COURSE: HBEC 2703

MARKING SCHEME FOR FINAL EXAMINATION

SEMESTER: SEPTEMBER 2014

PART A

INSTRUCTIONS
Part A contains FIVE QUESTIONS. Answer ALL.

QUESTION 1 (Topic:1 Page: 10 )

 These skills are observing, classifying, communicating, measuring, predicting,
inferring, hypothesising, planning, investigating, explaining, interpreting and
raising questions.
 As children experience the world, they feel anxious, curious and construct their
own meanings.
 With appropriate stimulation and support, their innate natural tendency and desire
to understand the world is organised into careful ways of collecting, analysing and
sharing the resulting information, which is called science (Harlan & Rivkin,
2012).
(4 marks)

QUESTION 2 (Topic: 3 Page: 16 )

 This approach is somewhat related to Piaget’s theory of cognitive development

which theorised that the construction occurs through taking new information into
existing schemata through as similation, opening new schemata through
accommodation and achieving equilibration by connecting the schemata in ways
that are sensible but unique to the individual.
 In order to encourage extensive, rich and valid constructions, teachers of early
childhood science should expose children to many new experiences.
(4 marks)

QUESTION 3 (Topic: 4 Page: 20 )

 A problem-solving approach, as a choice of instructional strategies emphasizes
children working independently and in groups, while the teacher serves as a
facilitator.
 This section presents an overview of the four stages of problem solving cycle for
children that includes the definition of the problem, the development of the

1
 procedure, the conduct of the procedure and the conclusions that can be drawn
through this process.

(4 marks)

QUESTION 4 (Topic: 8 Page: 218-224 )

1. Exploring how much gravity pulls on defferent materials by achieving equalibrium.
2. Noticing how our bodies accommodate gravity’s pull.
* any appropriate answer
(4 marks)

QUESTION 5 (Topic:4 Page: 21 )

1. concept
2. objective
3. materials
4. procedure
5. extension
6. assessment
(4 marks)
[Total: 20 marks]

2
 PART B

INSTRUCTIONS
Part B contains THREE QUESTIONS. Answer TWO only.

QUESTION 1 (Topic: 2 Page: 17/18 )

a). Concept for air :
 Air is almost everywhere
 Air is real, it takes up space
 Moving sir pushes things
 Fast moving air keeps planes aloft.
 Air shows moving objects
 Living things need air to survive.
Activities:
 What can we find out about empty containers
 How does air get inside us
 What can a bag of air do?
* any appropriate answer/ activities

b). These scientific skills are observing, classifying, communicating, measuring,

predicting, inferring, hypothesising, planning, investigating, explaining, interpreting
and raising questions.

(Total: 20 marks)

QUESTION 2 (Topic: 6 Page: 109 )

2a).
1. Each person is unique
2. Bones support us.
3. muscles move our bones.
4. Our bodies need our care.

* any appropriate answer

2b).
1. Enjoy discovering varied muscle strengths.
2. How to appreciate our heart as a powerful muscle.

3
 * any appropriate answer
(Total: 20 marks)

QUESTION 3 (Topic: Page: )

3a).
1. Divergent Questions
 Instiagating discovery
 Eliciting preditions
 Probing for understanding
 Ecouraging creative thinking and reflection
2. Convergent Questions
 Directing attention
 Recalling the temporal order
 Recalling prior conditions

3b). Any activities appropriate for Divergent and Convergent Questions.

(Total: 20 marks)

4
 PART C

INSTRUCTIONS

Part C contains TWO QUESTIONS. Answer ONE only.

QUESTION 1 (Topic: Page: luar modul )

 Any Multiple Intelligence Theory by Gardner
 Seven strands (KSPK)
 Integrated subjects - mathematic, art, music, literature, play, etc.
* any appropriate lesson plan

(Total: 20 marks)

QUESTION 2 (Topic: 3 Page: 22 )

Effective guidance of discovery science calls for four teaching roles:
1. The facilitator creates a learning environment in which each child has a change to
grow. Palnning, gathering needed cast- off materials, and actually trying experiements are
sceince facilitators tasks.
2. The catalyst turns on children’s intellectual power by helping them become aware of
themselves as thinkers and problem solvers. This role contrasts with the ‘teacher’ image
so many of us carry from our own school days, in which the teacher seemed to be the
ultimate source of all knoeledge.
3. The consultan/ collaborator oberves carefully, listens closely and answers questions
simply while children engage in their explorations.
4. The model deliberately demonstrates to children the important traits of successful
learnes, such as curiosity, appreaciation, persistence, and cerativity.

(Total: 20 marks)