N

Aspect/Idea

the Big Ideas which refers to the science ideas that the teacher(s) see as
crucial for students to develop their understanding of the topic. In some cases
a big science teaching idea may be the same as a big science idea but the two
are not necessarily synonymous, as the interaction between content and
teaching impacts how teachers conceptualize these big science teaching ideas.
There is no defined number of big ideas, but typically, in a given topic, we
have found that teachers generally settle on between 5 8 big ideas. Too few
big ideas suggests that too much may be
encompassed in a single big idea whilst too many big ideas suggests the topic
may be being broken down into chunks of information that appear
unconnected. Therefore, developing the big ideas can be quite a time
consuming task and requires considerable thought and debate.
What you intend the
This is the first prompt in the vertical axis of a CoRe and is a starting point
students to learn about for unpacking the big ideas.
this idea
Why it is important
for students to know
this

What else you know

about this idea that
you do not intend the

Idea 1

students to know yet

Difficulties/limitation

In the multitude of competing curricular decisions that teachers face, deciding

what to teach must be linked to why it is important to be taught. relevant to
students everyday lives, so that they can create meaningful ways of
encouraging students to grasp the essence of the ideas/concepts at hand.
Often, though, the reason why it is important for students to know about these
ideas/concepts is linked to other curricular aims.

Idea 2

Idea 3

s connected with
5

teaching this idea

Knowledge about
students thinking
which influences your

teaching of this idea

Other factors that
influence your

This prompt in the CoRe is aimed at unpacking teachers contextual knowledge about students as
well as their general pedagogical knowledge in order to explore how these might influence the
manner in which they approach and construct their teaching.

teaching of this idea

Teaching procedures
(and particular
reasons for using
these to engage with

this idea )
Specific way of
ascertaining students
understanding or
confusion around this
idea (include likely

range of response)
The use of technology

10

in teaching the idea

How to compensate

Teachers constantly monitor students understanding and progress (both formally and informally).
This prompt is designed to explore how teachers approach this aspect of their teaching in the topic
in order to gather different perspectives on the effectiveness of their teaching as well as
adjustments to their thinking about the same, or similar, situations in the future.

the absence of
technology

Energy
Submitted to fulfill the task of School Science 2

Lecturer :
Rika Rafikah Agustin S.Pd., M.Pd
Ikmanda Nugraha S.Pd, M.Pd

Written by:
Wijil Septiandari

1202333

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
BANDUNG
2015