Developing a Philosophy for Science Teaching and Learning How do our personal beliefs compare to...

Developing a Developing a Philosophy for Philosophy for

Science Teaching Science Teaching and Learningand Learning

How do our personal beliefs How do our personal beliefs compare to standards-based compare to standards-based

teaching and learning?teaching and learning?

Goals1.1. Confront prior knowledge and experience Confront prior knowledge and experience

with science.with science.2.2. Examine reasons for teaching science.Examine reasons for teaching science.3.3. Develop an understanding of “scientific Develop an understanding of “scientific

literacy” and distinguish science, literacy” and distinguish science, technology, and engineering.technology, and engineering.

4.4. Develop an understanding of science Develop an understanding of science standards.standards.

5.5. To understand how the science standards To understand how the science standards can guide you as you prepare to teach.can guide you as you prepare to teach.

Confront YourPrior Knowledge and Experience

Patterns? Insights? Questions?

What are your beliefs about scientists and their work?

What are your beliefs about teaching and learning

science?

Draw A Scientist ResultsDraw A Scientist Results

Barman, C. (1997) Students view of scientists and their work. Science and Children (Sept 1997).

Implications: Implications: While teaching science While teaching science

….…. Present scientists who Present scientists who

are women and from are women and from under-represented under-represented groupsgroups

Present scientists Present scientists working in a variety of working in a variety of settings, roles, and as settings, roles, and as individuals with individuals with personal interests personal interests beyond their beyond their profession.profession.

Implications: Implications: While teaching science ….While teaching science ….

Incorporate communications with scientists and Incorporate communications with scientists and teachers via the Internet. See Earthwatch Institute’s teachers via the Internet. See Earthwatch Institute’s ““Live from the FieldLive from the Field” e.g., ” e.g., Samburu Samburu Kenya Wildlife CommunitiesKenya Wildlife Communities

Invite scientists to the classroom or visit them at Invite scientists to the classroom or visit them at their place of work.their place of work.

Show videos on scientists on expeditions.Show videos on scientists on expeditions.

How are scientists different from technologists and

engineers?Scientists discover the world that exists. They develop theories based on a way of thinking.

Engineers create the world that never was. Engineers use best practices to design, test, and create human-made products and a way to solve problems.

Technologists create the systems and processes to design, operate, manufacture, and repair technological artifacts.

Go to National Academy of EngineeringSee Carin et. al. P. 29

An ExampleScientists discover Bernoulli’s principle (fluid ). In fluid flow, an increase in velocity occurs In fluid flow, an increase in velocity occurs simultaneously with decrease in pressure.simultaneously with decrease in pressure.

Engineers design an airplane that applies Bernoulli’s principle.

Technologists create the systems and processes to design, operate, manufacture, and repair the airplane.

--See NSES Science and Technology

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Science is a process, a Science is a process, a product, and a set of product, and a set of

attitudes.attitudes.ProcessProcess = Scientific inquiry and thinking skills = Scientific inquiry and thinking skills

ProductProduct = facts, concepts, generalization = facts, concepts, generalization

AttitudesAttitudes = curiosity, desire to know, cooperation, = curiosity, desire to know, cooperation, willingness to modify explanationswillingness to modify explanations

Why Teach Science? Why Teach Science?

Why Should Children Why Should Children Learn Science?Learn Science?

See. Carin et. al. , p. 6-7See. Carin et. al. , p. 6-7

Why Teach Science?

A.A. Stimulates curiosityStimulates curiosity

B.B. Motivates learnersMotivates learners

C.C. Context for applying math, Context for applying math, reading, and language art reading, and language art

(See Carin et. al. pp. 6-9) (See Carin et. al. pp. 6-9)

Why Teach Science?

And, children can develop scientific And, children can develop scientific literacy needed for citizenship, for literacy needed for citizenship, for employment, and every day livingemployment, and every day living- Workforce demands- Workforce demands

- Global economy- Global economy

- National security- National security

- Informed decision-making about everyday - Informed decision-making about everyday issuesissues

- Science knowledge shapes and defines who - Science knowledge shapes and defines who we arewe are

(Source: Krueger and Sutton, p. 82)(Source: Krueger and Sutton, p. 82)

What is Scientific Literacy?

The knowledge and understanding of The knowledge and understanding of scientific concepts and processes scientific concepts and processes required for personal decision-making, required for personal decision-making, participation in civic and cultural participation in civic and cultural affairs, and economic productivity. It affairs, and economic productivity. It also includes specific types of abilities.also includes specific types of abilities.

--See Carin et.al., pp. 16-32

What is Scientific Literacy?

• Body of knowledge (facts, concepts, Body of knowledge (facts, concepts, generalizations)generalizations)

• Understanding of nature of science, Understanding of nature of science, scientific inquiryscientific inquiry

• Understanding of personal and societal Understanding of personal and societal implicationsimplications

• Knowledge about technologyKnowledge about technology• Ability to apply knowledgeAbility to apply knowledge

• Everyday situationsEveryday situations• Personal decision-makingPersonal decision-making

THINK - THINK - examples, examples, detailsdetails

PAIR - PAIR - talk togethertalk together

SHARE - SHARE - have one have one person share with person share with whole groupwhole group

Why Teach Science?

Group A: Workforce demandsGroup A: Workforce demands

Group B: Global economyGroup B: Global economy

Group C: National securityGroup C: National security

Group D: Informed decision-making about Group D: Informed decision-making about everyday everyday

issuesissues

Group E: Science knowledge shapes and Group E: Science knowledge shapes and defines who defines who

we arewe are

Guiding Principles for Science Teaching and

Learning• Science is for all Science is for all students.students.

• Learning science is an Learning science is an active processactive process..

• Reference: National Academy of Science. (1996). Reference: National Academy of Science. (1996). National Science National Science Education Standards. Education Standards. Washington DC: National Academy Press.Washington DC: National Academy Press.

In the In the National Science National Science Education StandardsEducation Standards, ,

the the content standardscontent standards

define scientific define scientific literacy.literacy.

Learning science is Learning science is something something

students do, students do,

not something that not something that is done to them. is done to them.

(NRC, 1996)(NRC, 1996)

In science, we don’t In science, we don’t know what we’re doing!know what we’re doing!

We know what we’re We know what we’re trying to do.trying to do.

I hear,I hear,I forget; I forget;

I see,I see,I remember;I remember;

I do,I do,I understandI understand

--Chinese Proverb

It matters what you It matters what you believe!believe!

Our beliefs are shaped Our beliefs are shaped by the way we view the by the way we view the

world!world!


Do you believe children learn best byDo you believe children learn best by

Rigidly following the curriculum Rigidly following the curriculum

or or

Selecting and adapting Selecting and adapting

the curriculum?the curriculum?



Treating all students alike Treating all students alike

or or

Responding to individual interests, Responding to individual interests, strengths, experiences, and needs?strengths, experiences, and needs?



Presenting knowledge by having children Presenting knowledge by having children read and listen read and listen

or or

Guiding students in active and extended Guiding students in active and extended scientific inquiry?scientific inquiry?



The teacher maintaining responsibility The teacher maintaining responsibility and authority and authority

oror

Sharing the responsibility for learning Sharing the responsibility for learning with students?with students?


Our beliefs are shaped Our beliefs are shaped by the way we view the by the way we view the

world!world!

Are we interested in Are we interested in getting the right answer getting the right answer

or or getting at the truth?getting at the truth?

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