SCE4311: TEACHING ELEMENTARY SCIENCE 2 May12 th, 2015.

SCE4311: TEACHING ELEMENTARY SCIENCE 2

May12th, 2015

Requirements (Needs)

What you need for class: Textbook: Science Notebook/Journal: Bound

Composition Notebook (100 sheets) Three-ring binder(resourses)/Portfolio: 1½

Inch Binder

Why Teach Science?

Utilitarian reasons Skills needed in life, attitudes needed in life Careers involving science or science careers

Democratic reasons Knowledge to make decisions as citizens Careers involving making key decisions

Intrinsic reasons Making sense of our world and ourselves Interesting and intellectually stimulating Part of our culture, our heritage

Two major goals of the framework Educating all students in science and

engineering Providing the foundational knowledge for

those who will become the scientists, engineers, technologists, and technicians of the future.

Is science learning reaching all students?

Framework for K-12 Science

State of Science Education: Perf.

Achievement-level results in eighth-grade NAEP science: 2009 and 2011

Basic

Proficient

Advanced

State of Science Education: Perf.

State of Science Education: Perf.

Free and Reduced Lunch

State of Science Education: Perf.

PISA science scores by country(PISA, 2006)

State of Science Education: InterestScience enjoyment by grade, race/ethnicity, gender (Riegle-Crumb et al., 2010)

State of Science Education: Interest For those who pursue STEM degrees…(Scientific American, 2012)

Culture

What is culture? Attitudes, values, concepts, beliefs, and

practices shared by members of a group (objects and actions) Defined by a community with certain values

For non-members of the group, what might be associated to that group from outside

Culture of School Science

Technical language over everyday language Copying facts and definitions out of books Only one right answer, step-by-step process Fact oriented science which seems

decontextualized, objective, rational, mechanistic

Activities that do not reflect the “real work” of scientists

Little discussion of the people, tools, and social context of science

Teacher and text control what science counts

Barton & Yang, 2000

Culture of School Science

Leaves students with an image of science as: A body of knowledge that is pre-existing

facts, theories Static rather than dynamic, boring, difficult Lacks imagination and contributing ideas

Only the brightest/special people can do it (white male in lab coat)

Disconnected from personal lives/experience/relevance

Once requirements are fulfilled, will be “done” with it

Barton & Yang, 2000

We need to create a new culture of school science! What are the key dimensions we need to

promote so we can make science more accessible to all?

Focus on student engagement Behavioral – hands on Cognitive – minds on Affective – with feeling

Where to start? 5E learning cycle Engage – students’ conceptions,

understanding, background Explore – investigate (keeping written records) Explain – develop explanations, learn

vocabulary

Culture of School Science

Conceptual Framework: Outcomes

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

CONTENT

THINKING SKILLS

EFFECTIVE THINKING

REQUIREMENTS:

Four levels of educational

outcomes

Conceptual Framework: Outcomes

CONTENT

THINKING SKILLS

Disciplinary Core Ideas Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, & Application of

Science Cross-Cutting Concepts

Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function, stability and change

Conceptual Framework: Outcomes

CONTENT

THINKING SKILLS

THINKING VERBS FOUND IN COMMON CORE STANDARDS

ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DIAGRAMDISCUSS

ELABORATEEXPLOREIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT

REASONREPRESENTRESPONDSIMPLIFYSOLVESUMMARIZESUPPORTVERIFYVISUALIZE

Conceptual Framework: Outcomes

THINKING SKILLS

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

CONTENT

THINKING SKILLS

Asking questions (for science) and defining problems (for engineering)

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data Using mathematics and

computational thinking Constructing explanations (for

science) and designing solutions (for engineering)

Engaging in argument from evidence

Obtaining, evaluating, and communicating

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

Conceptual Framework: Outcomes

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

CONTENT

THINKING SKILLS

Curiosity Openness to New Ideas Honesty/Objectivity Skepticism

How can we do this? The 5 E’s

Exploring with Engineering

Engineering Design Process

Thinking Skills

Habits Of Mind

Cognitive Tasksthat Demand

Skillful Thinking

What to teach

Recap

Content

Disciplinary Core Ideas

Life Science

Physical Science

Earth/Space

Science

Engineering

Cross-Cutting

Concepts

E.g. Patterns,

Cause/Effect

Science & Eng.

Practices

E.g. Modeling

Investigating

5E Learning

Cycle

Engage

Explore

Explain

Extend

Evaluate

How to teach

Student engagement

AffectiveCognitiveBehavioral

Why we teach science

Individual and

Collective Science

Engagement

Utilitarian

Democratic

Intrinsic