Abstract

            The study is aimed to present the most effective instructional strategy in teaching the field of science and math.  Based on the study undertaken, the theory of multiple intelligences can be considered as most fundamental since it can give attention to the potentials of the students in both the theoretical and the hands on or experimental learning.

The Effective Instructional Strategy

            The determination of the effective instructional strategy for the delivery of lessons on science and math can be considered as an essential issue.  This can be attributed to the fact that the fields of science and math can be considered as the core concepts in the knowledge that are needed to be learned in school.

            There are different instructional strategies that can be used in science and math instructions namely cooperative learning, multiple intelligences, differentiated instruction, small group exploration, experiments, and technological methods.  Although this is the case, different types of lessons call for different types of strategies to achieve the optimum learning process.  For that matter, it is important for the educator to be able to determine the potentials of the learner.  In addition, it is a continuous consideration that the fundamental factors in the learning process are the learners, the educators and the mode of communication or the method of teaching.  It is the main responsibility of the educator to be able to apply and utilize the most effective method which often varies in terms of the types of lesson and the characteristics of the learners in a particular group (McCray, DeHaan and Schuck, 2003).

            The main objective of the study undertaken is to be able to present the most effective mode of instruction in the field of science and math education.

Instructional Strategy in Science

            In science, the concepts that are needed to be imbibed by the students can be considered as both theoretical and applied.  For that matter, it is important for the students to achieve understanding of the concepts through cognitive techniques which in turn can be applied to the experimental process.  The said requirements in the field of science education require a synergy of different techniques that can tap the different potentials all the members of the class.

            In the presentation of the concepts, it is important to consider the application of multiple intelligences principle.  This can be attributed to the fact that the students have different interests and modes of learning.  For that matter, variation in techniques which can be incorporated in the method of targeting the learning process through multiple intelligences is important.  It can also be applicable specifically in the practical learning wherein the need for pragmatic teaching process through experiments and hands-on training is required.  The said process can be considered to achieve the objectives and aims of science teaching.  Included in such objectives is learning through inquiry and application of the scientific method and the total understanding of the theories under study (Dobb, 2004).

Instructional Strategy in Math

            Mathematics is another field of importance in teaching which can be related to the instruction in science.  Based on the actions towards the development of educational standards the fields of science, technology, engineering and mathematics are the interrelated fields.  For that matter, the methods of instructions for the said subjects are also related (McCray, DeHaan and Schuck, 2003).

            The importance of theoretical knowledge in math is needed to be stressed through hands-on computation and application, correspondingly as that for the experimental processes in the field of science.  The main goals in math include the understanding of the concepts, application of learned concepts through problem solving and “evidence-based reasoning.”  Similar with science teaching, presentation and explanation of concepts require attention from learners, thus, the method related to multiple intelligences.  This can be attributed to the fact that more attention is required for the students and learners to be able to acquire an understanding of the concepts and lessons in mathematics (McCray, DeHaan and Schuck, 2003).

Importance of Effective Instructional Strategy in Science and Math

            Based on the study undertaken, the importance of the proper method of instruction is fundamental in the learning process.  The learning process can be considered effective if the students and learners can apply the concepts and expound the coverage of such knowledge through exploratory inquiry.  If such behaviors and interests can be observed from the learners, it can be considered that the teaching and learning process is successful (McCray, DeHaan and Schuck, 2003).

            Basically, the said parameters are considered fundamental specifically in the field of science and math.  This can be attributed to the fact then that the skills that are needed to be developed by the learners in the lessons presented in the said fields are both cognitive and application in hands-on and experimental exercises.  In addition, technical fields and concepts can be classified under the said fields, thus, knowledge and skills in the science and math is fundamental.

Conclusion

            The importance of science and math instruction can be considered as included in the basic aim of education due to the importance of the concepts in the said fields to the total development of the learner.  Based on the study undertaken, the attention and priority targeting application of the teaching principles related to multiple intelligences is the most essential.  This can be attributed to the importance of both the cognitive or theoretical and the experimental or hands-on skills which can only be targeted through synergy of modes and techniques that is best exhibited in the educational theory on multiple intelligences.

References

Dobb, F. (2004).  The Essential Elements of Effective Science Instruction for English Learners (2nd Edition).  Los Angeles, CA: California Science Project.

McCray, R.A., DeHaan, R.L., and Schuck, J.A. (2003).  Improving Undergraduate Instruction in Science, Technology, Engineering and Mathematics.  Washington, D.C.: The National Academies Press.