ECED 118

D. Teaching for the Process and Content of Science

NARRATIVE REPORT

1. Concept Map – the Organization of Science Concepts

A concept map is a great tool in the educational world. This graphic organizer is a strongly
prospective activity in promoting deeper understanding of new concepts. Concept mapping
brings about comprehensive understanding of scientific ideas when students are allowed to
think more critically and connect different pieces of information together. This structured
approach in concept maps helps students not only to summarize new information but also to
emphasize the relationships among concepts, which leads to more meaningful and longer-
lasting learning.

Concept maps find their place in the science classroom based on their ability to map out
how different ideas or concepts relate to one another visually. During a concept map,
therefore, students are led to consider several basic questions such as "What is it? What is it
like? What are some examples?" As this happens, students are supposed to go beyond the
simple memorization of facts and build on deep understanding. Concept maps allow
students to express new knowledge in a graphic form that allows them to see how concepts
are related to each other and to the major concept. Students organize the ideas into
categories, refining them as they learn new information. By using lines or arrows, students
can show how their ideas connect to each other. This strategy permits students to
graphically represent their understanding of how ideas are connected to each other and
helps students make important connections and to solidify their learning of the course
material.

In conclusion, concept maps are a very effective way to conceptualize and extend the ideas
of science concepts and student knowledge. With visual connections being made between
ideas, concept maps make it possible for students to create new ideas and knowledge that
lead to a more profound grasp of the subject matter. Since the development and use of
concept maps are simple to do, this is a valuable tool for the educator and will help the
students with success in further academics.

2. Defining the Primary Process Skills

Primary process skills, the building blocks of early childhood development, play a pivotal role
in shaping a child's future learning journey. These skills equip children with the tools to
understand, interact with, and adapt to their environment, laying the groundwork for a
lifelong love of learning.
Observation involves a child's ability to pay attention to their surroundings, notice details,
and describe what they see, hear, or feel. Observation is essential for developing curiosity,
critical thinking, and problem-solving skills. For example, a child who observes a butterfly
might notice its colors, patterns, and movement.
Communication is another vital primary process skill. It encompasses a child's ability to
express their thoughts, ideas, and feelings verbally and non-verbally. Effective
communication involves listening, speaking, reading, and writing. By developing their
communication skills, children can build relationships, collaborate with others, and learn
from their experiences.
Comparison is a crucial thinking skill that helps children identify similarities and differences
between objects, events, or ideas. This skill is essential for understanding concepts, making
informed decisions, and solving problems. For instance, a child might compare two toys and
notice that they are both red but have different shapes.
Measurement, involving the quantification of objects and events, is another important
primary process skill. It helps children develop a sense of number, quantity, and spatial
relationships. Measurement skills are essential for mathematics, science, and everyday life
activities such as cooking, shopping, and construction.
Finally, organization, the ability to categorize and arrange information logically, is a crucial
skill for effective learning. It helps children develop order, structure, and problem-solving
abilities. By organizing information, children can better understand complex concepts,
retrieve information efficiently, and communicate their ideas clearly. For example, a child
might organize their toys by color or type.

3. Using Science Experiences to Foster Primary Process Skills

Science process skills are foundational to understanding the world around us. They involve a
systematic approach to inquiry, observation, and experimentation, which are essential for
critical thinking and problem-solving. While these skills may seem innate, they can be
nurtured and developed through intentional experiences.
One effective way to foster science process skills in primary students is to provide them with
opportunities for hands-on exploration. Activities that encourage observation, measurement,
sorting, prediction, experimentation, and communication can help students develop a
deeper understanding of scientific concepts. For example, observing birds and collecting
natural objects can stimulate curiosity and promote observational skills. Measuring objects
and tracking time can enhance quantitative reasoning. Sorting and classifying items can
develop organizational abilities. Predicting outcomes can encourage inferential thinking.
Experimenting with different materials can foster a sense of cause and effect. And
communicating findings can improve verbal and written expression.
By incorporating these science process skills into everyday activities, educators can create a
stimulating and engaging learning environment. For instance, during mealtime, students can
count items, sort ingredients, and predict the taste of a new dish. While playing outside,
they can measure the height of a tree, observe insect behavior, and experiment with
different materials to build structures. Even simple tasks like getting dressed or completing
household chores can provide opportunities to practice these skills.
Furthermore, it is important to create a supportive and inquiry-based learning environment
where students feel comfortable asking questions, exploring ideas, and making mistakes.
Encouraging curiosity and providing ample time for exploration can help students develop a
lifelong passion for learning. By fostering science process skills at a young age, educators
can equip students with the tools they need to become critical thinkers, problem solvers,
and lifelong learners.

