The revised syllabus emphasises a practical experience of science for the student. The syllabus presentation does not imply any particular method or sequence of teaching science, although it should follow a logical and coherent approach. In the teaching and learning, appropriate links should be made between the three syllabus sections. A wide range of teaching approaches may be used, including the use of datalogging where appropriate. Particular emphasis should be laid on the everyday applications of science in the student's life and environment, and appropriate reference should be made to the work of prominent scientists and to modern scientific developments. These represent the points of transference from school-based learning to general experience.
Teaching strategies should promote the aims, objectives and learning outcomes described in the syllabus, and they should encourage investigative work as well as experimental work. Practical activities are, therefore, an essential element of the course. They serve to
- encourage accurate observation and careful recording
- promote logical patterns of thought
- develop manipulative skills
- give training in problem solving
- elucidate the theoretical work so as to aid comprehension
- arouse and maintain interest in the subject
- make biological, chemical and physical phenomena more real through actual experience.
Activities include
- measuring (various quantities)
- recording (information/data)
- calculating (using recorded or supplied data)
- graphing or tabulating (using recorded or supplied data)
- presenting information, findings or conclusions in a variety of forms
- identifying (animal or plant species, patterns of behaviour)
- classifying (information, animals, plants)
- analysing (recorded or supplied data)
- investigating (properties, relationships)
- observing (behaviour, patterns, reactions)
- examining (materials, samples, illustrations, functions)
- describing (by means of words, illustrations, etc.)
- testing (materials, products of reactions)
- preparing (solutions, gases).
These activities can be grouped under the headings of investigations and experiments.
Investigation
The term investigation is used to represent an experience in which the student seeks information about a particular object, process or event in a manner that is not pre-determined in either procedure or outcome. Such experiences can enable the student to observe phenomena, select and follow a line of enquiry, or conduct simple practical tests that may stimulate thought or discussion, thus leading to a clearer understanding of the facts or underlying principles. It should involve the student in following a logical pattern of questioning and decision-making that enables evidence to be gathered in a similar way to that used by scientists. Investigations can be used to develop skills of logical thinking and problem solving, and can give the student an insight into the scientific process. Thus, the student can appreciate the importance of using a fair test in order to arrive at valid deductions and conclusions, and the significance of making and recording measurements and observations accurately.
Experiment
In conducting an experiment, the student follows a prescribed procedure in order to test a theory, to confirm a hypothesis or to discover something that is unknown. Experiments can help to make scientific phenomena more real to students and provide them with opportunities to develop manipulative skills and safe work practices in a school laboratory.