Limits of science-not science
Music/arts and humanities
Morals
Social sciences(economics)
The supernatural
Define sciencce
- body of knowledge used to explain natural world
- aims to describe and explain natural world
- knowledge of natural world & process through which knowledge is built
How did the puzzle activity with scattered puzzle piece illustrate what science is about
-you can only conclude from your results and what you have in front of you. That’s why science is so tentative
What are the reasons the next generation science standards were released
- hadn’t been done on national level in 15 years
- new understandings in science and teaching Jd developed
- engineering not included in previous
- states wanted unity
What is a cross cutting concept
Concepts that are applicable across all science disciplines
Examples of cross cutting concepts
Patterns
Cause and effect
Scale, proportion, quantity
Energy and matter
Guiding principles of standards
Children are born investigators
Focus on core ideas
Understand developments over time
Promoting equity
Science and engineering require knowledge/practice
Connecting student interest and experiences
What are the 5E’s
Engagement Exploration Explanation Elaboration Evaluation
5e-engagement
Grab students attention and check previous knowledge
5e-exploration
Hands on activity with guidance
5e-explanation
Students explain their understanding
5e-elaboration
Expand on concepts they have learned, make connections, extend understanding or skills
5e-evaluation
Assess student progress toward achieving educational objectives
Science can be defined as a body of _______
A set of ____________
A way of ________
Body of knowledge
Set of methods and processes
Way of knowing/explaining
Examples of “correct science” in past
Tanning is good for acne
Earth is flat
Vitamin c cures colds
Pluto is a planet
Science process skills
Observing Measuring Inferring Predicting Experimenting Communicating
What is the nature of science
Basic premises that underline all science
Activities we experienced to explore nature of science
- predicting-roll dice activity
- inferring- petals around flower simulation
- predicitng-what was happening in picture of paws
Nature of inquiry in teaching
- best teachable moments are those unplanned that can be turned to science
- use a variety of strategies
- more sense students use, the better
- use questioning
Women scientist
Rosalind Franklin- dna double helix
Jane Goodall- interactions of primates
Rachel Carson-environment movement in 60s
Define paradigms in regard to science
Science is not just a body of knowledge but a paradigm(viewpoint) through which to see the world
Occurs when the accepted viewpoint changes dramatically
Paradigm shift
Kuhn cycle shift (5 steps)
- Normal science
- Model drift
- Model crisis
- Model revolution
- Paradigm change
Constructivism
Philosophical foundation of current paradigm in science education and emphasizes role of learner in learning
Inquiry
Activities yang students engage in to help them construct knowledge and understand scientific ideas
Characteristics of classroom inquiry
- Learners are engaged
- learners give priority to evidence when evaluating
- learners communicate and justify explanations
Equilibration
Process by which learners reconcile their initial intuitions with natural observations
Scheme
Cognitive framework for a mental routine used to store and organize information such as knowledge and experiences
Assimilation
Using existing scheme to deal with new object or situation
Accommodation
When existing schema doesn’t work and needs to be changed
Piaget
Focused on research on children’s construction of knowledge through previous knowledge
Was developmental constructivist and saw development as Leading Learning
List Piaget developmental stages
- Sensorimotor
- Pre-operational
- Concrete
- Formal
Piaget stage-sensorimotor
0-2
Senses and motor abilities to understand world
Piaget- pre-operational stage
2-7
Don’t understand concrete logic
Egocentric-can’t see from others point of views
Can’t mentally manipulate info
Piaget stage- Concrete
7-12
Logical thinkers
Ideas must be tied to concrete materials things
Piaget stage- formal
12 and up
Think abstractly
Vygotsky and social constructivism
- Involves role of culture and society
- Saw learning as leading development
- Proposed idea of mental tools to improve communication and remember
Piaget /vygotsky similarities
- learners construct own knowledge
- students engage in learning spontaneous concepts with peers later to restructure them into scientific concepts
External psychological tools
Writing notes, signs
Internal psychological tools
Formulas, rhymes, mnemonics
Zone of proximal development
- zone between of what a child can do with help of a more knowledgable person and what they can do on their own
- most instruction should occur here
- teacher acts as scaffold
Spontaneous concept
Learn from direct experience
Science concept
Spontaneous learning becomes complex
Motion
Change in position
Vibration
Periodic or rhythmic back and forth motion
What determines pitch
Frequency
What determines loudness
Amplitude
Steps for planning inquiry science
- develop long and short term plans
- select strategies that support development and peak interest
- work with colleagues
- at end: evaluate, modify, improve
How to write lesson objectives
A=audience
B=behavior (ex. List, name, complete)
C=conditions
D=degree of expected performance
Advantages of inquiry learning
Students make decisions about learning
Students can justify explanations
Better quality learning
Disadvantages of inquiry learning
Time consuming
Teacher has less control
Content coverage is limited
Direct instruction advantages
More content covered
All students tend to be on same pag
Disadvantages of direct instruction
No creativity
Students have few decisions about learning
What is bridging
Transitioning from 1 unit to another smoothly
John Dewey
Rejected teaching of facts and conclusion
Said science should involve doing
Learning cycle steps
Exploration Concept introduction(explain) Concept application (elaborate)
To transform a “cook book” lab into an inquiry lab you can….
Assign role to students
Mix up steps for students to reorganize
Give concept map(graphic illustration of lab)
Describe the technique of round Robbin in a lab
One student from each table contributed a procedure step one table at a time
Extrapolate
Predict beyond points
Interpolate
Predict inside of points
Malfeasance in a lab
Doing what shouldn’t have been done
Misfeasance in a lab
Performing lawful act improperly
Nonfeasance in a lab
Failing to do what should be done
Animals in schools
Check school district policy
Avoid poisonous or wild animals
Obtain from reputable supply house
Fire control tips
Know location of safety equipment
For hair or clothing fire use water not co2
Class A fire
Fires in wood, paper, or cloth
Class b fires
Has, oil, flammable liquids
-use dry chemical or foam extinguisher
Class c fire
Live electrical equipment
-use co2 or dry chemical—no water
Class d fire
Fires in combustible metals. Ex magnesium, sodium, potassium
-need special extinguisher or dry sand
2 important lab tips
- keep material safety data sheet (msds)
- chemicals should be identified by common name, scientific name, and formula
Electrical device tips
Avoid use of extension cords
Use ground fault interrupters on all classroom lab electrical outlets (kind with reset button)
Observing sun tips
Never look at sun
Never use telescope
To observe use….solar glasses, projected telescope