Teaching Nature of Science in Grade 3 Learners through Differentiated

Activities

Chapter I
INTRODUCTION

Science education plays a crucial role in developing students’ critical thinking, problem-
solving skills, and scientific literacy.Since it has an impact on everyone’s everyday activities and
employment, science plays a significant part in daily life. In order to simplify their lives and
work, humans use a range of tools, combining scientific knowledge with creativity and other
efforts (Tortorella et al., 2021). Science may help people strengthen their reasoning, creativity,
analytical skills, and critical thinking (Darling-Hammond et al., 2020). It also helps people to
learn, approach problems in a methodical way, and base conclusions on a range of facts and
verifiable evidence. In the early years of education, it is essential to introduce students to the
nature of science, which forms the foundation for their understanding of scientific concepts and
processes. As a consequence, everyone ought to study science. One goal of science education is
to develop students into scientifically literate people who can derive ideas and information from
the results of experiments, as well as acquire processes and knowledge through observations,
surveys, investigations, and experiments (Olson, 2018; McComas & Clough, 2020).The nature of
science refers to the characteristics, values, and assumptions that are inherent in scientific inquiry
and the development of scientific knowledge. It includes concepts such as the empirical basis of
science, the role of observation and experimentation, the tentative nature of scientific knowledge,
and the importance of creativity and imagination in scientific discovery.

Teaching the nature of science to young learners can be challenging, as they may have limited
prior knowledge and experience with scientific concepts and processes. However, by using
differentiated activities, educators can create a supportive and engaging learning environment
that meets the diverse needs and interests of students. Differentiated activities involve tailoring
instruction to the individual learning styles, abilities, and interests of students. This approach
recognizes that students learn in different ways and at different paces, and it provides
opportunities for students to explore scientific concepts and processes through a variety of
hands-on, inquiry-based activities.
Background of the study
The nature of science (NOS) is a fundamental aspect of scientific literacy that encompasses the
values, assumptions, and practices of science. It is essential for students to understand the NOS
to develop a critical and informed perspective on scientific knowledge and its applications.
However, teaching the NOS to young learners can be challenging, as it requires a deep
understanding of scientific concepts and the ability to communicate them in a way that is
accessible and engaging.
Differentiated instruction is an approach that recognizes and responds to the diverse learning
needs of students. It involves providing multiple means of representation, expression, and
engagement to accommodate different learning styles, abilities, and interests. By using
differentiated activities, teachers can create a more inclusive and supportive learning
environment that allows all students to succeed.
In recent years, there has been growing interest in the use of differentiated activities to teach the
NOS in elementary school classrooms. Several studies have shown that differentiated instruction
can improve students’ understanding of the NOS and their engagement in science learning (e.g.,
Bybee, 2013; Lee & Buxton, 2010). However, most of these studies have focused on older
students, and there is limited research on the effectiveness of differentiated activities in teaching
the NOS to grade 3 learners.
Grade 3 is a critical stage in students’ scientific development, as they begin to develop more
abstract thinking skills and a deeper understanding of scientific concepts. It is therefore
important to explore effective strategies for teaching the NOS to grade 3 learners to support their
scientific literacy development.
The study will use a mixed-methods approach that combines quantitative and qualitative data
collection and analysis techniques. The quantitative data will be collected through pre- and post-
tests to measure students’ understanding of the NOS. The qualitative data will be collected
through classroom observations, interviews with teachers and students, and analysis of students’
work samples.
The findings of this study will have important implications for science education research and
practice. They will contribute to our understanding of how to effectively teach the NOS to young
learners and provide practical recommendations for teachers on how to differentiate activities to
meet the diverse learning needs of their students.
Objectives

The primary purpose of this study is to explore the effectiveness of differentiated activities
in promoting Grade 3 learners’ understanding of the Nature of Science. Specifically, this research
seeks to:

1. Assess students’ initial understanding of NOS concepts before implementing

differentiated activities.

2. Design and implement differentiated activities that illustrate key NOS principles in the
classroom, categorized into three levels of contextualization: decontextualized,
moderately contextualized, and highly contextualized.

3. Measure the changes in students’ understanding of NOS following the differentiated

activities using pre- and post-assessments.

4. Observe and document student engagement and participation during differentiated

activities compared to traditional instructional methods.

