I.

9 Theories of Teaching Science :

1. Constructivism
- Constructivism views learning as a process in which students actively
construct or build new ideas and concepts based upon prior knowledge
and new information.   The constructivist teacher is a facilitator who
encourages students to discover principles and construct knowledge
within a given framework or structure. 
2. Social Cognition
- an individual learns from other members of the group by observing and
imitating their behavior.
3. Learning Styles
- A learning style is the type of learning that a learner enjoys. There are
four recognized learning styles in education: Visual, Aural, Read/write,
and Kinesthetic. According to the theory, if a person receives
instruction in their preferred learning style, they will learn faster and in
greater depth. Teachers should try to provide instruction that will
support the different learning styles in every lesson or lecture that they
give.
4. Brain-based Learning Theory
- Brain-based learning is a paradigm of learning which addresses student
learning and learning outcomes from the point of view of the
human brain. It involves specific strategies for learning which are
designed based on how human attention, memory,
motivation, and conceptual knowledge acquisition works.
5. Experiential Learning
- Experiential Education combines active learning with concrete
experiences, abstract concepts, and reflection in an effort to engage all
learning styles. The process whereby knowledge is created through the
transformation of experience. Knowledge results from the combination
of grasping and transforming experience.
6. Situated Learning
- Situated Learning is a Type of Learning Environment Instead of abstract
ideas or theories, instructors use examples and situations from real life.
Students learn from each other in the act of completing a task or
solving a problem. Based on coaching and modeling, with a small
teacher-to-student ratio.
7. Reflective Learning
- Reflective learning is a form of education in which the student reflects
upon their learning experiences. A theory about reflective learning cites
it as an intentional and complex process that recognize the role of
social context and experience.
8. Discovery Learning
- The Discovery Learning Method is a constructivist theory, meaning it is
based on the idea that students construct their own understanding and
knowledge of the world through experiencing things and reflecting on
those experiences.
9. Cooperative Learning
- Cooperative learning in the science classroom is a highly structured
form of group work that focuses on the problem-solving that can lead
students – when directed by an excellent and high quality teacher – to
deep learning and genuine shifts in their thinking.
II. Brain-based Learning Theory Principles :

1. The brain is a parallel processor.

- Professor Earl Miller explain that the brain, unlike a computer,
processes information in a parallel manner. So what that means is
that the brain is operating in a lot of different functions in parallel,
that's the way the brain can solve problems very rapidly.

2. The search for meaning is innate.

- The need to make sense of things is characteristic of every human
being from infancy to adulthood. It has been called the “explanatory
drive” (Gopnik, Meltzoff, & Kuhl, 1999).We are naturally programmed to
search for meaning. For the innate learning the rest of the knowledge
are acquire.

3. The search for meaning occurs through “patterning”.

- human brain creates patterns therefore teachers should organize and
present given material choosing the way which allows provide
the patterning to constructive learning process.

4. Emotions are critical to patterning.

- For brain’s patt erning process emoti ons are very criti cal.
Positi ve climate sti mulates brain functi on. “Learning to a great
extent is enhanced by challenges and inhibited by threat. Learning
always takes places in two memory approaches, facts retention,
procedure and skills or making sense of experience. Learning involves
both unconscious and conscious processes. Brain has the ability to
grasp and retain skills and facts embedded in its memory space. It
is only in the opti mal state that the brain can learn the best.
Positive emoti on like joy, trust, affecti on, satisfaction enhances
learning and memory power. Emotions affect learning through
motivation. Anxiety controls the learning process and put a limit to
ones cognitive ability.

5. Learning is enhanced by a challenge and inhabited by threat.

- Stress should be kept a manageable level
- Have high, but reasonable expectations.
III. Guiding Principles in the Teaching of Science:

1. Constructivist Principle
- Constructivist Teaching in Primary Science. Constructivism sees learning
is a dynamic and social process in which learners actively construct
meaning from their experiences in connection with their prior
understandings and the social setting (Driver, Asoko, Leach, Mortimer &
Scott, 1994).

2. Discovery Principle
- Discovery learning takes place in problem solving situations where the
learner draws on his own experience and prior knowledge and is
method of instruction through which students interact with their
environment by exploring and manipulating objects, wrestling with
questions and controversies, or performing.

