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Guiding discovery science (Structuring the environment for learners to …
Guiding discovery science
Guiding learners
Indirect & direct teaching of active discovery learning
Learning to question
(divergent &
convergent questions)
Divergent questions
Convergent questions
Discussions
How learners
acquire
scientific
concepts
What are concepts?
What is the function of concepts
in children's knowledge structure?
Which concepts are
important to young
learners?
Change
Interdependence
Diversity or unity
How are concepts & themes
applied in practice?
Introduce a new theme by
means of a concept web
Practical examples
of themes
Why is preparation important?
Structuring the
environment
for learners to
make discoveries
Importance of the environment
The facilitating
task of the
teacher
Creating a milieu
conducive to scientific discovery
Teacher should provide a
wide variety of opportunities
for rediscovering a given
concept
Teacher should provide for a
variety of scientific discoveries
Teacher should ensure adequate
involvement on the part of the learners
Teachers should know their
learner (preschooler, Reception
Year & Grade 1 to 3)
Teacher & the use of
language when presenting science
Teacher should introduce the
learner to the instruments the
scientist uses
Teacher should also introduce the
learners to additional sources of
knowledge (after they have had concrete
experiences)
Aids for promoting
concrete scientific
discoveries among
young learners
School garden
Wild birds
Insects
Discovery tables
Basic principles for presenting
discovery tables
Practical aspects of discovery/
science tables displays
Keeping simple scientific records
Outings
Proposed method of
planning an outing
Experiements
Discovery area
Breaks