Significance of the study

This study holds significant implications for both science education research and practice:

To future researcher: By examining the effectiveness of differentiated activities in

teaching NOS, this study will contribute valuable insights to the field of science
education.

To teacher: The findings will provide teachers with practical strategies for effectively
integrating NOS instruction into their classrooms, catering to diverse learning needs.
 To students: By promoting a deeper understanding of the NOS, this study aims to
empower students to become more engaged and critical thinkers in their science learning.

Scope and Limitation

This study is limited by its focus on Grade 3 learners in a specific classroom setting. The
findings may not be generalizable to other grade levels or educational contexts. Additionally, the
study’s reliance on pre- and post-assessments as the primary measure of understanding may not
capture the full range of learning outcomes related to NOS.
Definition of terms
Nature of Science (NOS): The fundamental principles, processes, and values that underpin
scientific inquiry, including the empirical nature of science, the tentative nature of scientific
knowledge, and the role of creativity and collaboration in scientific endeavors.
- Differentiated Activities: Instructional strategies that cater to diverse learning needs by
providing different levels of support, challenge, and engagement.
- Decontextualized Activities: Activities that focus on abstract NOS concepts without direct
connection to real-world applications.
- Moderately Contextualized Activities: Activities that connect NOS concepts to real-world
scenarios or phenomena.
- Highly Contextualized Activities: Activities that involve hands-on investigations or problem-
solving tasks directly related to real-world issues.
 CHAPTER II

REVIEW OF RELATED LITERATUREN AND RELATED STUDIES

This chapter presents the different literature and studies pursued to gather insights for the
study. This also includes the relevant information considered to strengthen the concepts and
variable of the study.

Importance of Nature of Science Instructions

The Nature of Science (NOS) is the key that unlocks the mysteries of how science works,
transforming it from a collection of facts into a dynamic process of discovery and understanding.
Nature of Science instruction is crucial because it teaches students what science truly is, how
it operates, and why it matters. Rather than memorizing facts, students learn to see science as a
process of inquiry, where evidence is collected and analyzed to develop and refine
understanding. Through NOS, students grasp the values guiding science—such as objectivity and
openness to change—helping them evaluate scientific claims and make informed decisions.
Ultimately, NOS fosters scientific literacy, equipping students not only with knowledge but also
with an appreciation for the role, methods, and limits of science in society (Lederma &
Lederman 2014).
According to HA Yacoubian (2020) the importance of teaching the Nature of Science (NOS)
as a process of inquiry rather than just a set of facts. NOS instruction should focus on developing
students’ critical thinking skills by encouraging them to understand how scientific knowledge is
built, tested, and revised. By teaching students to question and evaluate evidence, NOS helps
students recognize science as a dynamic, evolving field.
According to the study by Angelo Mark et. Al(2022)teachers’ scientific literacy and their
teaching efficacy, meaning that teachers with a stronger understanding of scientific concepts are
more confident and effective in their teaching. The importance of NOS instruction, as it not only
enhances teachers’ scientific knowledge but also improves their ability to teach these concepts
effectively to students. For teachers to effectively convey the nature of science to students, they
must first have a solid foundation in scientific literacy. NOS instruction for teachers is essential,
as it can lead to more effective teaching practices, fostering critical thinking and a deeper
understanding of science in students.
In the article Reconceptualizing Nature-of-Science Education in the Age of Social Media (2020),
Höttecke and Allchin explore the challenges and opportunities of teaching the Nature of Science
(NOS) in a world where social media heavily influences how scientific information is shared.
They argue that traditional approaches to NOS education must be updated to address the impact
of social media, where scientific content can often be oversimplified, misrepresented, or
distorted. The authors stress the need for NOS education to help students critically engage with
science in the digital space, identify misinformation, and understand how scientific knowledge is
developed. NOS instruction should not only focus on scientific processes but also teach students
how to assess and participate in online science discussions.
One of the primary challenges in teaching NOS is the prevalence of misconceptions among
students. Many students hold naive or incorrect beliefs about the nature of science, often
perceiving it as a rigid system of absolute truths rather than a dynamic and evolving process.
These misconceptions can be deeply ingrained and resistant to change, making it difficult for
students to develop a more accurate understanding of NOS.
Lederman and Lederman (2018) emphasize the importance of addressing these misconceptions
in order to improve students' understanding of NOS and its relationship to evolution. They
suggest that explicit instruction and engaging activities are necessary to help students confront
and overcome their misconceptions. For example, teachers can use case studies, simulations, and
discussions to challenge students' assumptions and promote critical thinking about the nature of
science.
In addition, Allchin (2017) points out that one of the significant challenges in teaching the nature
of science is dealing with students' pre-existing misconceptions that can hinder their
understanding of the complex and dynamic nature of scientific knowledge. For example, students
might wrongly believe that scientific theories are absolute facts, rather than understanding that
they are subject to change and refinement based on new evidence.
Another challenge in teaching NOS is the abstract nature of its concepts. NOS concepts such as
scientific inquiry, scientific theories, and the nature of evidence are often difficult for students to
grasp, especially younger learners. These concepts require students to think abstractly and to
understand complex relationships between different aspects of science.
To address this challenge, educators can use a variety of teaching strategies to make NOS
concepts more concrete and accessible to students. For example, teachers can use hands-on
activities, experiments, and real-world examples to illustrate the concepts of scientific inquiry
and the nature of evidence. They can also use visual aids, such as diagrams and charts, to help
students understand the relationships between different NOS concepts..
Karpudewan et al. (2016) found that using concept mapping can enhance students' understanding
of the nature of science. Concept mapping allows students to visually represent the relationships
between different NOS concepts, making them more concrete and easier to understand.
A third challenge in teaching NOS is the lack of time and resources available to educators. Many
teachers face heavy workloads and limited instructional time, making it difficult for them to
incorporate NOS instruction into their curriculum. Additionally, many schools lack the resources
and materials necessary to support effective NOS teaching, such as textbooks, laboratory
equipment, and professional development opportunities.
To address this challenge, educators can prioritize NOS instruction and integrate it into existing
science curricula. They can also seek out resources and materials that are available online or
through professional organizations. Additionally, schools and districts can provide professional
development opportunities for teachers to help them develop the skills and knowledge necessary
to teach NOS effectively.
Subban (2016) highlights the importance of differentiated instruction in addressing the diverse
learning needs of students in science education. By providing students with choices and
opportunities to learn at their own pace, differentiated instruction can enhance student
engagement and motivation, while also helping to overcome the challenges of limited time and
resources.
Differentiated instruction has emerged as a crucial pedagogical approach in science education,
aiming to meet the diverse learning needs of students. This literature review explores the role of
differentiated instruction in science education and its impact on student learning outcomes.

