DESIGNING SCIENCE LESSONS with constructivist approach Dibakar Sarangi

DESIGNING SCIENCE LESSONS with constructivist approach Dibakar Sarangi, Ph. D DAV College of Teacher Education Koraput- 764020. Odisha. India

Designing Sc lesson with constructivist approach • Identify learning points • Focus on a few concepts • Plan the transaction with steps of ICON model • Inbuilt assessment activities REMBER! The whole process is a collaborative learning process

Steps in Constructivist Learning 1. 2. 3. 4. 5. 6. 7. Learning Situation - Obseve Contextualization – connects to theme Cognitive Apprenticeship – Initial exploration Collaboration – working in group Interpretation Construction – construct meaning Multiple Interpretations – negotiates meaning Multiple Manifestation - be familiar with multiple forms

Exemplar in Sc Topic: Matter & Its Properties. Cl-4 Pedagogical Analysis: • Learning points • 3 states- solid, liquid, gas • Matter acquires state as per its temperature • State change with increase/ decrease of temp • Leaning strategy • Group activity, simple experiment • Assessment • Evaluation integrated into learning activity

Step 1: Learning Situation • Observe different objects – solid, liquid, gas (pictorial chart or real objetcs) Tr: Are all these alike? Tr: Add more to this list

Step 2: Contextualization Classification task in groups 1 2 water steam 3 smoke Each group classifies the listed elements into the above groups Cognitive conflict operates in learners and Group members negotiate why an item is in a group

Step 3: Cognitive Apprenticeship Groups continue to work: How is the shape & size of the items in each group? Which group items remain intact? How are they kept? - free, container, enclosed? How the items of the 3 groups differ?

Step 4: Collaboration Groups explores independently Each group notes down the characteristics of the items in each group 1 Shape: ……… Size: ………… Volume: ……. . 2 Shape: ……. . . Size………. . . Volume; …… 3 Shape: …… Size: ……. . Volume: …

Step 5: Interpretation Construction Groups remain intact and continue to work: Propose a name for the elements of each group. Which name you choose for each group? Liquids Gases Solids After this each group presents his work before whole class for sharing

Step 6: Multiple Interpretations Former Groups merge & new ones are formed Each group prepares write up: What are solid matters? …………………. What are liquids matters? . . . What are gases? …………… Compare: Solid vs Liquid vs Gas

Step 7: Multiple Manifestation Now student work in pair: Think and say what kind of matter each one is: Honey, Bread, cloud, mud, sponge suji halwa, grease, cooking gas,

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