10 Goals For Intermediate (Junior High School) General Science Class - Best Essay Writing Service Reviews Reviews | Get Coupon Or Discount 2016
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10 Goals for Intermediate (Junior High School) General Science Class

Developing critical thinking skills is important in understanding science as a process that is utilized to explain everyday experiences. This meets one of the standards of education that promotes the understanding and application of scientific knowledge and concepts, particularly for problem-solving. The implementation of this goal is observed through practical or hands-on activities that require students to apply the theories and concepts previously learned or questions that assess how a student is able to apply scientific concepts to identified problems.

2. To distinguish related scientific theories and describe how one is related to the other. Lessons or topics in science are interrelated. One will not be able to understand complex concepts without knowledge of simple concepts. This justifies the need for students to distinguish the relationship between scientific theories and describe how one theory or concept is related to the other.

Implementing this goal necessitates asking questions that review obtained knowledge from previous lessons as they are related to current lessons or requiring a single project or activity after the conclusion of lessons covered in a unit that entails the application of all concepts learned. 3. To increase one’s familiarity with scientific standards. Learning in science is process-oriented. It requires the knowledge of how to proceed with a scientific investigation, a laboratory experiment, and such. Students need to become familiar with these standards in order to maintain the systematic or methodical nature of science.

This goal is achieved in everyday routines that are observed whenever students are expected to solve scientific problems, or to conduct laboratory experiments, field work, etc. 4. To demonstrate understanding of scientific concepts through the presentation of examples or illustrations that is related to the topic. Showing understanding of scientific concepts may be assessed through demonstration of knowledge. In this way, the teacher is able to determine how well the students have grasped significant scientific concepts.

By asking students to make assignments, such as the obtainment of articles, drawing pictures or stating examples, that are related to the lesson, the teacher will be able to accomplish this goal. Process Goals 5. To consciously and perceptively utilize hands-on equipments for various purposes. Scientific learning also occurs in laboratories. Students are expected to know how to handle hands-on equipment in order to learn without difficulties. This goal may be accomplished by allocating time to discuss the appearance and purposes of hands-on equipment that is found inside the laboratory, prior to conducting laboratory activities.

6. To obtain knowledge from undergoing learning experiences outside the classroom environment. Sometimes, classroom learning is not sufficient to make students understand lessons. There is a need to expose students to actual experiences through field trips since things that are experienced are those that students are more likely to remember. This goal is accomplished by initiating field trips to places that are not only educational but also entertaining. 7. To reinforce learning through a classroom environment that supports knowledge and education. The learning environment greatly contributes to learning and teaching success.

For this reason, there is a need to structure the learning environment into a space that is conducive to education. This may be accomplished by designing the room with pictures or illustrations, and other instructional materials that constitute scientific concepts attractively. 8. To enhance the learning process by focusing on visual and practical instructional materials. Instructional materials should be attractive and motivating in order to catch the attention of students. Dale’s Cone of Experience regards practical or hands-on learning as the most efficient instructional material, followed by audio-visual materials.

The use of audio-visual materials and implementation of practical or hands-on activities realizes this goal. Affective Goals 9. To grasp how science is related to one’s life. One of the goals of science is for a learner to realize how scientific concepts are useful in everyday situations. This particular goal may be accomplished by directly asking students how scientific concepts learned are related to their lives, or by allowing them to read books or watch movies wherein the field of science has contributed in solving real-life social problems, such as global warming, greenhouse effect, pollution, medical diseases, and such. 10.

To take pleasure and appreciate learning general science through fostering enthusiasm and self-motivation. Learning science is best facilitated through one’s desire in continuing education. In addition, the desire to learn even outside the confines of the classroom environment allows one to gain wider perspectives about scientific concepts. For this reason, there is a need for teachers to foster enthusiasm and self-motivation within the learners. This goal may be accomplished by asking students how science has changed their lives or the state of society positively or by leading them to realize the benefits and advantages of learning science.

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