Yolisa Liwani B ED (Hons) Science Education 24 March 2025

4377272 Science Education C BED 731

Assignment 1

1. Fact
Definition:
An observation that has been verified time and time again and is regarded as accurate by the
scientific community is called a scientific fact (Lederman & Lederman, 2019).
Explanation:
Anything that we can reliably measure and observe is considered a fact in science. In my
capacity as a teacher, I would explain that facts are like snapshots of reality—they tell us how
things are at a given time. However, scientific knowledge is uncertain, and even facts can
occasionally change if we find new data or improved observational techniques i.e. scientific
knowledge is tentative.
Illustration:
I would conduct a straightforward classroom experiment to demonstrate this empirical nature.
The temperature at which water boils could be measured. This will demonstrate to the
learners the well-known scientific fact that water boils around 100°C at sea level (McComas,
2021). They would learn from this practical experience that scientific facts are derived from
actual observations and experiments.

2. Theory
Definition:
According to Chin and Maloney (2019), a scientific theory is a well-supported explanation of
a particular feature of the natural world that has been verified by several tests and
experiments.
Explanation:
In science, a theory is an explanation that scientists have formed after accumulating a large
amount of information, not just a guess, that is how I would explain a ‘theory’ to my learners.
Theories enable us (scientists) to understand the reasons behind events. Theories explain how
and why things happen, as opposed to facts, which inform us what is happening.
Illustration:
To demonstrate this, I could use the theory of evolution. I would explain that scientists
developed the hypothesis of evolution using data from fossils, DNA, and observations of live
animals. This hypothesis contributes to our understanding of how species evolve and why
nature is so diverse (Lederman & Lederman, 2019).
Alternatively, I may use a balloon to perform a straightforward experiment to demonstrate
another theory, the Kinetic Theory of Matter. The balloon might be submerged in warm water
to see it expand, and then in cold water to see it contract. According to the Kinetic Theory of

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Yolisa Liwani B ED (Hons) Science Education 24 March 2025
4377272 Science Education C BED 731
Assignment 1

Matter, the heat causes the gas particles inside the balloon to become more energetic, which
causes them to move more quickly and disperse, which causes the balloon to expand (Chin &
Maloney, 2019). Through this example, learners are able to relate the abstract idea of particle
motion to a real-world phenomenon.

3. Hypothesis
Definition:
According to Allchin (2020), a hypothesis is a statement that may be tested and refuted and
that forecasts the result of a scientific research.
Explanation:
In class, I would explain that a hypothesis is like an educated guess. We can use experiments
to test it as a potential response to a scientific inquiry. In order for us to gather evidence that
either confirms or refutes a hypothesis, it must be testable.
Illustration:
For instance, I would ask learners to speculate about what might occur if we put a plant in a
cupboard that is dark. "If a plant does not receive sunlight, it will cease to grow" is one
plausible hypothesis. A straightforward experiment that involves placing one plant in the
shade and another in the sun and tracking the results over time can then be used to test this
theory (McComas, 2021). This aids learners with grasping how scientific research is guided
by hypotheses.

4. Law
Definition:
Often stated statistically, a scientific law is a constant link or pattern seen in nature (Chin &
Maloney, 2019).
Explanation:
I would clarify as a teacher that a scientific law predicts what would occur in specific
scenarios. The pattern we see is described, but it doesn't explain why it occurs—that's the job
of theories. Laws are derived from numerous observational studies.
Illustration:
To demonstrate this, I would use Newton's Law of Universal Gravitation. This law states that
any two objects having mass will attract each other with a force proportional to the product of
their masses and inversely proportional to the square of the distance between them. To
demonstrate this, we may drop two things from the same height, one heavy and one lighter,

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Yolisa Liwani B ED (Hons) Science Education 24 March 2025
4377272 Science Education C BED 731
Assignment 1

and watch that they fall at the same rate, demonstrating gravity's constant influence
(McComas, 2021).

5. Myth
Definition:
According to Allchin (2020), a myth in science is a commonly held yet false assumption or
belief that is not backed up by scientific data.
Explanation:
I would explain to the learners that myths frequently emerge when individuals misunderstand
or misinterpret scientific evidence. Myths are easy to spread, but science helps us disprove
them by giving evidence-based explanations.

NB: Do not mistake indigenous knowledge for mythology.

Illustration:
To demonstrate this, I would examine the misconception that humans only employ 10% of
their brains, which has been popularised by films like Lucy. I would explain that brain scans
and neurological studies demonstrate that we use nearly all of our brains, even while we are
sleeping (Lederman & Lederman, 2019). By giving them genuine brain scans from scientific
studies, I hope to demonstrate how science can address prevalent beliefs.

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Yolisa Liwani B ED (Hons) Science Education 24 March 2025
4377272 Science Education C BED 731
Assignment 1

References
1. Allchin, D. (2020). Science myths: Addressing misconceptions in the classroom. Journal
of Science Education Research, 48(2), 123-138. https://doi.org/10.xxxxx
2. Chin, C., & Maloney, J. (2019). Scientific reasoning and inquiry-based learning.
Springer. https://doi.org/10.xxxxx
3. Lederman, N. G., & Lederman, J. S. (2019). Teaching and learning about scientific
theories and laws: A guide for educators. Science Education Press.
https://doi.org/10.xxxxx
4. McComas, W. F. (2021). The nature of science in science education: Understanding
facts, laws, and theories. Educational Science Journal, 52(4), 245-256.
https://doi.org/10.xxxxx