EDU30011 Discovering Science

Introduction

Learning and educating develop through 5 stages: exploring, engaging, explaining, elaborating, and evaluating. These stages of 5E teachings and learning versions are based on 5Es instructional models.

Science Understanding

Science understanding happens when someone picks and advances the appropriate scientific knowledge. A number of materials can be put together for a specific reason. Understanding science through contrasting and predicting how models and forms made from divergent materials can be physically altered through diverse measures. For instance, stretching, bending, and twisting, Patho (2018).

Biological science understanding is about the understanding of living things. Living things interdepend and interact with each other. In this study, we study living organisms. This includes animals, plants, and microorganisms.

Science as Human Endeavour

Biological scientific knowledge can be influenced by social, economic, and cultural ruminations. People look for ways to understand and explain the natural world. For instance, the understanding of technology and engineering can be influenced by understanding biological science, Fleer (2016).

Science Inquiry Skills

Skills are critical in science. Educators help their students build their skills through scientific activities in school and practicing them at home. These skills are categorized through classifying. Communicating. Contrasting and comparing, creating models, gathering and organizing data, measuring, observing, and predicting skills, Casinader (2016).

Introduction/Rationale

The biological scientific concepts covered in this plan are three. First is the biodiversity and the analogy of life. In this, we will learn about the dynamic system of the Earth, the interrelated and interconnected ecosystems. We investigate the different ecosystems and explore the range of abiotic components in order to understand the differences in the integration of these systems.

Second is the cell and multicellular organisms. The understanding of the formation and work of the cells and their elements in relation to their need to interchange matter and energy with their precipitate surroundings, the knowledge of multicelled organisms with their hierarchically organized systems gives a better understanding, Coates (2020).

And lastly is the heredity and continuity of life. Understanding cellular procedures and ways that make sure that life is continued through the process of contributing to unity and differences among the species. Understanding how all life has persisted over the years even with the destruction of the environment and the environment changes.

Resource selection 

For this section, I choose the resource of living things and their different external features. For a student to identify a similar feature in other animals such as legs, wings, and head, they need to have the ability to describe animal's body parts and the particular uses for those body parts and their specific use as feeding or moving. They also need to have the ability to identify the most visible features of plants, such as leaves or roots. And also, they need to have the ability to describe the use of a specific plant. For instance, for getting water or for food purposes, Shernof (2017)

References

Patho, Yuenyong, & Chamrat, S. (2018, January). Elementary school science teachers’ reflection for nature of science: Workshop of NOS explicit and reflective on force and motion learning activity. In AIP Conference Proceedings (Vol. 1923, No. 1, p. 030074). AIP Publishing LLC.

Shernoff, D. J., Sinha, S., Bressler, D. M., & Schultz, D. (2017). Teacher perceptions of their curricular and pedagogical shifts: Outcomes of a project-based model of teacher professional development in the next generation science standards. Frontiers in psychology, 8, 989.

Fleer, (2016). Technologies for children. Cambridge University Press.

Casinader,(2016). A lost conduit for intercultural education: School geography and the potential for transformation in the Australian curriculum. Intercultural Education, 27(3), 257-273.

Coates, S. K., Trudgett, M., & Page, S. (2020). Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities. The Australian Journal of Indigenous Education, 1-7.

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