LECTURE 13-14

KAK3023: SYC
REVIEW & DISCUSSIONS
 KAK3023: COURSE LEARNING OUTCOMES
By the end of the course, you are able to:
1. Apply the constructivists theory by Jean Piaget & Lev Vygotsky into
the teaching of science in preschools and taskas .
2. Analyze the importance, effects, and needs to teach science to YC
esp. towards developing their ability to inquire/ask questions, using
basic science process skills, enhancing their critical and creative
thinking skills, as well as investigating and discovering how things
work in their environment.
3. Plan and produce good quality science activities through service
learning projects.
4. Communicate effectively in English in class discussion
5. Collaborate with classmates and others
6. Acquire professional ethics and attitude towards ECCE career.
7. Be more confident and knowledgeable in teaching science and stem
education to young children
 TOPICS WE HAVE DISCUSSED IN THIS COURSE
1. What is science for young children?
Why is science important to young children?
What is the nature of science that is so appropriate for
young children? Can you give some examples?
Science is about the study of nature and natural phenomena that is
happening all around us. For examples: the rain, the water, the soil, the
cloud, the air, the trees, animals, living and non living things, the sun,
the planet and the stars, the technologies we use everyday, etc.
Because children are very curious and love to explore and play with
things around them. They want to know how things work, what they
are, and what they can do with them.
 For example: the sand and the rocks and the pebbles: what they
can do with the sand, and the rocks, or the pebbles they can
make shapes, they can roll or staked together, make some
arrangement or drawing, etc.
 TOPICS WE HAVE DISCUSSED IN THIS COURSE
2. Theories related to how young children learn science (Piaget &
Vygotsky) Constructivist Theory
(i) Piagets theory Children construct kledge thru active involvement
(ii) Vygotskys theory Children construct kledge thru involvement and
social interaction
How young children learn science from the view of the Constructivist
theory?
According to Piaget (Constructivist theory) children learn through hands-on experiences using real
materials so that children will be able to construct their own understanding of the concepts from
the experiences.
New information can be constructed into childrens existing cognitive structures or schema
(schemata) in two ways: assimilation and accommodation.
For example, children learns about seed germination, they learn that banana do not produce seeds.
There are big seeds and there are small seeds, and that seed is the thing that will grow into a new
plant.
Or when they learn about living things, they know that teddy bear and toy are not a living thing.
They construct new knowledge continuously from the environment and through learning
experiences they have in schools.
When they play with sand or water, they also learn about making sand castle, or various other
shapes. But they can only construct these shapes with wet sand, not with dry sand.
This is how children construct knowledge when they learn science in Constructivist classroom
 Constructivist Teaching Strategies PIDL
Learners must be independent thinkers (cognitive)
Learners create their own knowledge
Learners should be independent thinkers
Learners expected to understand in addition to
knowing
Learners are expected to question, question
Learners work in teams
Learning is active & student-centered

PIDL eliminates
learners boredom
by engaging
HOTS/KBAT
 TOPICS WE HAVE DISCUSSED IN THIS CLASS

3. BSPS Basic Science Process Skills:

Observing

Predicting Classifying

BSPS
Inferring Communicating

Measuring,
Using no.

Can you identify BSPS in a science

experiment?
 TOPICS WE HAVE DISCUSSED IN THIS CLASS
4. Project-based Inquiry Discovery Learning (PIDL)
Ask / 1. Children are curious they like to ask questions.
Inquire 2. They make predictions and conduct
investigation, they make observation and
Reflect collect information, they record the results
Investigate 3. They discover answers to their questions from
the investigation
4. They discuss their discovery with others
5. They reflect on what they have done and ask
Discuss Create more questions and they start another cycle
of PIDL.

1. Investigating the properties of water (PIDL tutorial activities)

2. Investigating living and non-living world, winds and clouds (nature adventure)
3. Investigate the types of soils (PIDL tutorial activities)
4. Investigating air in bubbles (PIDL tutorial activities)
5. Investigating light and shadows (PIDL tutorial activities)
6. Investigating the solar system (visit to the planetarium)
 TOPICS WE HAVE DISCUSSED IN THIS CLASS

5. Creativity in Science & STEM/STEAM education

Scientific creativity can be taught through problem solving activities or
construction activities:
For examples children construct towers, buildings, structures or make
cars using plastic bottles, or make terrarium using discarded bottles of
pots, etc. What creative activities children can do with animals?