4. Teaching Science in Children

Teaching science in early childhood program are important because it helps children to
develop a deep curiosity about the world around them and to foster love exploration and
discovery. By giving children, the chance to ask questions, observe and make experiment
will help them enhance their critical thinking skills and also their problem-solving skills. As
educator we need to build a foundation that will help children to develop skills and mindset,
they need to become confident, curious and creative learners for future academic success.
5. Teaching the Information (Content) of Science
Teaching science in early childhood plays a vital role in shaping children's foundational skills
for critical thinking, problem-solving, and inquiry. From this report, it becomes clear that
early exposure to science not only sparks curiosity but also establishes a pathway for
children to think systematically about the world around them. Inquiry-based learning, in
particular, provides a dynamic approach, allowing children to interact directly with scientific
phenomena, ask meaningful questions, and build lasting knowledge through hands-on
experiences.
One of the most significant takeaways is the emphasis on understanding science as both
content and process. It's not just about teaching children’s scientific facts, but also about
cultivating a mindset of exploration, observation, and questioning. The teacher’s role is
pivotal in facilitating this process, ensuring that students engage in meaningful
investigations and that they can make connections between their experiences and broader
scientific concepts.
However, implementing inquiry-based learning can be challenging. Ensuring that activities
go beyond superficial engagement and lead to deep thinking requires thoughtful planning
and scaffolding. The report highlights the importance of selecting developmentally
appropriate content that invites curiosity and allows for extended exploration.
The role of the teacher extends beyond providing materials to fostering an environment that
encourages curiosity and critical thinking. Effective science education, especially in early
childhood, integrates activities into broader thematic projects, making science a key
component of the child’s overall learning experience.
In conclusion, teaching science in early childhood is not just about imparting knowledge—it's
about nurturing a way of thinking that will serve children for life. The focus should be on
developing skills for inquiry, guiding children’s natural curiosity, and making science an
integral part of their early learning experiences.

6. General Problem Solving in the Classroom

Developing problem solving skills is crucial for success both in school and in life. In the
classroom, encouraging students with problem solving mindset can help them to face
challenges with confidence. Collaboration activities help children to communicate with
others, share ideas and learn from other's perspectives. Before the children becomes good
at problem solving, we need to teach them how to breakdown problems into small parts,
then start thinking about possible solution and the result it may produce. With these
strategies children will develop a systematic approach to problem solving. Giving feedback
also may help children to become more creative and to enhance their critical thinking. By
nurturing general problem solving in the classroom, we as educator can help children to
become more independent and confident to face challenges on their own.
SOURCES:
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problem-solving.html
General Problem Solver (A. Newell & H. Simon) - InstructionalDesign.org. (2018, November
30). InstructionalDesign.org. https://www.instructionaldesign.org/theories/general-problem-
solver/
Mcdaniel, R. (2010, June 10). Teaching problem solving. Vanderbilt University.
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Staff, A. L. I. (2024, February 27). Teaching Science in Early Childhood.

Blog.acceleratelearning.com. https://blog.acceleratelearning.com/teaching-science-in-early-
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MEMBERS:

Darang, Ma. Champaine

Atienza, Khailene

Reyes, Katrina

Mendones, Jelai Lyelle

Locquiao, Yannie Grace

Monses, Melody