Zenande Matiyela

ST10127373

TNST6311 POE

Lecturer: P. Mabologa
 ➢ Question 1:

The goal of learning Natural Sciences is to increase scientific knowledge and understanding, to
improve science process skills, and to get a better grasp of sciences’ role in society. Natural is
aiming at developing learners who will be able to:

• Access and recall information: learners will be able to use a variety of sources to acquire
information, and they will be able to remember relevant information and key ideas and
build conceptual framework.
• Raise questions: Learners will be able to think of and articulate relevant questions about
problems, issues, and natural phenomena.
• Hypothesize: Learners will be able to put forward a suggestion or possible explanation
to account to certain facts.
• Do investigation: Learners will be able to carry out methods using appropriate apparatus
and equipment, and collecting data by observing and comparing, measuring, and
estimating, sequencing, or sorting and classifying, sometimes repeating an investigation
to verify the results.

Teachers want to see their students perform better, and technology may help them do so. To
address the issues, administrators should assist teachers in gaining the skills they need to use
technology to improve student learning. Furthermore, using technology in the classroom
should make teachers’ tasks easier without adding to their workload. Students benefit from
technology because it gives them with fast access to knowledge, rapid learning, and engaging
ways to apply what they have learned. It allows students, particularly in STEM, to explore new
disciplines and get a better comprehension of concepts. Students can learn 21 st- century
technical abilities needed for future careers by using technology both inside and outside the
classroom.

Impact of technology on teaching and learning:

➢ Technology affords better access to resources:
We have access to information at our fingertips 24 hours a day with an internet
connection. This provides learners with access to anything form research materials and
instructional applications to interactive edutainment and open resources from top
universities all around the world. Students can also augment their learning by
collaborating on group projects using resources like wikis and cloud-based apps, or by
engaging with online organizations and virtual communities in real time. Instructors can
also give students access to course content (and other resources) by using learning
management systems to create portals or by giving each student access to course-
specific software. Open educational resources may provide beneficial course materials
that students can access during a course for budget-conscious educators (Top Hat Staff,
2021)
➢ Technology can improve student engagement:
Students can benefit from technology since it makes learning more enjoyable and
collaborative. Students learn by doing and critical thinking rather than memorizing
knowledge. This might be as basic as participating in a tech-enabled group discussion or
completing an interactive quiz in class. It could also be as simple as playing educational
games, experimenting in a virtual lab, or going on a virtual field trip. Blended learning is
an excellent approach to guarantee that you are using technology to engage your
students both in and out of the classroom. Blended learning is an educational technique
in which students learn both online and face-to-face. It is a combination of traditional
in-classroom and online education with multimedia components such as interactive
discussions and live chats (Top Hat Staff, 2021)

➢ Technology can expand classroom boundaries:

The classroom no longer has walls, thanks to technological advancements. There are no
longer any boundaries in the learning environment. In addition to the person teaching
the course through the use of technology, education can be offered by any number of
subject matter experts in the real world. Finally, technology allows students to broaden
their perspectives by connecting their learning to the actual world beyond textbooks
and lectures.

➢ Technology can encourage self-paced learning:

Students who struggled to grasp new topics in a regular classroom would quickly lag
behind their peers. Self-paced learning components, on the other hand, allow students
to progress at their own rate during the learning process. Those who require more time
 or assistance outside of class can do so through guided exercises or supplemental
coursework. Students can access online learning tools anytime they need them thanks
to technology's always-on nature. These tools can also help instructors figure out which
pupils may require additional assistance. Students can develop digital literacy and 21st-
century skills through self-paced learning with these new devices, which will benefit
them when they enter the job.

The 21st- century skills in Natural Sciences and Technology:

Science education reform focuses on fostering deep content knowledge through active
intellectual engagement and emulating disciplinary practices and thinking, while 21st-century
skills emphasize the development of broadly applicable capacities, habits of mind, and
preparing knowledge workers for a new economy (Windschitl 2009). When training addresses
the nature of science and supports the use of science practices, excellent science education can
provide a rich framework for developing many 21st-century abilities, such as critical thinking,
problem solving, and information literacy. It goes on to say that good science education and
21st-century skills go hand in hand when: science leaders cultivate 21st-century skills that best
align to good science teaching; assessments are aligned with 21st-century curriculum and
instruction, and appropriately measure students' progress toward skill acquisition in addition to
mastery of core content (Education Technology Staff, 2016)

