Pedagogical aspect of Science

A. Observation skills

B. Experimental skills

C. Critical thinking skills

D. All of the above

A. Relate to the environment of the child, be understandable to the child

B. Convey significant aspects of science content

C. Problem solving skills

D. Engage the child in learning process skills

A. To acquire questioning and inquiring skills

B. To create literacy

C. To appreciate the inter-relationship between science and art

D. To acquire academic excellence for competitive examinations

A. Model, Facilitator

B. Catalyst

C. Consultant

D. All of the above

A. To acquire questioning and inquiring skills

B. To create literacy

C. To appreciate the inter-relationship between science and art

D. To acquire academic excellence for competitive examinations

A. To know the facts and principles of science and its applications

B. To nurture the natural curiosity, aesthetic sense and creativity in science and technology

C. To gain the knowledge available through memorizing the content and progress of science

D. To imbibe the values of honesty, integrity and cooperation

A. Understanding

B. Creating

C. Analyzing

D. Remembering

A. Paper- pencil test

B. Observation

C. Checklist

D. Rating scale

A. Assess the general knowledge of students

B. Curiosity, Appreciation, Creativity

C. Curiosity, Persistence, Creativity, Appreciation

D. Curiosity, Persistence, Observation, Appreciation

A. Communicate to a group that the participation of each child is excepted & valued.

B. Provide opportunities for children to reflect on information

C. Encourage discussion by children on the responses of others.

D. Communicate to a group, reflect on information, encourage discussion, express a genuine interest in the ideas & feelings of the children, clarify their own solutions to problems, guide the children to observe objects & event in greater detail.

A. Ask question that require children to state their feeling & emotional responses to situations.

B. Teacher-centered questions

C. Convergent & Divergent

D. Open-ended question

A. Those that seek specific answers or have limited responses.

B. Process goes question-answer-question-answer & so on

C. Encourage a broad range of responses – can be based on prior knowledge or personal experiences, allow teachers the opportunity to extend learning & assess children’s knowledge more accurately.

D. Encourage a broad range of responses – can be based on prior knowledge or personal experiences, allow teachers the opportunity to extend learning & assess children’s knowledge more accurately, used to problem solve, creative thinking, stimulate learning, encourage cooperation, to brainstorm.

A. Those that seek specific answers or have limited responses, Process goes question-answer-question-answer & so on, used to review or recall prior information – can be memorized.

B. Process goes question-answer-question-answer & so on

C. Encourage a broad range of responses – can be based on prior knowledge or personal experiences, allow teachers the opportunity to extend learning & assess children’s knowledge more accurately.

D. Encourage a broad range of responses – can be based on prior knowledge or personal experiences, allow teachers the opportunity to extend learning & assess children’s knowledge more accurately, used to problem solve, creative thinking, stimulate learning, encourage cooperation, to brainstorm.

A. Any teacher who can maintain a classroom atmosphere of warmth, acceptance & nurturance meets the basic qualifications for guiding young children in discovery, science.

B. People with whom they feel the bond of personal interest & caring

C. Teacher – maintain close rapport between child & teacher

D. All of the above

A. Increase interest.

B. Focus attention

C. Increase interest, encourage children to ask questions, arrange a task, active approach of learning, focus attention

D. Encourage children to ask questions, arrange a task, active approach of learning