Prepared by:

Verlyn C. Sayles
The biggest challenge before
is how to teach science…

Why?
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 Science is… “… not simply a collection of facts. It is a
discipline of thinking about rational solutions to problems
after establishing the basic facts derived from observations.
It is hypothesizing from what is known to what might be and
then attempting to test the hypothesis….logical thinking
must come first; the facts can come later.
-Dr. Rosalyn Yalon-

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Effective science teaching
is more than simply
presentation of information
to learners to learn as well
as providing science
equipment for them to use.
5.1

 Inquiry Approach

 Discovery Approach

 Experimental Approach
5.1.1
 science will be performed by the learners
through the use of carefully planned
operations.
 questions are asked by learners through the
teachers guidance.
 this approach encourages learners to do
most of the tasks including asking
questions.
 teacher: talks less, listens well and asks if
necessary.
 5- E Learning Cycle
1. Engage (compounds are classified
into acid, bases and compounds)
2. Explain
3. Explore
4. Elaborate
5. Evaluate

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Rational Discovery Experimental
Approach Approach Approach
 Listing down

 Keeping records

 Sorting

 Predicting
1. Inquiry – presents inquiry problem, question or
discrepant to stimulate thinking of the learners.
Learners should have some familiarity on the
explanation of the event (should be discoverable).

2. Exploration – discusses the discrepant

(inconsistent) event by generating the data-gathering
questions. Yes or No questions.
3. Discovery – tests theories or hypothesis until data
gathered is satisfactory or lead to discovery.

4. Investigation – engages in an active inquiry and

investigation of problems.
 Ask appropriate questions

 Make supporting and encouraging responses

to the learner’s answers, ideas and;

 Employ selectable reinforcement

 Group A Group B
1. Which planet is closer to 1. Why do you think Kristoff
Earth? is absent?
2. Which city on the map 2. What did you hear or see?
shows the largest 3. Why do birds fly south in
population? the winter?
3. How many legs does a 4. How can we move this
grasshopper have? large weight?
4. How many learners are in
science class?
Cognitive Skills: Open Ended
Prior Knowledge: Closed questions
1. That’s one idea. Does anyone have
another idea?
2. That’s great Krisnel! Kris? Can you add
upon Krisnel’s idea? Can you add
anything to that?
3. Very good idea but can you explain
further?
4. That’s right Lester, the lack of nutrients
might cause this. But have you
considered?
1. Identifying questions that can be answered
through scientific investigations
2. Designing and conducting scientific
investigations
3. Using appropriate tools and techniques to
gather, analyze and interpret data
4. Developing descriptions, explanations,
predictions and models using evidence
5. Thinking critically and logically to determine the
relationship between evidence and explanations
5.1.2
(“Learn how to learn”)
 Pure Discovery
- approach is called pure discovery when no
guidance is provided.
- during the instruction, the class is divided
into groups. Each group is given specific
problem to investigate using properly
organized questions that lead to the
discovery of concepts or principles
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5.1.2

 Guided Discovery
- the teacher provides questions that make
the lesson one of “guided” discovery.
- the learner are expected to give certain
concepts and principles by themselves.
- teachers are reminded not to interject
questions and comments that would reduce
the freedom of the discovery process.
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5.1.3

 procedure of making a statement

that one thinks and finds a way to
test the statement
1. Selecting a Problem
2. Establishing the Problem
3. Formulating Hypothesis
4. Structuring Test for Hypothesis
5. Controlling Variables
6. Making Operational Definitions
7. Experimenting
8. Recording and Interpreting Data
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