Teaching Model and its relevance to Natural Science and Technology:

➢ Metacognition:
Students are taught to reflect on their own thoughts. Students learn to think about their
thinking and intentionally utilize tactics to maximize their reasoning and problem-
solving abilities, according to John Flavel. A metacognitive thinker understands when
and how he learns best and uses tactics to overcome learning obstacles. Students learn
to adapt to new learning obstacles as they learn to regulate and monitor their mental
processes and comprehension. One of the main goals of education is to prepare pupils
to be adaptable to different situations and issues. A metacognitive thinker is
characterized by the capacity to transfer knowledge from school to the workplace or
home.

➢ Constructivism:
Assisting kids in gaining a better knowledge of science
Constructivism is a key learning theory that is especially relevant to scientific education
and learning. Individuals develop new knowledge from their experiences, according to
Piaget, through accommodation and assimilation. Learning is viewed as a process in
which students actively construct or build new ideas and concepts based on existing
knowledge and new information, according to constructivism. The constructivist teacher
 is a guide who helps pupils uncover principles and build knowledge within a framework
or structure.

➢ Pedagogical Content Knowledge:

A competent scientific teacher, on the other hand, is aware of the challenges children
confront and the misconceptions they develop and knows how to draw on existing
knowledge while presenting new concepts so that students can form new, right
understandings. Expert pedagogical content knowledge (PCK) is referred to by
Schulman, who claims that exceptional teachers have both expert content knowledge
and expert PCK. "Expert teachers have a deep understanding of their particular
disciplines, knowledge of the conceptual barriers that students confront in learning
about the discipline, and knowledge of effective tactics for working with students,"
Bransford, Brown, and Cocking write in How People Learn. Teachers' understanding of
their fields provides a cognitive blueprint for guiding their students' assignments,
gauging their progress, and responding to their inquiries."

The importance of using Bloom’s Taxonomy to plan learning experiences:

Bloom's taxonomy is a hierarchical framework that categorizes pupils' thinking skills,

ranging from the most basic skill of memorizing knowledge to assessment, which entails
judging and expressing an opinion on information. Bloom's taxonomy is a useful tool for
teachers and educators to utilize when creating lesson plans and assessments to
promote critical thinking. This Bloom's taxonomy article tries to assess the notion of
Bloom's taxonomy, as well as highlight its merits and practical strategies for using the
tool efficiently. Bloom's taxonomy was created to assist instructors in determining the
intellectual level at which each pupil is capable of functioning (Rudnicki, 2018). As
students prepare to attain the top three stages of analysis, synthesis, and assessment, it
also assists them in probing deeper and asking more specific questions, as well as
creating instructions geared at enhancing critical thinking. Teachers ask 300–400
inquiries every day, according to Alford, Herbert, and Fragenheim (2006). As a result, it
is critical for teachers to have the tools they need to engage students, foster discussion,
stimulate higher cognitive thinking, and assess students' learning progress.
Bloom's taxonomy allows teachers to pose challenging questions to students to assess
their knowledge because the facts provided form the basis of their justification of an
answer. It also promotes students' ownership and sense of power over their education
because students can be motivated in a way that encourages the decision to make
judgments and commit to an idea, allowing them to reflect on a specific issue where the
teacher provides the implications relating to Bloom's taxonomy, in short, not only
encourages and teaches pupils to make their own decisions in the classroom, but it also
promotes a life skill.
 NOTE: All lesson plan templates are to be typed up, no handwritten lesson plans will be accepted for final
submission of the POE. Please use the template below which will be made available to you as a dynamic form in
MS Word format. Refer to

