Models of Science Teaching Sociocultural Models: Communities of Practice • Helping your students form a collaborative community of learners: – Self-organizing via choices & preferences – interdisciplinary and diversity of perspective – Creative activity supported by discussion & argumentation – Problems must interest students – Authentic audience increases motivation
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Models of Science Teaching Sociocultural Models: Communities of Practice Helping your students form a collaborative community of learners: –Self-organizing.
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Models of Science Teaching
Sociocultural Models: Communities of Practice
• Helping your students form a collaborative community of learners:– Self-organizing via choices
& preferences– interdisciplinary and
diversity of perspective– Creative activity supported
by discussion & argumentation
– Problems must interest students
– Authentic audience increases motivation
Models of Science Teaching
Project-based science teaching
• Great Explorations in Math and Science (GEMS) for K-8
• International Education and Resource Network iEARN
Essential Features of Classroom Inquiry (NRC, 2000 p. 29)
Learners are engaged by scientifically oriented questions.
Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
Learners formulate explanations from evidence to address scientifically oriented questions.
Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.
Learners communicate and justify their proposed explanations.
Models of Science Teaching
Thinking about Inquiry • One criticism of inquiry and
discovery methods of science teaching is that this approach takes too much time, and students can learn concepts and skills if presented more directly. Debate this criticism by first taking the side of inquiry, and then the side of the criticism. In which were you more convincing? Is there a solution to this problem?
• Identify two or three additional questions about inquiry as a model of teaching.
Using an EEEP to stimulate inquiry
Models of Science Teaching
Inductive Inquiry
• One approach to inductive inquiry is to focus students by using a problem-oriented demonstration (discrepant event or EEEP). An inquiry session follows by encouraging students questions, theory proposing, and experimenting.
leads to
leads to
leads to
leads to
leads to
Start:Students Ask
Questions
Freedom to ask: May ask
as many questions as one wants
Teacher Response:
Record Ideas or ask
questions
Test Theories:Students plan and carry out experiments
Cooperation: Students work
in teams to experiment
Inquiry Session
Models of Science Teaching
Design an Inquiry Lesson
• Using anyone of the following activities, design an inquiry lesson or session based on the cycle shown here.– Pennies in Water
– Wood Sinks & Floats
– Coin Drop and Throw
– The Double Pendulum
– The Balloon in Water
leads to
leads to
leads to
leads to
leads to
Start:Students Ask
Questions
Freedom to ask: May ask
as many questions as one wants
Teacher Response:
Record Ideas or ask
questions
Test Theories:Students plan and carry out experiments
Cooperation: Students work
in teams to experiment
Inquiry Session
Models of Science Teaching
Inquiry 8.2: Science Teaching as Inquiry
• As a group, discuss and list characteristics of inquiry teaching.
• Discuss the 4 levels of inquiry in relation to the amount of teacher-direction and student autonomy (after reading Breaking into Inquiry).
• Log on to the Annenberg Media site and view Case Study in SciEd #21 (Pat)
• How can the following help foster discovery learning in your class:
• Curiosity• Structure of content• Inductive labs• Problem-oriented
activities• Intuitive thinking
Models of Science Teaching
Direct-Interactive Teaching (DIT) Model
• The DIT model is a dynamic teacher-centered model of teaching. It is effective for teaching science information and skills. There has been much research on the DIT model, and knowing it can facilitate the implementation of the model.
• The DIT Model is represented here as a cycle of teaching; four aspects stand out:– You will need to develop and implement a variety of learning tasks.– The learning tasks you develop should engage the learner at high levels.– You should strive for high levels of teacher-student, and student-student
interaction. You can achieve this by the use of teacher questions, use of hands-on activities and small group work.
– Your students should perform at moderate-to-high rates of success.
Models of Science Teaching
Direct Interactive Teaching Model
leads to
leads to
leads to
leads to
leads to
Check Previous Work
& Reteach
Presenting new content and
skills
Initial student practice
Feedback and correctives
Independent practice
Direct Interactive Teaching
Model
Models of Science Teaching
Structuring Content in the DIT Model
• Another important aspect of the DIT Model is the presentation and structuring of science content. One of the key ingredients is to break content into manageable, teachable and learnable chunks.
• There are a number of ways to structure new science content. Following are four suggestions that you should find helpful in dividing science content for the DIT model. They include: