1. SCIENCE DOMAIN IV

2. COMPETENCY 028 THEORY AND PRACTICE OF TEACHING SCIENCE THE TEACHER HAS THEORETICAL AND PRACTICAL KNOWLEDGE ABOUT TEACHING SCIENCE AND ABOUT HOW STUDENTS LEARN SCIENCE.

3. DEVELOPMENTALLY APPROPRIATE PRACTICES INTRODUCE SCIENCE CONCEPTS APPROPRIATELY. CHILDREN TEND TO VIEW THEIR OWN PERSPECTIVES AND DRAW CONCLUSIONS BASED ON THEIR LIMITED EXPERIENCES. ONCE MISCONCEPTIONS ARE ESTABLISHED IN LEARNERS’ MINDS THEY ARE DIFFICULT TO CHANGE.

4. DEVELOPMENTALLY APPROPRIATE PRACTICES TEACHERS NEED TO BEGIN LESSONS WITH DIRECT, CONCRETE ACTIVITIES GIVING STUDENTS EXPERIENCE WITH OBJECTS. AFTER CONCEPT UNDERSTANDINGS ARE ESTASBLISHED IN LEARNERS, THEN TEACHERS CAN MOVE THEM FROM THE CONCRETE TO MORE ABSTRACT REASONING.

5. DEVELOPMENTALLY APPROPRIATE PRACTICES THE USE OF GOOD QUESTIONS BY THE TEACHER IS CRITICAL TO PROMOTING LOGICAL THINKING AND SCIENTIFIC REASONING AMONG STUDENTS. GOOD QUESTIONING CAUSES STUDENTS TO REFLECT UPON THE LOGIC OF THEIR DATA AND OBSERVATIONS WITH CONFIDENCE AND ALSO IDENTIFY POSSIBLE MISINFORMATION OR MISUNDERSTANDINGS OF IMPORTANT CONCEPTS.

6. HIGH ORDER THINKING SKILLS LEVEL 1: KNOWLEDGE-RECALL OF FACTUAL INFORMATION (LIST, LABEL OR WRITE) LEVEL 2: COMPREHENSION- COMMUNICATE AN IDEA IN A DIFFERENT FORM. (EXPLAIN, RESTATE OR SUBMIT)

7. HIGH ORDER THINKING SKILLS LEVEL 3: APPLICATION-USE WHAT IS KNOWN TO FIND NEW SOLUTIONS OR APPLY IN NEW SITUATIONS (RELATE, UTILIZE OR MAKING USE OF) LEVEL 4: ANALYSIS-BREAK THINGS AND IDEAS DOWN INTO COMPONENT PARTS AND FIND THEIR UNIQUE CHARACTERISTICS (EXAMINE, STUDY)

8. HIGH ORDER THINKING SKILLS LEVEL 5: SYNTHESIS-USE WHAT IS KNOWN TO THINK CREATIVELY AND DIVERGENTLY; MAKE SOMETHING NEW OR ORIGINAL; PATTERN IDEAS OR THINGS IN A NEW WAY. ( CREATE, BUILD OR DEVELOP) LEVEL 6: EVALUATION-USE WHAT IS KNOWN TO MAKE JUDGEMENT AND RATINGS; ACCEPT OR REJECT IDEAS; DETERMINE THE WORTHINESS OF AN IDEAS OR THING. (