STUDENT INFORMATION
STUDENT NAME Zenande Matiyela
STUDENT NUMBER ST10127373
QUALIFICATION BEI3
YEAR OF STUDY 2022

GENERAL LESSON INFORMATION

GRADE 5
SUBJECT (CAPS) Natural Sciences and Technology
TOPIC Matter and Materials
DATE OF LESSON 20 June 2022
NUMBER OF LEARNERS 30
DURATION OF LESSON 1 hour
CAPS SPECIFIC FOCUS (link here) • Processing materials
• Combing materials: cooling and mixing
• Comparing properties before and after
 REFERENCES
Eg: Department of Basic Education (2011).
Curriculum and Assessment Policy Statement
(CAPS), Grades 4-6
Mathematics. Retrieved…. from
http://www.thutong.doe.gov.za. p.
SUMMARY OF CONTENT TO BE COVERED. The teacher will show learners a video on
Briefly describe ‘what’ content you need to cover. how to produce make their own glue. The
This will inform the lesson objectives and choice teacher writes down notes on properties of
of teaching strategy. mixing and materials. Learners will also have
to conduct their own experiment on how
make their own glue. After the experiment
has been done, the learners will have to
record their progression and answer
questions on the experiment.

RATIONALE FOR LEARNING DESIGN

To frame your thinking and engage is purposeful
learning design, describe your conceptualisation,
teaching, and assessment as/of/for knowledge as
it relates to this content and context. Consider
the following questions and write a paragraph
that responds to these questions:
1. How does the knowledge of this topic inform
choices for learning design?
• What is the main idea/s and most important • The learners must be able to identify
things to know about this topic? different materials and have prior
• What ways of thinking and doing are knowledge about combining materials.
important for learning this topic? • Learners must be open to learning new
• How do these inform the design of learning things about the topic and be willing to
tasks and sequencing of lesson steps? look at the experiment at different
perspectives.
2. How do learners and their diversities inform • Learners will be given instructions that
choices for lesson design? they will need to follow and that will
• How have I ensured that all learners may make sure that the lesson has a
participate and learn? sequence.
• The learners will be put in small groups
3. How do opportunities in this context inform that the teacher will be able to control,
choices for lesson design? and since this is an experiment, each
• What possibilities and constraints have I learner will have different roles when
considered? conducting it.

LESSON OBJECTIVES
Use the verbs from Blooms Taxonomy to frame your objectives.
1. By the end of this lesson, learners will be able Materials can be processed to make new
to… materials.
2. By the end of this lesson, learners will be able Observe the process of making glue.
to…
3. By the end of this lesson, learners will be able Read and draw conclusions.
to…
4. By the end of the lesson, learners will be able Make their own glue.
to ……

TEACHING AND LEARNING STRATEGIES

Select one or more of the teaching strategies you ☐Direct Instruction X
will employ that is/are suitable for your content ☐Discussion
and context.
☐Small-group work X
PS: Click on the strategy for information. ☐Case Study
☐Writing for learning

Direct Instruction, Discussion and Small Group- ☐Inquiry-based learning

work. ☐Cooperative Learning
☐Gamification
☐Play-based learning
☐Station-based
☐Whole class
☐Teacher-guided
☐Other
If you have selected ‘Other’ explain your strategy.
Justify your choice/s. The best teaching strategies are discussion,
small group work, and direct instruction,
when considering the demands of the topic
knowledge and abilities to be taught, as well
as the learners' learning needs. Direct
instruction is best for the lesson since it
allows the students to take charge of their
learning and so feel free to express
themselves. The educator will facilitate their
learning and assist the students as needed.
When students work in groups, they are more
likely to learn because they are able to listen
to one another's opinions and assist one
another when they are having difficulty.
 Learners will be able to share their ideas and
ask questions regarding terminology and
topic that they don't grasp because of the
discussion.

Phases Write, in detail, every element/step of your lesson for each Resources
phase. Include time on task for each phase. Required

Consider carefully, your plan to excite learners and draw

them into the topic.
The educator will discuss with the learners if they
remember what the word ‘property’ means from the
previous chapter when we looked at the properties of
metals and nonmetals. Ask learners if they have tasted
jelly, inform learners that jelly comes in different
colours and flavours. Ask learners which Jelly flavour is
their favourite. (5 minutes)
Use your lesson rationale to guide how you plan to meet the YouTube clip:
objectives. https://www.youtube.co
Explain to learners that there are many ways of m/watch?v=Y20_tJQbv2s
processing materials into new materials, and that there
are many reasons why we would wish to process Hot water
materials into new materials. Inform learners they will Measuring cups
be conducting a lesson, where the learners will have to All-purpose flour
make their own glue. The learners were required to Vinegar
bring materials and the teacher had informed the Baking soda
learners beforehand. The teacher will play a small video Container
for the learners so that they can see what is required of Milk
them. The learners will be put into groups, and they will Worksheets
be given worksheets that have the materials and the Pen and pencil
instructions on how to make the glue. The teacher will
go around checking the progression for the learners just
to check that they are on the same page. Learners will
also be given worksheets that they will need to answer
regarding the experiment. (45 minutes)
 Describe your plan to draw the lesson to a consolidated
close.
The educator will conclude the lesson by revising the
learning outcomes of the lesson. The educator will
then ask learners to hand in their worksheets and
clean up where they were working. (10 minutes)

