SCE 4310 U04 SPRING, 2014 Teaching Elementary Science Instructor Dr. George O’Brien.

SCE 4310 U04 SPRING, 2014

Teaching Elementary ScienceInstructor Dr. George O’Brien

January 8, 2014First Class - Agenda

• Introduction 5 min• Sign-in for attendance 5 min• Discuss Syllabus and Tentative Schedule 20 min• Discuss Research 10 min• What is Sustainability? 15 min• Data Gathering 30 Min

• Survey/Concept Map• 3 X 5 cards – Info

• Science as a Culture 15 min• Nature of Science 15 min• Design Challenge Activity 45 min

The NEW Basics for Education

1. AWARENESS of problems we may face.

2. Ability to ACCESS information.

3. Ability to ANALYZE information.

4. Ability to APPLY information.

5. Ability to THINK CRITICALLY and SOLVE PROBLEMS.

Tentative Schedule

Preparing Sustainability Literate K-6 Teachers: Utilizing Activity Theory during On-campus and School-based Experiences

George O’Brien Ph.D.Kathy Sparrow Ph.D.Jennifer MoralesJason Clayborn

Purpose• Institutions across the United States are becoming aware of

the role sustainability plays in demonstrating the interdisciplinary holistic model is best addresses across the curriculum versus being a single topic based lesson (Nolet, 2009). • It is widely accepted that elementary science teachers are lacking

the self-efficacy and content need to address inquiry based science teaching in today’s classroom.

Purpose• Therefore, this research will investigate the influences of providing

content knowledge, pedagogical content knowledge, and application needed to increase pre-service science teachers’ self efficacy and dispositions in including sustainability in education.

Operational Definitions • Sustainability education is the act of presenting knowledge to

the current generation to meet their needs without jeopardizing the needs of future generations.

Todays Class

3 X 5 Card

Last Name, First Name

(nickname)

Email address

Mailing address (snail mail)

Contact phone number

Quick-Click Style

LEARNINGCYCLE - 5 Es

SUSTAINABILITY EDUCATION

SCIENCEEDUCATION

SCIENCE CONTENT NGSSS & NGSS

HABITS OF MIND

CONSTRUCTIVIST LEARNING

SCIENCEEDUCATIO

N

Chapter 1 TopicsThe Culture of Science

Scientific Habits of Mind

Images of Teaching

Teaching for the Purpose of Learning

Science within the School Curriculum

Who is Included in “Science for All”?

Exploring Reasons for Science Achievement Gaps

Cultures In and Of the Classroom

©Routledge/Taylor & Francis 2012

The Culture of Science

Group norms, certain materials and specific actions = A culture

Cultures suffer from stereotypes, including for scientists

Scientific worldview: Seeking to explain patterns

Science can confer power, control, influence and strength

Some people may find science difficult because nobody took the time to explain the workings of the scientific culture.


Scientific Habits of Mind

Traditional and unique ways of thinking and perceiving

Indicators of the cultural aspects of science

Curiosity

Openness to New Ideas

Skepticism


Images of Teaching

Yellow school bus, red pencil, an apple, desks in rows

Images shape our beliefs about who we are as teachers

MYTHS ABOUT TEACHING

Everything depends on the teacher

The teacher is the expert

Teachers are self-made

REALITIES ABOUT TEACHING

Many sources of expertise are needed — including families and the children themselves

There is too much to know to expect one person to be “all knowing”

The best compromise is that teaching combines natural talent with learned skills


Teaching for the Purpose of Learning

Teachers as Instructional Planners

Key: Develop YOUR Science Learning Confidence

Then Acquire Skills for Teaching Confidence

Emphasize Students’ Learning, Not Teacher Theater


Science within the Curriculum

Knowing Science Empowers Children

Science Knowledge Opens Career Opportunities

Good Citizens Rely on their Science Knowledge

Science is Our Cultural Heritage to Pass Along


Scientific Literacy

More than knowing how to read and write science

Specialized combination of knowledge and skills

Familiar with the natural world

Know science concepts and principles

Employ scientific reasoning

Recognize the human aspects

Apply science to decision-making

from Science for All Americans


Who Gets to Learn Science When we say “Science for All”?

All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy. ~ National Research Council


Factors Contributing to Science Achievement Gaps

Deficit Mentality: belief that some children just can’t learn science.

Self-fulfilling Prophecy: lowered expectations lower performance, and expectations are “verified”

Inadequate Supplies and Materials, Lack of Qualified and Caring Teachers, Too Much Focus on “Basics”

The Culture of Science May Be Too “Foreign” to Some Students—Until the Teacher Acts as the Diplomat


Cultures In and Of the Classroom

The Tools of a Culture: The Objects that are Used

The Actions of a Culture: Behaviors and Interactions

Membership in Multiple Cultures: Families, Careers, Friendships, Entertainment, etc.

