SCE 4310 SPRING, 2015 Teaching Elementary Science Instructor Dr. George O’Brien.
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Transcript of SCE 4310 SPRING, 2015 Teaching Elementary Science Instructor Dr. George O’Brien.
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SCE 4310 SPRING, 2015
Teaching Elementary ScienceInstructor Dr. George O’Brien
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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.
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Preparing Sustainability Literate K-6 Teachers: Utilizing Activity Theory during On-campus and School-based ExperiencesGeorge O’Brien Ph.D.Kathy Sparrow Ph.D.Jennifer MoralesJason Clayborn
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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).
• 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.
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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.
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LEARNINGCYCLE - 5 Es
SUSTAINABILITY EDUCATION
SCIENCEEDUCATION
SCIENCE CONTENT NGSSS & NGSS
HABITS OF MIND
CONSTRUCTIVIST LEARNING
SCIENCEEDUCATIO
N
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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
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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.
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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
©Routledge/Taylor & Francis 2012
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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.
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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.
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THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
EFFECTIVE THINKING REQUIREMENTS:
CONTENT
THINKING SKILLS
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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
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THINKING SKILLS
EFFECTIVE THINKING REQUIREMENTS:
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THINKING VERBS FOUND IN COMMON CORE STANDARDS
ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DIAGRAMDISCUSS
ELABORATEEXPLOREIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT
REASONREPRESENTRESPONDSIMPLIFYSOLVESUMMARIZESUPPORTVERIFYVISUALIZE
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COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
EFFECTIVE THINKING REQUIREMENTS:
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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.
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RICH TASKS REQUIRING SKILLFUL THINKING
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HABITS OF MIND
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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
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THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
EFFECTIVE THINKING REQUIREMENTS:
CONTENT
THINKING SKILLS
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Engineering Design Process
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Class 1 & 2 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.