Identifying similarities and differences between two or more objects, concepts or processes
Comparing
• Grouping objects or events based on common characteristics
Classifying
Skills
• Interpret and explain observations or pieces of data or information Inferring
• Identify the parts of objects, information or processes, patterns and relationships between these parts
Analysing
•Transmitting and receiving information presented in various forms – verbal, pictorial, tabular or graphical
Communicating
Skills
• Assess the likelihood of an outcome based on prior knowledge of how things usually turn out
Predicting
•Exploring all the alternatives, possibilities and choices beyond the obvious or preferred
Generating Possibilities
•Assessing the reasonableness, accuracy and quality of information, processes and ideas. Includes assessing quality and feasibility of objects
Evaluating
Skills
• Knowing the functions and limitations of various apparatus and developing the ability to select and handle them appropriately for various tasks
Using apparatus and
equipment
•Making a general explanation for a related set of observations or events (extension of inferring)
Formulating Hypothesis
Skills
Common errors in
OE questions • Incomplete answers (when comparing)
• Fail to use appropriate scientific words or
equivalent in answers
• Did not use comparative words when needed
• Indirect answers
• Unclear / vague / ambiguous answers
Concerns
• Feedback from teachers and pupils:
– “I don’t know why my answer is ‘incomplete’.”
– “I know the answers but don’t know how to
write them.”
– “How to get it to them.”
Incomplete answers
• What is one difference between the life
cycle of a chicken and a butterfly?
– The chicken has a 3-stage life cycle.
(incomplete: What about the butterfly?)
• Why does magnet B appear to float on
magnet C?
- Because the two poles are like poles.
(incomplete: why like poles cause the ‘floating’?)
Did not use
appropriate words
• What is one difference between the life cycle of a chicken and a butterfly? – The young of the butterfly looks like a worm, while the
young of the chicken looks like the mother.
Errors:
Larva is not the same as a worm.
The young chick looks like the male chicken too.
Did not address life cycle
• Expected correct answer:
- The life cycle of a chicken has 3 stages while the life cycle of a butterfly has 4 stages.
Did not use
comparative words • The table shows the number of clips which two
magnets can pick. Which is the stronger magnet and why?
– B is the stronger magnet because it can pick up 20 clips.
Error: Stating 20 clips does not indicate B is stronger.
B is stronger because it can pick up more clips than A.
Magnet No. of clips attracted
A 10
B 20
Skills: Inferring and communicating
Observation-Inference-Reason
• How does wearing
sweater keep us
warm?
Common Incomplete
Answers
•Because it’s thick.
•Because it blocks out the
cold.
•Because it’s made of wool
which is warm.
•Because it traps heat.
Observation-Inference-Reason
• How does wearing
sweater keep us
warm?
Using OIR
•The sweater keeps us warm. (O)
•This shows that our body heat did not escape. (I)
•This is because the sweater has trapped air which is a poor conductor of heat and slows down our body heat from escaping to the surroundings. (R)
The OIR format
• ________________ (observation)
• This shows that___________(inference)
• This is because ___________(reason)
• Many ‘standard’ answers can be modified
to suit the OIR format.
OIR
Answer
•The paper clips were not attracted to the nail.
(observation)
•This shows that the copper nail was not magnetised.
(inference)
•This is because the copper nail is not made of a magnetic material.
(reason)
The picture shows a copper nail being
magnetised using the electrical method.
What do you think will happen when the
paper clips were brought near to the
nail. Explain your answer.
OIR
Answer:
•The earthworm in set-up X will die after a few days.
(observation)
•This shows that the earthworms does not have any air.
(inference)
•This is because the plastic sheet does not allow air to enter the jar.
(reason)
The earthworms in set-up X were placed in
an air-tight jar. What do you think will
happen to the earthworm in set-up X
a few days later?
Some challenges using
the OIR
• The OIR cannot address misconceptions.
• It is not applicable to all types of OE questions.
• The answers may not come across as elegant.
• Pupils find it difficult to distinguish between ‘inference’ and ‘reason’. – However, it can still be useful tool to get pupils to look
at a complete answer as a ‘3-parter’. This can can help pupils expand/elaborate their answers or fill in missing gaps in their original answers.