Exam 1 Flashcards Preview

Science 490 > Exam 1 > Flashcards

Flashcards in Exam 1 Deck (72)
Loading flashcards...
0
Q

Limits of science-not science

A

Music/arts and humanities
Morals
Social sciences(economics)
The supernatural

1
Q

Define sciencce

A
  • 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
2
Q

How did the puzzle activity with scattered puzzle piece illustrate what science is about

A

-you can only conclude from your results and what you have in front of you. That’s why science is so tentative

3
Q

What are the reasons the next generation science standards were released

A
  • 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
4
Q

What is a cross cutting concept

A

Concepts that are applicable across all science disciplines

5
Q

Examples of cross cutting concepts

A

Patterns
Cause and effect
Scale, proportion, quantity
Energy and matter

6
Q

Guiding principles of standards

A

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

7
Q

What are the 5E’s

A
Engagement 
Exploration
Explanation
Elaboration
Evaluation
8
Q

5e-engagement

A

Grab students attention and check previous knowledge

9
Q

5e-exploration

A

Hands on activity with guidance

10
Q

5e-explanation

A

Students explain their understanding

11
Q

5e-elaboration

A

Expand on concepts they have learned, make connections, extend understanding or skills

12
Q

5e-evaluation

A

Assess student progress toward achieving educational objectives

13
Q

Science can be defined as a body of _______
A set of ____________
A way of ________

A

Body of knowledge
Set of methods and processes
Way of knowing/explaining

14
Q

Examples of “correct science” in past

A

Tanning is good for acne
Earth is flat
Vitamin c cures colds
Pluto is a planet

15
Q

Science process skills

A
Observing
Measuring
Inferring
Predicting 
Experimenting
Communicating
16
Q

What is the nature of science

A

Basic premises that underline all science

17
Q

Activities we experienced to explore nature of science

A
  1. predicting-roll dice activity
  2. inferring- petals around flower simulation
  3. predicitng-what was happening in picture of paws
18
Q

Nature of inquiry in teaching

A
  • 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
19
Q

Women scientist

A

Rosalind Franklin- dna double helix
Jane Goodall- interactions of primates
Rachel Carson-environment movement in 60s

20
Q

Define paradigms in regard to science

A

Science is not just a body of knowledge but a paradigm(viewpoint) through which to see the world

21
Q

Occurs when the accepted viewpoint changes dramatically

A

Paradigm shift

22
Q

Kuhn cycle shift (5 steps)

A
  1. Normal science
  2. Model drift
  3. Model crisis
  4. Model revolution
  5. Paradigm change
23
Q

Constructivism

A

Philosophical foundation of current paradigm in science education and emphasizes role of learner in learning

24
Q

Inquiry

A

Activities yang students engage in to help them construct knowledge and understand scientific ideas

25
Q

Characteristics of classroom inquiry

A
  • Learners are engaged
  • learners give priority to evidence when evaluating
  • learners communicate and justify explanations
26
Q

Equilibration

A

Process by which learners reconcile their initial intuitions with natural observations

27
Q

Scheme

A

Cognitive framework for a mental routine used to store and organize information such as knowledge and experiences

28
Q

Assimilation

A

Using existing scheme to deal with new object or situation

29
Q

Accommodation

A

When existing schema doesn’t work and needs to be changed

30
Q

Piaget

A

Focused on research on children’s construction of knowledge through previous knowledge

Was developmental constructivist and saw development as Leading Learning

31
Q

List Piaget developmental stages

A
  1. Sensorimotor
  2. Pre-operational
  3. Concrete
  4. Formal
32
Q

Piaget stage-sensorimotor

A

0-2

Senses and motor abilities to understand world

33
Q

Piaget- pre-operational stage

A

2-7
Don’t understand concrete logic
Egocentric-can’t see from others point of views
Can’t mentally manipulate info

34
Q

Piaget stage- Concrete

A

7-12
Logical thinkers
Ideas must be tied to concrete materials things

35
Q

Piaget stage- formal

A

12 and up

Think abstractly

36
Q

Vygotsky and social constructivism

A
  • Involves role of culture and society
  • Saw learning as leading development
  • Proposed idea of mental tools to improve communication and remember
37
Q

Piaget /vygotsky similarities

A
  • learners construct own knowledge

- students engage in learning spontaneous concepts with peers later to restructure them into scientific concepts

38
Q

External psychological tools

A

Writing notes, signs

39
Q

Internal psychological tools

A

Formulas, rhymes, mnemonics

40
Q

Zone of proximal development

A
  • 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
41
Q

Spontaneous concept

A

Learn from direct experience

42
Q

Science concept

A

Spontaneous learning becomes complex

43
Q

Motion

A

Change in position

44
Q

Vibration

A

Periodic or rhythmic back and forth motion

45
Q

What determines pitch

A

Frequency

46
Q

What determines loudness

A

Amplitude

47
Q

Steps for planning inquiry science

A
  • develop long and short term plans
  • select strategies that support development and peak interest
  • work with colleagues
  • at end: evaluate, modify, improve
48
Q

How to write lesson objectives

A

A=audience
B=behavior (ex. List, name, complete)
C=conditions
D=degree of expected performance

49
Q

Advantages of inquiry learning

A

Students make decisions about learning
Students can justify explanations
Better quality learning

50
Q

Disadvantages of inquiry learning

A

Time consuming
Teacher has less control
Content coverage is limited

51
Q

Direct instruction advantages

A

More content covered

All students tend to be on same pag

52
Q

Disadvantages of direct instruction

A

No creativity

Students have few decisions about learning

53
Q

What is bridging

A

Transitioning from 1 unit to another smoothly

54
Q

John Dewey

A

Rejected teaching of facts and conclusion

Said science should involve doing

55
Q

Learning cycle steps

A
Exploration 
Concept introduction(explain)
Concept application (elaborate)
56
Q

To transform a “cook book” lab into an inquiry lab you can….

A

Assign role to students
Mix up steps for students to reorganize
Give concept map(graphic illustration of lab)

57
Q

Describe the technique of round Robbin in a lab

A

One student from each table contributed a procedure step one table at a time

58
Q

Extrapolate

A

Predict beyond points

59
Q

Interpolate

A

Predict inside of points

60
Q

Malfeasance in a lab

A

Doing what shouldn’t have been done

61
Q

Misfeasance in a lab

A

Performing lawful act improperly

62
Q

Nonfeasance in a lab

A

Failing to do what should be done

63
Q

Animals in schools

A

Check school district policy
Avoid poisonous or wild animals
Obtain from reputable supply house

64
Q

Fire control tips

A

Know location of safety equipment

For hair or clothing fire use water not co2

65
Q

Class A fire

A

Fires in wood, paper, or cloth

66
Q

Class b fires

A

Has, oil, flammable liquids

-use dry chemical or foam extinguisher

67
Q

Class c fire

A

Live electrical equipment

-use co2 or dry chemical—no water

68
Q

Class d fire

A

Fires in combustible metals. Ex magnesium, sodium, potassium

-need special extinguisher or dry sand

69
Q

2 important lab tips

A
  • keep material safety data sheet (msds)

- chemicals should be identified by common name, scientific name, and formula

70
Q

Electrical device tips

A

Avoid use of extension cords

Use ground fault interrupters on all classroom lab electrical outlets (kind with reset button)

71
Q

Observing sun tips

A

Never look at sun
Never use telescope
To observe use….solar glasses, projected telescope