Differentiated Instruction in Science Education

Differentiated instruction has emerged as a crucial pedagogical approach in science education,

aiming to meet the diverse learning needs of students. One of the key benefits of differentiated
instruction in science education is its ability to address the diverse learning needs of students.
Students come to the science classroom with varying levels of prior knowledge, learning styles,
and interests. Differentiated instruction allows teachers to tailor their instruction to meet the
individual needs of each student, ensuring that all learners have access to appropriate learning
experiences.
Tomlinson (2017) emphasizes the importance of differentiating instruction based on students'
readiness, interests, and learning profiles. By providing students with multiple entry points and
pathways to learning, teachers can help students build on their prior knowledge and skills and
make connections to new concepts. For example, teachers can offer different levels of reading
materials, provide hands-on activities for kinesthetic learners, and allow students to choose
topics for research projects based on their interests.
Another important aspect of differentiated instruction in science education is its ability to
promote student engagement and motivation. By providing students with choices and
opportunities to learn at their own pace, differentiated instruction can enhance student ownership
of learning and increase their motivation to learn.
Hall et al. (2018) suggest that differentiated instruction can help create a more inclusive and
supportive learning environment, where students feel valued and respected. When students are
engaged and motivated, they are more likely to take risks, ask questions, and persist in the face
of challenges. This can lead to deeper learning and improved academic outcomes.
Differentiated instruction can also help students develop a deeper understanding of scientific
concepts. By providing varied levels of challenge and support, teachers can help students move
beyond rote memorization and develop critical thinking and problem-solving skills.
Bybee (2016) argues that inquiry-based learning is an effective approach to differentiated
instruction in science education. Inquiry-based learning allows students to actively explore
scientific concepts, ask questions, and develop hypotheses. By providing students with
opportunities to engage in hands-on investigations and experiments, teachers can help students
develop a deeper understanding of the scientific method and the nature of science.
Differentiated Activities for Teaching Nature of Science

Differentiated activities play a crucial role in teaching Nature of Science (NOS) concepts to
students of all ages. Inquiry-based learning is a widely recognized approach that encourages
students to actively explore scientific phenomena, ask questions, gather evidence, and draw
conclusions. This activity allows students to develop critical thinking skills and a deeper
understanding of the scientific process.

