Bentley Richert Science Curriculum Specialist [email protected] QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Science Matters
Bentley RichertScience Curriculum Specialist
Bentley RichertScience Curriculum Specialist
[email protected]™ and a
TIFF (Uncompressed) decompressorare needed to see this picture.
Science MattersScience Matters
Questions/ConcernsQuestions/Concerns
Best Science Experience EverBest Science Experience Ever
Think about the best science lesson you have taught.
Share with a person sitting next to you.
What traits do they have in common?
Think about the best science lesson you have taught.
Share with a person sitting next to you.
What traits do they have in common?
ConcernsConcerns
Less class time being devoted to Science
Teachers uncomfortable with science concepts
Shortage of “qualified” science teachers
Testing driving to content knowledge
Less class time being devoted to Science
Teachers uncomfortable with science concepts
Shortage of “qualified” science teachers
Testing driving to content knowledge
5 E’s of Science Experiences5 E’s of Science Experiences
EngageExploreExplainElaborateEvaluate
EngageExploreExplainElaborateEvaluate
Paper HelicoptersPaper Helicopters
Testable QuestionTestable Question
Can be investigated in the science classroom.
Does not require unavailable equipment.
Is not a research (fact-finding) question.
What happens if . . .
Can be investigated in the science classroom.
Does not require unavailable equipment.
Is not a research (fact-finding) question.
What happens if . . .
Recipes for ScienceRecipes for Science
Paper Helicopter ExperimentRoto-CopterCompare our helicopter experience
with the examples . . . What can you say
Paper Helicopter ExperimentRoto-CopterCompare our helicopter experience
with the examples . . . What can you say
Essential Features of Classroom Inquiry (NSES)Essential Features of Classroom Inquiry (NSES) Learners are engaged by scientifically oriented
questions Learners give priority to evidence, which allow
them to develop and evaluate explanations Learners formulate explanations from evidence to
address scientifically oriented questions Learners connect their explanations to scientific
knowledge Learners communicate and justify their proposed
explanations
Learners are engaged by scientifically oriented questions
Learners give priority to evidence, which allow them to develop and evaluate explanations
Learners formulate explanations from evidence to address scientifically oriented questions
Learners connect their explanations to scientific knowledge
Learners communicate and justify their proposed explanations
3 Levels of Inquiry3 Levels of Inquiry
Structured InquiryGuided InquiryOpen Inquiry
Structured InquiryGuided InquiryOpen Inquiry
Structured InquiryStructured Inquiry
Step-by-step instructionsStudents decide observations to
recordMust figure out the meaning of the
data
Step-by-step instructionsStudents decide observations to
recordMust figure out the meaning of the
data
Guided InquiryGuided Inquiry
Students choose what data to gatherInterpret dataDesign a procedure to address a
given question
Students choose what data to gatherInterpret dataDesign a procedure to address a
given question
Open InquiryOpen Inquiry
Students think of a testable questionDesign a procedureCollect and interpret data
Students think of a testable questionDesign a procedureCollect and interpret data
Prior KnowledgePrior Knowledge
Make ConnectionsMake Connections
Whose job is it?Whose job is it?
StudentExploreInvestigateDiscussRepresentConstruct
TeacherGuideQuestionDiscussCreate Safe EnvironmentListen and Clarify
Beyond the Science Kit-- Wendy Saul and Jeanne Reardon
Beyond the Science Kit-- Wendy Saul and Jeanne Reardon
“Science involves asking and attempting to answer questions about the physical world, questions about which there is evidence. Some call this process of asking and answering questions inquiry.”
“Science involves asking and attempting to answer questions about the physical world, questions about which there is evidence. Some call this process of asking and answering questions inquiry.”
Themes Infused in the Science StandardsThemes Infused in the Science StandardsWe learn science . . .by doing sciencethrough inquirythrough collaborationover timeby developing personal knowledge
We learn science . . .by doing sciencethrough inquirythrough collaborationover timeby developing personal knowledge
Not all about contentNot all about content
Teach the scientist as well as the science Discuss how students arrived at their
answers/conclusion Focus on strategies/processes and
answers
Teach the scientist as well as the science Discuss how students arrived at their
answers/conclusion Focus on strategies/processes and
answers
Getting ResultsGetting Results
Improvement of a science program which will improve student science performance.
Improvement of a science program which will improve student science performance.
No “silver bullets” availableNo “silver bullets” available
Align Curriculum Teaching Methods
Promote Value Teachers Students Community
Align Curriculum Teaching Methods
Promote Value Teachers Students Community
Alignment of Instructional MaterialsAlignment of Instructional MaterialsPrioritize topicsSupplemental lessons or unitsRe-organize chaptersEliminate or combine topics and/or
lessons
Prioritize topicsSupplemental lessons or unitsRe-organize chaptersEliminate or combine topics and/or
lessons
The only source of knowledge is experience.
-- Albert Einstein
The only source of knowledge is experience.
-- Albert Einstein