INTRODUCTION
The Science Learning Progression is a learning model that was guided by the 2011 U.S. National Research Council framework for science education. The most recent draft in the Next Generation Science Standards is still open to the prying eye of public scrutiny and comment. This initiative had three main primary objectives that it wanted to achieve. (R. G. Duncan & A. E. Rivet, 2013). The first was to reduce the focus that has been concentrated on the so called big ideas. The second included creating a coherent platform for the learning of these new ideas. The final one was having a practical aspect to what is learnt in science.
Contextualizing science instruction is the process of utilizing a students’ prior knowledge and daily experiences as a catalyst for understanding difficult and challenging scientific concepts that are not out rightly straight forward. It often takes the form of examples that are sensible to students and they can easily relate with to ease the guidance of scientific ideas. (A. E. Rivet & J. S. Krajcik, 2005) These ideas more often than not, are situations in which students may have some experience either directly or indirectly prior to the presentation of these ideas while in science class, and that the students engage with continuously over extended periods of time.
The nature of science can be generally described as the values and beliefs that are heavily relied on as the corner stone for the development of scientific knowledge. (Leon Walls, 2010). This encapsulates ones beliefs on the origin of science, the building blocks of science, the beneficiaries of the use of science and the producers of scientific knowledge. Research shows that there is direct correlation between a learners knowledge of science with what his or her science literacy is at.
RESULTS
LP’s describe ways through which students might develop a more sophisticated way of thought processing over a long period of time. LPs usually begin by taking into account a learners’ prior know how and build towards a targeted learning goal. (R. G. Duncan & A. E. Rivet, 2013) This is be achieved through putting in place carefully designed instructions. The progressions define an intermediate level of student understanding, that has been derived, from research on student learning.
Contextualization is very handy and easy to use by both students and the science instructor. Real life situations are easily related to the scientific problem and adequate and appropriate responses and results developed to ensure smooth learning. (A. E. Rivet & J. S. Krajcik, 2005) This means that the instructor has ready made and easy means of teaching as he or she already has natural aids of teaching. The student on the other hand develops high and quick means of knowledge retention and understanding as he or she encounters the real life reference models in his or her life regularly.
The nature of science is a qualitative view that is basically described and classified into four distinct groups. (Leon Walls, 2010) It was basically presented as a question and it dwelled on the question how science works. This was brought down to what Science is for and how it generally works. The second part bordered on the scientists’ description and what they do as a means of earning a living. This resulted to individuals holding opposite opinions on what they had to say. The third section involved students having an emotional link to Science and they felt like what they were doing was totally fun. The last section depended on the tools and instruments that have been used.
References
Ann Rivet E., & Joseph. Krajcik S. (2005) Contextualizing Instruction
Duncan R. G., & Rivet A. E. (2013). Science Learning Progression
Leon Walls. (2010). Third Grade African American Students’ Views of the Nature of Science