Document any assessment activity that could be assessment of learning, for learning or
as learning.
The assessment takes place in the teaching and learning phase of the
lesson. The assessment is an informal experiment activity were the
learners will make glue and answer questions based on their experiment.
The assessment will assess learner’s prior knowledge of what they have
learnt in life.
skills as well as new vocabulary learnt in the lesson.
it will assess learners combining materials skills, observing, and recording
skills. And develop their knowledge of processing materials into new
materials. This assessment will help the educator know which learners
understand the content that was being taught and which learners still need to
improve and how can the teacher help these learners improve.

LESSON REFLECTION

B.Ed Year 1 and Year 2 (only)

(Answer the following questions after each lesson)

Describe, in detail, aspects of your lesson that worked well.

Click or tap here to enter text.
Which area or phase of your lesson did not go according to plan? Explain why you think this may have
happened and how would you do it differently next time.
Click or tap here to enter text.
Re-examine your lesson objectives. Did you meet them? Explain.
Click or tap here to enter text.
This is what I learnt about the learners in my class today (do not provide any names):
Click or tap here to enter text.
Any additional reflections?
Click or tap here to enter text.
B.Ed Year 3 and 4 (only) and PGCE TESF7112p/TESF7112w
(Answer the following questions after each lesson)

What was my most challenging moment in this lesson and why? How will I respond next time?
Click or tap here to enter text.
To what extent were the learners productively engaged in the learning process? Discuss.
Click or tap here to enter text.
If I had the opportunity to teach this lesson again to this same group of learners, what would I do
differently? Why?
Click or tap here to enter text.
What evidence/ feedback do I have that the learners achieved an understanding of the lesson
objective(s)?
Click or tap here to enter text.
Any additional reflections?
Click or tap here to enter text.

The IIE Supervisor’s Date:Click or tap to

Signature OR enter a date.

Mentor Teacher’s Signature Date:Click or tap to

enter a date.

Student’s Signature Date: 20 June 2022

Zenande Matiyela

Name: _____________________________

Topic: Combining Materials: Mixing and cooling

The best homemade all-purpose glue is created using milk as the foundation. This
is very similar to how non-toxic commercial glue is created. The ultimate product
can either be a thick craft paste or more conventional white glue, depending on
how much water you add.

➢ Materials:
• 1/4 (a quarter) cup hot water
 • 2 tablespoons powdered dry milk or 1/4 (a quarter) cup of warm milk
• 1 tablespoon vinegar
• 1/8 to 1/2 teaspoon baking soda
• More water, to reach desired consistency

➢ Instructions:

• Dissolve the powdered milk in the hot water. If you're using regular warm milk, start
with just that.
• Stir in the vinegar. You'll see a chemical reaction occur, separating the milk into curds
and whey. Continue stirring until the milk has completely separated.
• Filter the mixture through a coffee filter or paper towel. Discard the liquid (whey) and
keep the solid curd.
• Mix the curd, a small amount of baking soda (about 1/8 teaspoon), and 1 teaspoon hot
water. The reaction between the baking soda and the residual vinegar will cause some
foaming and bubbling.
• Adjust the consistency of the glue to suit your needs. If the glue is lumpy, add a bit more
baking soda. If it is too thick, stir in more water.
• Store the glue in a covered container. It will last 1 to 2 days on the counter, but 1 to 2
weeks if you refrigerate it
➢ Questions:

1. Describe the feel of the flour before mixing it with water. (2)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Describe the properties of the paste after mixing the flour with water. (2)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

3. What happens when you mix the paste with the vinegar? (2)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

4. Recall the states of matter. What state of matter is the flour and what is the state of the
water before mixing? (4)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. What state of matter is the paste? (2)

 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6. How long did it take for the paste to turn into glue? (1)
________________________________________________________________________
________________________________________________________________________

7. What is the state of the paste? (2)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Question 3:

Fossils are the remains or traces of plants and animals that lived a long time ago. Scientists can
learn about the past via fossils. Because of this, fossils are crucial to paleontology, the study of
ancient life. This could be their preserved remains or other remnants of them, like footprints
they left behind when they were still alive. Body fossils are fossilized remains, such as fossilized
bones and teeth. Body fossils also include fossilized shells. Trace fossils are further preserved
traces of a plant or animal. Dinosaur traces left behind include poop, skin or feather imprints,
and footsteps.

