Transcript The Art of Teaching Science Introduction and Welcome The Art of Teaching Science Welcome to The Art of Teaching Science.

The Art of Teaching Science
Introduction and Welcome
The Art of Teaching Science
Welcome to The Art of
Teaching Science. We hope you
will find this book to be a
valuable resource for your
professional development and
creative expression as a middle
and high school science teacher.
Our approach is humanistic in
our concern for the interests,
needs, and welfare of people
and our belief in the capacity of
science education to enrich
human life.
Jack Hassard & Michael Dias
Chapter Slide Shows
• There are 12 slide shows, one for each
chapter. They are designed to be used by
students and instructors. For students, the
slides give a multimedia overview for each
chapter. For the instructor, the slide shows
can be used in whole or part to augment
course syllabi, and online experiences for
students.
Philosophy
• The Art of Teaching Science is
rooted in the philosophy that
initial and continuing
preparation of science teachers
should develop professional
artistry.
• In this view, the learning to
teach process involves
encounters with peers,
professional teachers, and
science teacher educators.
• A number of pedagogical
learning tools have been
integrated into the Art of
Teaching Science.
• These tools involve:
– Inquiry and experimentation
– Reflection through writing and
discussions
– Experiences with students,
science curriculum and
pedagogy
• Becoming a science teacher is a
creative process. In the view
espoused here, you will be
encouraged to "invent" and
"construct" ideas about science
teaching through your
interaction with your peers,
teachers and your instructors.
The Art of Teaching Science
Inquiry and Innovation in Middle School and High School
Part
Chapters
Part 1 The Art of Science Teaching
Chapter 1 The Art of Science: A Reconnaissance
Chapter 2 Science for All
Chapter 3 Facilitating Science Learning
Part 2 The Goals and the Curriculum of School Science
Chapter 4 On the History of Science Education
Chapter 5 Science in the School Curriculum
Chapter 6 Science, Technology and Society in the Science
Classroom
Part 3 Connecting Theory and Practice in Science Teaching
Chapter 7 How Adolescents Learn Science
Chapter 8 Models of Science Teaching
Chapter 9 Designs for Learning
Part 4 Strategies of Science Teaching
Chapter 10 Assessing Active Science Learning
Chapter 11 Strategies Fostering Thinking in the Science
Classroom
Chapter 12: The Internet: Learning Science with Online
Resources
Pedagogical Learning Tools in
The Art of Teaching Science
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Inquiry Activities
How to Read This Chapter
Invitations to Inquiry
Cases to Consider
Science Teachers Talk
Research Matters Column
Science Teaching
Literature
• Problems and
Extensions
• Reflective Teaching
• Microteaching
• International
Connections
• On the Web
• Readings
Pedagogical Tools
Inquiry Activities
• Inquiry Activities are designed to engage teachers in a
variety of learning-to-teach conducted individually and in
collaboration with teaching colleagues in middle and high
schools as well as at the university.
• The inquiry activities are based on a constructivist learning
model and
– enable students to use their existing conceptions in problem
solving situations;
– enable students to design a plan to investigate a problem for a
particular context and situation;
– can be solved in many ways thereby resulting in multiple solutions;
– engage students in reflective and high level cognitive thinking;
– engage students in cooperative learning groups
Inquiry Activity 12.1: Exploring
Internet-Based Pedagogies
• In this inquiry you will become
familiar with 6 Internet-based
pedagogies, anyone of which
you can used to design a webbased science activity.
• Read through the innovations
that are listed in Table 12.1.
• Identify an STS or science
inquiry goal and design a webbased activity using one or
more of the Web-based tools.
Web-Based Innovations
 Outside
Communication with
Peers and Experts
 Student
Collaborative
Research
 Virtual Field Trips
 Product Creation and
Web Publishing
 Social Action
Projects
 Virtual or Online
Classroom
How to Read This Chapter
• This chapter is a reconnaissance of the profession of science teaching,
and also a place to begin the learning-to-teach process. There are some
activities that are designed to help you explore some of your prior
conceptions about science teaching (Inquiry Activity 1.1), and other
activities designed to have you investigate the ideas that experienced
teachers hold about teaching, and students about science. All of these
are here to help you build upon your prior knowledge and to help you
in the construction of your ideas about teaching. You might get the
most out of this chapter by skimming the main sections, and then
coming back to deliberately move though the chapter.