3. Brain-based Principle
- learning can be accelerated and improved if educators base how and
what they teach on the science of learning, rather than on past
educational practices, established conventions, or assumptions about
the learning process.

4. Collaborative Principle
- collaborative learning refers to methodologies and environments in
which learners engage in a common task where each individual
depends on and is accountable to each other. Basically, collaborative
learnings any approach to education in which students work together in
small groups to solve problems.

5. Multiple Intelligence and Learning Style

- Learning-style theory has its roots in the psychoanalytic community;
multiple intelligences theory is the fruit of cognitive science and reflects
an effort to rethink the theory of measurable intelligence embodied in
intelligence testing.
IV. Nature of Science Learners :
Curious. Although we are all born with an innate sense of curiosity, science lovers
are especially curious, and are constantly seeking answers and investigating.
According to a study, students who are very curious tend to remember things more
vividly than those who are not – a skill that comes in handy when having to
memorize the whole periodic table!

Logical. A logical thinker will examine all the evidence or facts before reaching a
decision. The ability to use logical thinking is crucial for conducting experiments,
testing theories, and creating a thesis. The benefits of logical thinking extend far
beyond the classroom as well, as most science majors are excellent at debate,
reasoning, and organization.

Problem solvers. Science majors are accustomed to plans going awry. What makes
them successful is that they are determined to get to the root of the problem. They
are not afraid to adapt to new situations and they tend to appreciate challenges and
mishaps if it means learning something useful along the way.

Diligent. This character trait is essential for handling long nights in the library, extra
hours on projects, and countless after-school meetings. There is a great deal of
accuracy needed in science, and successful students know that putting in extra
effort, no matter how tedious it may seem at times, will be worth it in the long run.

Ambitious. With myriad possibilities for careers, science majors are motivated and
constantly seek ways to improve and learn. If you look at the advancements and
discoveries science has made in the past decade, it’s clear that the people behind it
definitely possess this key trait!
 V. Theories of Science: Teaching Biology-Chemistry

Teaching Biology
The Theory of Evolution
The theory of evolution by natural selection is a scientific theory. Evolution is a change in the
characteristics of living things over time. Evolution occurs by a process called natural selection. In
natural selection, some living things produce more offspring than others, so they pass more genes to the
next generation than others do. Over many generations, this can lead to major changes in the
characteristics of living things. The theory of evolution by natural selection explains how living things are
changing today and how modern living things have descended from ancient life forms that no longer
exist on Earth. No evidence has been identified that proves this theory is incorrect. More on the theory
of evolution will be presented in additional concepts.

The Cell Theory

The cell theory is another important scientific theory of biology. According to the cell theory, the cell is
the smallest unit of structure and function of all living organisms, all living organisms are made up of at
least one cell, and living cells always come from other living cells. Once again, no evidence has been
identified that proves this theory is incorrect. More on the cell theory will be presented in additional
concepts.

The Germ Theory

The germ theory of disease, also called the pathogenic theory of medicine, is a scientific theory that
proposes that microorganisms are the cause of many diseases. Like the other scientific theories, lots of
evidence has been identified that supports this theory, and no evidence has been identified that proves
the theory is incorrect.

Teaching Chemistry

Atomic Theory
Atomic theory is the scientific theory that matter is composed of particles called atoms. ...
According to this idea, if one were to take a lump of matter and cut it into ever smaller pieces,
one would eventually reach a point where the pieces could not be further cut into anything
smaller.

Kinetic Theory of Gases

The model, called the kinetic theory of gases, assumes that the molecules are very small
relative to the distance between molecules. The molecules are in constant, random motion and
frequently collide with each other and with the walls of any container. The higher the
temperature, the greater the motion.
 VI. Importance of Science Literacy :
Teaching science offers students to opportunity to increase their overall understanding of how
and why things work. Science teaches kids about the world around them. From the human
body to methods of transportation, science can explain the mechanics and reasons behind
complex systems. This knowledge can be used to understand new concepts, make informed
decisions and pursue new interests. Additionally, because science can provide tactile or visible
proof of many facts we see on TV and in books, children and teenagers can increase their
understanding and retain information better.
Science literacy is important because it provides a context for addressing societal problems, and
because a science-literate populace can better cope with many of its problems and make
intelligent and informed decisions that will affect the quality of their lives and those of their
children.