Primary Science EDUC5221

Effective Teaching Strategies

Introduction

Students encounter science related situations on a daily basis. Science allows for us to make
sense of the physical world around us. Many students, more commonly younger students, have
alternative conceptions or ideas about the physical world in which we live (Dawson & Venville,
2007). Therefor the responsibility lies upon teachers to educate students and correct them on their
alternative conceptions. It is the teacher’s role to promote constructive opportunities in order to
effectively support student learning (Dawson & Venville, 2007). Ideally learning best undertakes
through the active development of meaning form personal experience (Skamp, 2012). Students
develop meanings or concepts through what they hear, see or experience. Teachers are required to
adopt effective teaching strategies in order to enhance students’ understanding of science and
correct alternative ideas and/or conceptions. Social constructivism is the major overarching
approach under which teachers should implement different teaching strategies (Campbell, Jobling,
Howitt & Chubb, 2015). Campbell et al. states that knowledge is socially and culturally constructed
and influenced by the group and its environment (2015). Effective teaching strategies include; having
a varied approach, teaching concrete activities, explicit teaching and inquiry based teaching
(Fitzgerald, Dawson & Hackling, 2009: Walan, Nilsson & Mc Ewen, 2016). Effective teaching of
primary science should increase students’ capabilities of actively participating in the literacies of
science, learn to reason and become creative by making connections to the world around them
(Dawson & Venville, 2007). In saying so, teachers must be familiar with the content.

Pedagogical Content Knowledge

Teachers should be familiar with the content/curriculum that they are teaching to their
students. Knowing the content and having the ability to teach it through a range of teaching
strategies is extremely important. Having sound pedagogical content knowledge allows for better
choice of instructional strategies. A social constructivist approach will allow students to construct
meanings from personal experiences (Skamp & Preston, 2017). A social constructivist approach is
achieved by creating a supportive classroom environment and applying effective strategies (Skamp
& Preston, 2017). Affective teachers generate student motivation for learning, they are goal
orientated, allow for student engagement, they generate student values and interest and help build
self-belief within students (Dawson & Venville, 2007). Having contextual relevance within the
classroom is of upmost importance. Context based education allows for greater student engagement
as they are able to see the importance of science and how it relates to real life experiences (Acar &
Tuncdogan, 2018).

Varied Approach

Implementing a variety of class activities and having different instructional modes foster a
science friendly environment (Fitzgerald, Dawson & Hackling, 2009). Different approaches maintains
student engagement and interest. A varied approach refers to including both a variety of activities as
well as experiences (Campbell et al., 2015). The varied approach allows for plenty of teacher and
student driven hands on activities via demonstration as well as group, paired and individual work. A
variety of experiences may include having guest speakers come in, field work and/or students
researching and investigating information (Fitzgerald, Dawson & Hackling, 2009).

Teaching Concrete Activities

Teachers should be vigilant on ‘how’ they teach science in the primary sector. Implementing
concrete representations such as models, simulations and drawings are optimal for student learning
(Fitzgerald, Dawson & Hackling, 2009). Chalk and Talk is outdated, less affective and students tend to
disengage from the content (Campbell et al., 2015). Concrete activities establish greater relevance
and allow for class work to be more relatable to students. Concrete activities increase student
engagement and contribution in the classroom (Skamp & Preston, 2017).

Explicit Teaching

Explicit teaching allows for students to develop scientific skills and concepts (Fitzgerald,
Dawson & Hackling, 2009). Teachers provide the scaffolding needed to help students’ scientific skills
e.g. Understanding and completing investigations and recording journal entries in order to
summarise those findings (Abrahams & Millar, 2008). Teachers should be explicitly teaching skills
such as drawing and labelling diagrams, observing, recording data and overall cooperative group
work (Abrahams & Millar, 2008). Developing these scientific skills makes it easier for students to
adopt the ability to process and understand scientific concepts (Fitzgerald, Dawson & Hackling,
2009). Scientific concepts such as understanding gravity and weather systems.
Inquiry Based Teaching

Implementing practical work in the classroom stimulates students learning and is ideal for
introducing and grasping the understanding of new scientific concepts (Walan, Nilsson & Mc Ewen,
2016). Inquiry based teaching allows students to pose questions and problems/scenarios that is
often assisted by the teacher - the facilitator (Acar & Tuncdogan, 2018). Abrahams and Millar
suggests that inquiry based teaching assist in achieving three objectives; understanding theories and
models, developing procedure skills and understanding scientific approach to inquiry (2008). These
objectives are all met through the use of practical work. Teachers should work towards fostering
students’ desire to want to know more and make sense of the world that they live in. Students can
develop and utilise skills and knowledge absorbed through experience (Walan, Nilsson & Mc Ewen,
2016).

Conclusion

Knowledge is the product of human interaction as learning is a social activity, therefor social
constructivist approach to teaching is optimal (Campbell et al., 2015). Teaching concrete activities,
explicit teaching and inquiry based teaching are all based around metacognitive strategies (Rieser et
al., 2016). They are cognitions used for planning, monitoring and evaluating student learning (Rieser
et al., 2016). These metacognitive strategies play a vital part in the delivery of successful and
efficient student learning (Rieser et al., 2016). Concrete and inquiry based learning allows for hands
on activities that students find to be enjoyable as they get to actively participate (Campbell et al.,
2015). These teaching strategies provide an experience for students through many different senses
as they allow for the use of manipulatives. Teachers should be weary of being ‘activity mania’; doing
activities for the sake of activities and not meeting educational objectives. Overall, these strategies
include high levels of engagement, which ultimately allow students to retain more information
(Fitzgerald, Dawson & Hackling, 2009).
References

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