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Welcome to the Presentation on
Learning Science
Lipika Sahu
14.12.2016
I hear and I forget
I see and I remember
I do and I understand
Science involves:
Building theories and models
Constructing arguments
Using specialized ways of talking, writing
and repre...
NCF 2005 & Science Education
• At the primary stage, the child should
be engaged in joyfully exploring the
world around.
•...
NCF 2005 & Science Education
• At the Upper Primary stage, the child
should be engaged in learning the
principles of scien...
Reflection
• What do we know about how children
learn science?
• What does this mean about how we
should teach science?
• Students in classes I –VIII can do more in
science than is currently asked of them
• Science syllabi contain too many to...
How Children Learn Science
• Children entering school already
have substantial knowledge of the
natural world
• Young children are NOT concrete
and s...
• Science education should Shift from
textbook to hands-on experiences
• Science syllabus should be
developmentally approp...
Science process skills
Learning science is a process that students do,
and not something that just happens to them
• Obser...
Science classroom needs to be an
active classroom
• Opportunity for the child to
think
• Meaningful and challenging
tasks ...
THE CHILD
SHOULD
Learn to follow
instructions and do
tasks
Read & Understand
science text
Observe closely
Record &
organiz...
Activities on Science
• Science Quiz
• Stories on scientific facts
• Science Exhibition/ Mela
• Riddles on Science
• Field...
TEACHER THE GREATEST INNOVATOR
Anyone who stops learning is old, whether at twenty or eighty.
Anyone who keeps learning st...
Thank You…
Science learning
Science learning
Science learning
Science learning
Science learning
Science learning
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Science learning at Upper Primary Stage

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Science learning

  1. 1. Welcome to the Presentation on Learning Science Lipika Sahu 14.12.2016
  2. 2. I hear and I forget I see and I remember I do and I understand
  3. 3. Science involves: Building theories and models Constructing arguments Using specialized ways of talking, writing and representing phenomena • Science is a social phenomena with unique norms for participation in a community of peers
  4. 4. NCF 2005 & Science Education • At the primary stage, the child should be engaged in joyfully exploring the world around. • The objectives are to nurture the curiosity of the child about the world, to have the child engage in exploratory and hands-on activities .
  5. 5. NCF 2005 & Science Education • At the Upper Primary stage, the child should be engaged in learning the principles of science through familiar experiences • working with hands to design simple technological models • Continuing to learn more about the environment and health
  6. 6. Reflection • What do we know about how children learn science? • What does this mean about how we should teach science?
  7. 7. • Students in classes I –VIII can do more in science than is currently asked of them • Science syllabi contain too many topics given equal emphasis • Science classrooms typically provide few opportunities for students to engage in meaningful science • Good science teaching requires more than expert knowledge of science content
  8. 8. How Children Learn Science
  9. 9. • Children entering school already have substantial knowledge of the natural world • Young children are NOT concrete and simplistic thinkers. • Children can use a wide range of reasoning processes that form the underpinnings of scientific thinking
  10. 10. • Science education should Shift from textbook to hands-on experiences • Science syllabus should be developmentally appropriate, interesting and relevant to students’ lives: emphasize student understanding through inquiry and be connected to their life
  11. 11. Science process skills Learning science is a process that students do, and not something that just happens to them • Observing • Comparing • Classifying • Measuring • Predicting • Communicating • Inferring
  12. 12. Science classroom needs to be an active classroom • Opportunity for the child to think • Meaningful and challenging tasks given to the child • Engage and help the child to learn something new for herself
  13. 13. THE CHILD SHOULD Learn to follow instructions and do tasks Read & Understand science text Observe closely Record & organize data Articulate & use experience Develop logical arguments Develop concepts Develop the use of language of science Develop inferential skills
  14. 14. Activities on Science • Science Quiz • Stories on scientific facts • Science Exhibition/ Mela • Riddles on Science • Field Trip • Debate/ Art • INSPIRE • Observation of Science day
  15. 15. TEACHER THE GREATEST INNOVATOR Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. To teach is to learn twice Teachers should guide without dictating, and participate without dominating The critical factor is not class size but rather the nature of the teaching as it affects learning. LEARNING NEVER ENDS
  16. 16. Thank You…
  • JayWellCatamisan

    Apr. 13, 2021
  • catherineBorbolla

    May. 9, 2019
  • ashutoshverma117

    Mar. 15, 2019
  • AaroshiAggarwal

    Sep. 11, 2017

Science learning at Upper Primary Stage

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