The Value of Treating Science as a Culture and Not Simply as a Body of Knowledge


Explaining the Nature of Science

The complexity of science can be appreciated by viewing science as if it is a culture

Science culture: Underlying tendencies and unspoken assumptions that guide the actions of scientists

In addition to the “stuff” of science, students should also learn the hows and whys of the science culture

The knowledge created by science is shaped by the culture of science that produced it


Developing Scientific KnowledgeEmpirical: Knowledge comes from Observational Data

Evidence (Data) is used to Produce Explanations

Science Processes and Interpretations Benefit from Creativity

Subjectivity: Our Perspectives Shape what we Perceive

New Evidence is Used to Test the Explanation

Evidence Explanations


Science as Social and Tentative

The “steps of the scientific method” is a myth

Teaching children that science as a recipe is misleading

Scientists work with others and knowledge is deliberated

Allowances made for new explanations of the evidence

Tentativeness of science knowledge is a cultural norm


Making Explanations from Evidence

Evidence of Continental Drift eventually led to the Explanation of Plate Tectonics


Scientific Theories

Theories Explain Phenomena, Laws Describe Patterns

Theories have the Power to Predict

Theories are Not as Simple as Hypotheses


Science as a Way of Knowing

Science is One Perspective

Characteristics of THIS Way of Knowing: Empirical, Creative, Social, and Tentative

Science is Insufficient for Understanding Some Experiences

Science and Technology are Not One and the Same


Limits of Science

The scientific study of a work of art, say a picture, may give an exhaustive account of the chemical constitution of the pigments, the wavelengths of the light they reflect, their reflection factors, masses and physical distributions. But such a scientific account has hardly begun to say much of interest to the viewer or to the artist. … It is not that pictures cannot be described in terms of chemicals, or mental activities in terms of brain functions—they can. What is wrong to assert … is that these scientific accounts are the only valid ones there are. ~ Michael Poole


Nature of Science and Diversity

Since science is one way of knowing, it should not be used to demean or displace other perspectives

Treating science as a special culture suggests that a teacher can help to demystify the world of science

The capacity to learn science is unrelated to gender, language, ethnicity, or physical abilities

Learning to function and be comfortable within the science culture requires participating in it


Chapter 2 SummaryThe Nature of Science Explains its Culture

Scientific Knowledge: Process of Evidence Explanation

Socially Derived and Tentatively Applied: No Single Method

Theories Serve as Tools for Explaining, Not Speculating

Science Offers One Way for Understanding

Treating the Nature of Science as Cross-Cultural


Scientific Communication

• Read the handout (both sides) Strategies to Reveal, Support, and Challenge Student Thinking

• Discuss with your tablemates the information and how it applies to this class and teaching science.

What is SUSTAINABILITY?

• At your tables, discuss among you what you think SUSTAINABILITY EDUCATION is.

• Then, individually, create a concept map to illustrate what concepts are included in this big idea.

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

WHY HABITS OF MIND?

TRANSDISCIPLINARYAS GOOD FOR ADULTS AS THEY ARE FOR

STUDENTS

FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

SUPPORT 21ST CENTURY SKILLS AND COMMON CORE STANDARDS

THINKING SKILLS


THINKING VERBS FOUND IN COMMON CORE STANDARDS

ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DIAGRAMDISCUSS

ELABORATEEXPLOREIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT

REASONREPRESENTRESPONDSIMPLIFYSOLVESUMMARIZESUPPORTVERIFYVISUALIZE


SKILLFUL THINKING


LEARNING TASKS

Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

RICH TASKS REQUIRING SKILLFUL THINKING

HABITS OF MIND

The Habits of Mind

1. Persisting

2. Managing Impulsivity

3. Listening with Understanding and Empathy

4. Thinking Flexibly

5. Thinking about Thinking

6. Striving for Accuracy

7. Questioning and Posing Problems

8. Applying Past Knowledge to New Situations

9. Thinking and Communicating with Clarity and Precision

10. Gathering Data Through All Senses

11. Creating, Imagining, Innovating

12. Responding with Wonderment and Awe

13. Taking Responsible Risks

14. Finding Humor

15. Thinking Interdependently

16. Remaining Open to Continuous Learning

THINKING SKILLS

HABITS OF MIND


SKILLFUL THINKING


CONTENT

THINKING SKILLS

E

TEXTBOOK

Access Code for Learning Center

Engineering Design Process

BUILD A CAR

Materials2 - 8 X 11.5 paper

2 - plastic straws

4 - Life Savers

2 - index cards

2 - large paper clips

4 - straight pins

3 feet masking tape

• PROBLEM: Design a vehicle that will move all the way across your table without your touching it.

• Brainstorm in your group how to design, build and power your car.

• Work together to come up with the best design.

• Construct your car and test it.• Conditions:

• You can only use the materials provided.

• You cannot touch the car to move it.• You cannot touch any object that

touches the car to make the car move.

Assignments1. Purchase your subscription to the NSTA

Learning Center (see handout for info).2. Thoroughly read Syllabus Part 1 (class) & Part 2

(email) —Write down any questions or concerns.

3. Bring your bound composition book (100 pages) to class. Have pages numbered from 1-200 (front & back)..

4. Read:

SCE 4310 U04 SPRING, 2014 Teaching Elementary Science Instructor Dr. George O’Brien.

Documents

topicsroutledgetaylor

science teaching

minnature of science

science difficult

elementary science teachers

scientific culture

scientific literacy

sustainability literate