Assesment Report on Working Scientifically

Running head:SECONDARY SCIENCE
SECONDARY SCIENCE
Name of the Student
Name of the university
Author’s note

SECONDARY SCIENCE1
Analyze and critique the approach taken by your placement school regarding ‘Working
Scientifically’ and examine learning theories to consider how you will teach this aspect of
the curriculum effectively
My placement school “X” had provided students with the opportunity to learn about some
important scientific contents to a level of mastery and excellence. “Working scientifically” in the
field of science involves questioning and predicting, planning investigations, processing and
analysing data and information, communicating and problem-solving (Bybee et al. 2016). This is
to gain an understanding of the importance of the evidence in the formulation and the evaluation
of the explanations for developing scientific concepts. In our placement school, the students are
allowed to recognise the stimulating and authentic question and problems that are pertinent to
their lives, design their inquiry, gather, develop and present data. Our school curriculum has been
made in such a way that each of the students should actively take part in a variety of hands-on
activities where they can apply their skills and processes described in the working scientifically
curriculum (Woodley 2009). Worksheet-based classrooms and experiences in laboratory work
can be useful for the development of special skills or for gaining an understanding of the process
of working scientifically. Some of the experiential learning models that the school follows are
problem-based learning, project-based learning.
There are various types of learning theories that can be used to define experimental learning or
hands-on learning in science subjects. One of the popular learning theories is the theory of
“behaviourism”. Although the concept of behaviourism can be used to manage children in
primary sections, my school follows a constructivism standpoint, which allows the children to
experiment and explore in the classroom, focusing on the experience of learners.

SECONDARY SCIENCE2
In contrast to the theories of behaviourism, the constructivist teacher puts greater
emphasis on the experience of the learners. In context to this, I would say that both Piaget and
Vygotsky supported constructivism, yet there was a subtle difference between their perceptions
(Bonk and King 2012) . Piaget was mainly concerned with the cognitive structures, that is to
initiate from unknown known and to explore valid associations between knowledge that is inside
the classrooms and ita application outside the school premises. While Vygotsky’s concept was
close to Piaget’s cognitive constructivism, he emphasized more in the role of the social contexts
that provides help to the learners with the process of scaffolding and it can be said that students
can obtain knowledge and skills from the teachers and classmate better than himself. It has been
stated by Vygotsky that if students get the proper hint in, correct timing then that hint would help
the student to reach its target goals (scaffolding). This technique of scaffolding makes the use of
the zone of proximal development (ZPD) (Bower 2014). In our placement school, scientific
concepts are broken down and then explained to make it easier to understand. Any tasks or
activities chosen are normally within the ZPD of the children. Concerning this, it can be said that
an adult assists in providing scaffolding which “enables a child or novice to solve a problem,
carry out a task or achieve a goal which would be beyond his unassisted efforts" (Wood, Bruner
and Ross, 1976, p. 90). Teachers conduct word activities in the classroom to discuss the
scientific words in the classroom. All the concepts will be taught with enthusiasm, clarity, and
pace. This would ensure that the students are all motivated well, which will lead to accelerated
learning and ensure that the practical investigative skills and knowledge in the students are
enhanced. The role of “more knowledgeable others” can also be played by another peer or
parents.