➢ Investigation on Fossils:
Earth that was once under water has most fossils. They typically developed from the hard
portions of living things, such shells, or bones. When a living thing passed away, it fell to the
ocean's floor. On top of it, layers of soil and the remains of other living beings accumulated.
These layers eventually solidified into rock. The hard components of the living animal
eventually changed into rock in whole or in part. These hard rock components take the form of
the fossil. Other fossils are traces left by soft substances that later become rock. For instance,
dinosaur footprints have been discovered in mud-formed rock. When a tiny bug or a bit of
vegetation becomes imprisoned in resin, a different type of fossil may develop. (Pine and fir
trees produce the sticky material known as resin.) The item inside is preserved when the resin
solidifies into the rock-like substance known as amber (Britannica, 2019).
 ➢ Study of Fossils:

The study of ancient plants and animals is known as paleontology. Paleontologists are scientists
who investigate the remains of these extinct living beings. Rocks preserved the remains, which
are known as fossils. Across the world, paleontologists search for fossils. They meticulously
remove fossils from the surrounding rock using specialized equipment. They record the precise
location of the fossils. Fossils can develop in a variety of ways. Permineralization is one method.
When an organism dies in a place like a marsh, its body is quickly buried beneath layers of
sediment, which is when this process starts. The tissues are compressed as more sediment is
deposited over time. Minerals from the water that percolates through the sediment gradually
replace the tissues. Permineralization typically preserves objects like bones, teeth, shells, and
tree trunks. Carbonization can preserve soft tissues like leaves, seeds, insects, and feathers. The
remains are flattened between two layers of rock during this procedure. On one layer of rock,
chemical changes in the remnants form a carbon film that resembles a print, while an
impression of the remains appears on the layer of rock directly opposite can determine the age
of the fossils thanks to this (British Geological Survey, 2020)

➢ Composition of rocks:
In terms of the metamorphic rock's chemical makeup Schist, marble, and gneiss are a few of the
most popular metamorphic rocks. Recrystallization refers to a change in the rock's particle size
during the metamorphism process. For example, in the metamorphosed sandstone,
recrystallization of the original quartz sand grains results in very compact quartzite, in which
the frequently larger quartz crystals are interlocked. Small calcite crystals in the sedimentary
rocks limestone and chalk are transformed into larger crystals in marble. High pressures and
temperatures both have a role in recrystallization. While high pressures cause the dissolution of
the crystals within the rock at their point of contact, high temperatures allow the atoms and
ions in solid crystals to move, reorganizing the crystals.
 ➢ Use of Rocks
In addition to some fine-grained, low-grade metamorphic rocks, sedimentary rocks are the
most common place to find fossils. It's possible that the fossils have been removed, leaving
molds in the surrounding rock, or that the molds have been filled with different materials in the
past, creating castings of the original fossils. Fossilization requires a quick burial by sediments
that were once suspended in water. The act of interring the remains protects them from the
biological and physical processes that would otherwise disintegrate or break down the body
parts. For instance, in marine habitats where quick burial by sediments is possible, fossils are
more likely to be preserved. Rocky mountaintops, where carcasses decompose quickly or where
there aren't enough sediments being deposited to bury them, are among the less favorable
habitats. Petrification through a process known as permineralization is the most popular way to
create fossils. After being buried in sediment, a shell, bone, or tooth may be exposed to fluids
rich in minerals that are traveling through the porous rock and fill with preserving minerals like
calcium carbonate or silica. The organic substance is eventually completely replaced by
minerals, and the remains are literally transformed into stone. By being exposed to heat and
applied pressure, foliated metamorphic rocks such as gneiss, phyllite, schist, and slate develop a
layered or banded look. The layered or banded look of non-foliated metamorphic rocks, such as
hornfels, marble, and quartzite, is absent. The metamorphic rocks can be utilized for sidewalks,
trim on buildings, old-fashioned chalkboards, roofs, patios, sculptures, and counters, pavement,
flooring, and garden decor.
➢ Comparison of fossils to living plants and animals:
It is possible to discover proof of evolution by analyzing fossils. These experts can identify
the characteristics of ancient creatures thanks to fossils. Paleontologists compare the
characteristics of organisms from various historical eras. They attempt to comprehend how
animals have changed over millions of years using this information. Fossils were the primary
source of proof for evolution up until recently. We also know through examining fossils that
many modern animals seem very different from ones that were living in the distant past.
Scientists have also demonstrated how the distribution of life on the earth varied. Where
animals dwell and how they have evolved to their changing surroundings have all been
impacted by earthquakes, volcanoes, shifting oceans, and other movements of the
continents.

