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Secondary Science Teaching Methods (Nature of Science (Scientific Inquiry…
Secondary Science Teaching Methods
Nature of Science
What is science?
How is science different from other ways of knowing?
traditionally elitist
specific jargon
roots in Western culture
institutionalized
What is a good representation of science?
Evolutionary
Science evolves over time as ideas and technology develop
Revolutionary
Science has the ability to drastically change the way we see the world
Ex: Darwin and Evolution
How do we practice science?
#
hypothesis
can lead to a prediction
can be generalizing
law
can be explanatory
theory
Assumptions of Science
#
Understandable
Subject to change
Durable
Cannot answer all
Scientific Inquiry
#
Evidence, hypothesis, theories, logic
no fixed steps
evidence
logic and imagination
explains and predicts
identifies and avoids bias
not authoritarian
Scientific Enterprise
social activity
various dsiciplines
ethics
5E Lesson
Planning
To address:
2 sets of expectations: Overall and Specific in the Curriculum Document
with the goals:
to relate science to technology, society, and the environment
to develop the skills, strategies, and habits of mind for scientific investigations
to understand the basic concepts of science
Specifying:
Audience: the students
Behaviour: what behaviour will they show to indicate understading and mastery
Conditions: working in groups or individually
Degree: how much mastery should they again. i.e. 80% accuracy?
Terminology from Bloom's Taxonomy
#
create
Evaluate
Analyse
Apply
Understand
Remember
Consists of:
Engage: the "Hook" of the lesson --> catch the students attention and draw their curiosity. Invitation to participate and be personally involved!
in example: using Smartboard technology, videos, illustrations, asking questions, KWL charts, PEOE demos, game
Explore: exploring the concept on their own terms --> gives the learner an opportunity to practice/work with the new knowledge in some way
in example: allowing for mistakes and trial and error through team work and fun activities
Explain: teacher explains the concept and asnwers questions--> teacher acts as a facilititor in the learning process and checks for misunderstanding/misconceptions
Elaborate: extension of the learning --> reteach the concept and/or teach more details.
in example: differentiated instruction to enable gifted students to explore more in detail and confused students to relearn in a different way
Evaluate: assessing what was learned --> teacher can note what was mastered and what needs to be retaught in the lesson
in example: quiz, essay, reflection, project, book report, model, song, exit card
To support and foster:
Inquiry Based Learning
Creativity
Critical Thinking and Problem Solving
Engagement in the classroom
Development of new skills
Development of Metacognitive skills
Use of prior knowledge to build new knowledge
Inquiry
#
Transferable skills
#
careers in science
experience-based education
challenge classmates in disscussions
#
empirical evidence supporting it
Sharing platform: gallery walks
Sharing Platform: classroom debates
Activity Scenario: Case studies
effectiveness of the strategies employed (metacognition)
interpersonal skills
effective collaboration skills
cooperative learning
involvement in research, scientific investigation, analysis of problematic situations or solving real problems
#
problem-solving skill
Student centred
instruction from the teacher to the student
autonomy
independence
lifelong learning
meaning from new information and prior experience
#
acknowledging student voice as central to the learning experience
the role as a facilitator
Group work
social and emotional learning
teamwork skills
interpersonal skills
implicit curriculum
student-teacher relationship
curiosity
Active learning
long term knowledge retention
abilities to retain and recall information
constructivism (Piaget)
interaction between their experiences and their ideas
mastery
nature of learning
#
higher thinking
create
KICA
Knowledge
Understanding of the content - terminology, basic meaning and significance
Subject-specific content
Inquiry
Different levels of Inquiry
Confirmation, Structure, Guided, Open
Places students' questions, ideas, observations, at the centre of learning
#
Student entered learning and open ended- activities that allow students to discover and question learning, only facilitated by the educator
#
Critical Elements of Inquiry
Learners are engaged
Learners give priority to evidence
Learners formulate explanations from evidence
Learners evaluate explanations
#
Learners justify explanations
Critical and creative thinking processes
#
#
Decision making
Problem solving
Research
Scientific Inquiry
#
Communication
Convey meaning
Oral
Presentation
Debate
Written
Report (could be a lab report)
Opinion Piece (e.g. ethical issues behind stem cell research)
Visual
Application
#
Using knowledge and skills to make applications between and within context,
Apply to real world - "application of scientific knowledge helps to satisfy many basic human needs and improve standard living"
E.g. Cancer research and medicines that have been discovered
E.g. Sustainability - Clean forms of energy
References
https://www.tcdsb.org/FORSTAFF/NewTeacherInduction/Documents/curric112charts.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4198034/pdf/embr0015-0919.pdf
https://www.ncbi.nlm.nih.gov/pubmed/8447896
https://link.springer.com/article/10.1023/B:EDPR.0000034022.16470.f3