SCIENCE AND AESTHETIC VALUES

What is aesthetic values in science means?
Aesthetic means being sensitive to beauty in nature and art.
Such sensitivity is fostered by experiencing science in a variety of
forms.
For a young child, appreciation of nature is an important step to
develop their aesthetic values. Give 3 activities in which you can foster
aesthetic values (nature walk, sand and water play, cloud gazing, visit the zoo,
etc.)
Some creative activities children
can do about animals
1. Draw and paint animals.
2. Make stories about animals.
3. Make animals house/a zoo/a farm
4. Sing songs about animals.
5. Make animals paper cuts
Children creative works about animals
CHILDREN
CAN
CONSTRUCT
ANIMALS
USING PAPER
CUTS, DOH,
ANIMAL
MODELS, OR
USE
MATERIALS
 TOPICS WE HAVE DISCUSSED IN THIS COURSE

6. STEM Education:
Write a lesson plan to teach STEM education using
PIDL
STEM project using PIDL 4 steps: Inquiry,
Investigate, Create, Discuss & Reflect.
For e.g. : Topic on Light and shadow (Tutorial 10)
How to write lesson plan for STEM Project on the
topic Light and shadow or recycle, etc.
PIDL SCIENCE/STEM PROJECT ON RECYCLE
(REUSE)
 STEM
PROJECT
ON
RECYCLE

How to write lesson plan for STEM Project on the

topic Light and shadow or recycle, etc.
E.g. : Topic on Light and shadow (Tutorial 10)
 INVESTIGATING LIGHT
What is light?
What is shadow?
Where do we get lights from?
How do shadows form?
INQUIRY STAGE: Children asking questions
Draw A mind map of childrens questions
How do we get
shadows?
Can we make When do we see
shadow play? shadows?

How do we make WHAT IS

shadows? Why are people
SHADOW? scared of
shadow?

Why is shadows so
scary? Is shadow a
ghost?
Why do our shadow
follow us when we
walk?
 INVESTIGATION STAGE:
How is shadow form? When do we get to see shadows?
How can we make shadows of different sizes?
Can we touch/catch the shadow?

Make a Lesson Plan for each of the topic to be investigated.

Lesson 1: To observe the shadow in the morning sun and to see their length
Lesson 2: To use torch light to make shadows of different sizes
Lesson 3: To conduct shadow play
3 Lessons plan will become one STEM/Science/PIDL project
investigated over 3 lessons.

SEE BELOW SOME OF THE ACTIVIITES THAT WE HAD DONE IN THIS CLASS
 Where do you get shadows?
How does shadow forms?

SHADOW DANCING
Shine a light on a wall and encourage your
children to dance. Have children notice that
the shadows on the wall are also dancing.
Where is the sun?
Shadow is not always black!
 SHADOW PLAY?

CREATE STAGE: is when you make the object/thinks or solve the problems

DISCUSS AND REFLECT STAGE: is when you talk about the discovery and
reflect on your experiences.
SUMMARY: THE PIDL CYCLES INVOLVES
 i-THINK innovative thinking
CONTOH I-THINK: CONCEPT MAP

Kenapa ikan
mati?
Air kotor
Kenapa air
boleh minum
berbuih?
ataupun tak?

Apa yang kanak-kanak ingin Air kotor

tahu tentang pencemaran alam boleh
mandi ke?

CIRCLE MAP Kenapa tak

TREE MAP boleh bakar Kenapa asap
sampah keluar berwarna
BUBBLE MAP merata-rata?
Bolehkah makan
hitam
DOUBLE BUBBLE MAP ikan yang dah
mati?
FLOW MAP, ETC.
 Now About the Exam Format
There are 2 sections:
SECTION A: Structured Questions (60 marks)
3 questions broken down to several sub-questions.
Answer All the Questions (it is compulsory) Write
your answers on the question paper itself.
SECTION B: Essay Questions (40 marks) Answer 2 out of
3 questions - write your answers in the answer
booklets provided.
DO NOT TRY TO ANSWER ALL THE QUESTIONS.
 Some advice
Divide your time properly.
Do not worry about your English, just write what
you think the answers are. You will not be
penalized for your broken English.
Write clearly so that I can read them easily, write in
pen/ballpoint pen, not in pencil. I will not mark if it
is written in pencil.
Think before you write.
 MORE ADVICE
WORK HARD AND WORK IN GROUP DISCUSS, you
will remember better.
GET YOURSELF IMMERSE IN THINKING
PRACTICE WRITING IN ENGLISH TO IMPROVE YOUR
ENGLISH
DO NOT TRY TO MEMORIZE it will not work
YOU HAVE TO UNDERSTAND WHAT YOU HAVE
LEARNED FROM THE LECTURES AND TUTORIALS
TAKE NOTE OF THE HIGHLIGHTED TOPICS IN THIS
REVIEW.
 KAK3023: LEARNING OUTCOMES
I hope you have achieved all of the learning
outcomes intended in this course.

ALWAYS TRY TO DO YOUR BEST

ENJOY IT, LOVE IT
THANK YOU FOR HELPING ME LEARN TOGETHER
WITH YOU & FROM YOU
ALL THE BEST