Bybee (2016) highlights the importance of the BSCS 5E instructional model in inquiry-based
learning. The model consists of five phases: Engagement, Exploration, Explanation, Elaboration,
and Evaluation. By following these phases, students can engage in hands-on investigations and
construct their own knowledge of NOS concepts.
Concept mapping is a visual tool that helps students organize and represent their knowledge of
NOS concepts. It involves creating a diagram that connects key ideas and concepts with lines and
arrows. This activity allows students to see the relationships between different NOS concepts and
how they are interconnected.
Karpudewan et al. (2016) found that using concept mapping can enhance students’ understanding
of the nature of science. Concept mapping allows students to visually represent the relationships
between different NOS concepts, making them more concrete and easier to understand.
Role-playing is an activity that allows students to take on the roles of scientists and engage in
debates or discussions about scientific controversies. This activity helps students develop
communication skills, critical thinking skills, and an understanding of the social and ethical
aspects of science.
Sadler et al. (2016) suggest that role-playing can be an effective way to teach NOS concepts. By
engaging in role-playing activities, students can experience the process of scientific inquiry and
the challenges that scientists face in their work.
Case studies are real-world examples that allow students to analyze scientific issues and explore
the ethical, social, and environmental implications of scientific discoveries. This activity helps
students develop critical thinking skills, problem-solving skills, and an understanding of the
complexity of scientific issues.
Zeidler et al. (2016) emphasize the importance of contextualizing socio-scientific issues in
science education. Case studies provide a context for students to explore these issues and
develop a deeper understanding of the nature of science and its impact on society.
.

CHAPTER III

METHODOLOGY

This chapter presents the methodology in undertaking the study which includes the research
design, respondents of the study, research instrument, research procedure and the statistical
treatment of data for analysis and interpretation.

Research Locale
This study will be conducted at Cabatang Elementary School, located in Cabatang, Tiaong,
Quezon. This school is one of the public elementary institutions in the Division of Tiaong,
Quezon District II. The researcher has chosen this site to carry out the study, providing an
appropriate setting to explore and enhance the basic process skills of Grade 6 pupils through
inquiry-based learning.
Respondents
The participants in this study will be a class of Grade 3 learners at a local elementary school.
The sample size will be determined based on the availability of students and the feasibility of
data collection.
Research Design
This study will employ a mixed-methods approach, combining quantitative and qualitative data
to investigate the effectiveness of differentiated activities in teaching NOS to Grade 3 learners.
Quantitative data: Pre- and post-assessments will be used to measure changes in students’
understanding of NOS concepts.
Qualitative data: Observations and field notes will be collected to document student engagement
and participation during differentiated activities.

Research Instrument
Pre- and post-assessments: These assessments will be developed to measure students’
understanding of key NOS concepts, including the empirical nature of science, the tentative
nature of scientific knowledge, and the role of creativity and collaboration in scientific
endeavors.
Observation protocol: This protocol will be used to guide observations of student engagement
and participation during differentiated activities.

Procedure/Data collection
1. Pre-assessment: Students will complete a pre-assessment to measure their initial understanding
of NOS concepts.
2. Differentiated activities: The researcher will implement a series of differentiated activities
categorized into three levels of contextualization: decontextualized, moderately contextualized,
and highly contextualized.
3. Post-assessment: Students will complete a post-assessment to measure their understanding of
NOS concepts following the differentiated activities.
4. Observations: The researcher will observe and document student engagement and participation
during differentiated activities.
Quantitative data: Pre- and post-assessment scores will be analyzed using descriptive statistics
and paired t-tests to determine the effectiveness of differentiated activities in improving students’
understanding of NOS.
Qualitative data: Field notes and observations will be analyzed using thematic analysis to
identify patterns and themes related to student engagement and participation.