➢ Fossil sites in South Africa:

The Cradle Nature Reserve, a 3 000-acre region with a magnificent array of plant and
mammal species exhibiting South Africa's diversity, is one of many locations in the country
where significant fossils can be unearthed. There are numerous paleontological sites in the
Cradle of Humanity, including the Sterkfontein, which is another location. In total, 15 sites
make up the World Heritage Site, including Bolt's Farm, The Swartkrans, Minnaar's Cave,
Cooper's Site, Kromdraai: Plover's Lake, Wonder Caves, Drimolen, Motsetse, Gladysvale,
Haasgat, Gondolin (Cradle of Humankind).
Fossils help scientists understand both the environment in which ancient species lived and
those animals themselves. Fossils offer both direct and indirect proof of past temperatures,
ecosystems, and even changes in the placement of landforms. Some researchers focus on
specific branches of paleontology. While paleobotanists concentrate on extinct plants,
paleozoologists investigate the fossils of ancient animals. Paleoclimatologists investigate
past climates using fossil evidence. Palaeogeographers use the fossil record to understand
how Earth's landforms and other geographical features have changed over time.
 Reference List:

Department of Basic Education (2011). Curriculum and Assessment Policy Statement

(CAPS), Grades 4-6 Natural Sciences and Technology. Retrieved…. from http://www.thutong.doe.gov.za.
p.

Britannica Kids. 2019. Fossils, 25 August 2019. [Online]. Available at:

https://kids.britannica.com/students/article/fossil/274394 [Accessed 20 June 2022]
British Geological Survey. 2020. Discovering Geological – Fossils and geological time, 19 May
2020. [Online]. Available at: https://www.bgs.ac.uk/discovering-geology/fossils-and-geological-
time/fossils/#:~:text=Why%20do%20we%20study%20fossils,widely%20separated%2C%20were
%20once%20connected. [Accessed 21 June 2022]
Flexbooks. 2021. Fossils, 16 May 2022. [Online]. Available at:
https://flexbooks.ck12.org/cbook/ck-12-middle-school-life-science-
2.0/section/4.4/primary/lesson/fossils-ms-ls/ [Accessed 24 June 2022]
London School of Management Education. 2019.Bloom’s taxonomy- what is it and How it can
be applied effectively to develop critical thinking skills, 6 January 2019. [Online].Available at:
https://lsme.ac.uk/blog/blooms-
taxonomy#:~:text=Basically%2C%20Bloom's%20taxonomy%20helps%20encourage,helps%20pr
omote%20a%20life%20skill [Accessed 20 June 2022]
Natural Sciences Teaching Association. 2011.Qualify Science Education and 21st Century Skills,
25 June 2011. [Online]. Available at: https://www.nsta.org/nstas-official-positions/quality-
science-education-and-21st-century-skills [Accessed 24 May 2022]
The Sourcebook for teaching Science. 2007.Theories and Perspectives in Science Education, 17
August 2007.[Online].Available at: http://www.csun.edu/science/ref/theory-research/theories-
science-education.html [Accessed 30 May 2022]
TopHat. 2021.How technology in the classroom can impact student learning, 15 May
2021.[Online].Available at: https://tophat.com/blog/how-does-technology-impact-student-
learning/#:~:text=Technology%20can%20help%20students%20by,in%20tech%2Denabled%20gr
oup%20discussions. [Accessed 15 June 2022]