Invitations to Inquiry
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How important is it to the secondary science teacher to know about learning theory?
What is constructivism, and why has it emerged as one of the most significant
explanations of student learning?
How do cognitive psychologists explain student learning?
How do social psychologist explain student learning?
How do behavioral theories explain student learning in science?
What was the contribution of theorists like Skinner, Bruner, Piaget, Vygotsky, and von
Glasersfeld to secondary science teaching?
What is meant by multiple intelligences and how does it impact student learning?
How do learning styles of students influence learning in the classroom?
What is metacognition, and how can metacognition help students learn science?
Chapter 7 Concept Map
Cases to Consider
Cases are problem solving dilemmas based on actual and fictional
events of science teaching. The professions of law, business, and
medicine have long used the case method which has been more
recently applied to teacher education.
Cases in The Art of Teaching Science consist of a brief presentation of
the case followed by a dilemma statement. Cases can be explored in a
variety of ways: role playing, cooperative problem solving, written
responses followed by group discussions, and debates. Case
enactments can also be video taped for replay and analysis. After some
work in schools, students can write their own case and respond to
those of their colleagues.
Each chapter begins with a Case to Consider.
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Cases Approach
The Case
Ruth Wilson, a second year high school biology
teacher in a community that has only one high
school, took a graduate course in the summer at the
local university. In the course, she became extremely
interested in a theory of learning, called
"constructivism” proposed by several theorists.
Constructivism, as she understood it, provided a
framework to understand how students acquired
knowledge. One of the basic notions underlying the
theory was that students “constructed and made
meaning” of their experiences. The theory provides
more freedom for the students in terms of their own
thinking processes. Ms. Wilson feels strongly that
this “constructivist” framework supported her
teaching philosophy better than the more structured
approach she was using during her first year of
teaching. Prior to the opening of school, Ms. Wilson
changed her curriculum plans to reflect the
constructivist theory. She spent the first two weeks
of school helping the students become skilled and
familiar with hands-on learning. For many of her
students, this was a new venture. She planned
activities where students had to make choices among
objectives, or activities, or content. Knowing that
students like to work together, she decided to place
students in small teams. At the end of the two weeks,
she instructed the teams to decide and select the
activities and content in the first part of the text that
would interest them. They should formulate a plan,
and carry it out for the remainder of the grading
period. A few weeks later, a rather irate parent called
Mr.. Brady, the principal of the school, complaining
that her son is wasting his time in Ms. Wilson's class.
The parent complained that her son was not learning
anything, and she demanded a conference with Ms.
Wilson.
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The Problem
How would you deal with this
situation? What would you say to
the parent? Is Ms. Wilson on
sound footing regarding her theory
of teaching? How do explain your
teaching theory to your principal?
What is your personal view on this
approach to teaching and learning?
Reflective Teaching
• The Art of Teaching Science provides teaching strategies that facilitate
the development of reflective thought. Inquiry Activity 1.2, entitled
Microteach: Reflective Teaching invites you to select an instructional
objective (see Table 1.2) for which you will plan 20 minutes of
teaching that will help the learners begin to meet this objective.
• A powerful aspect of Reflective Teaching is that it "teaches" teachers a
metacognitve tool for thinking about their teaching, and once they
understand the process, teachers can apply the approach in any
teaching situation.
Inquiry 1.2: Reflective Teaching
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In this inquiry you’ll teach a science
lesson to a small group using any of the
models in the chapter using a three
stage experience:
– Prepare
– Teach
– Reflect
You’ll use the experience to find out
how successful you were. Details of the
Reflective Teaching experience are
outlined in Inquiry 1.2.
Learner Satisfaction Form
Name_________________________
1. During the lesson how satisfied were you as a
learner?
______________ very satisfied
______________ satisfied
______________ unsatisfied
______________ very unsatisfied
2. What could your teacher have done to increase
your satisfaction?
Microteaching
Microteaching is a laboratory approach to teaching developed some years
ago, and used quite effectively first by the Peace Corps, and then by
colleges of education in initial and continuing teacher education programs.
Although microteaching is used initially in Inquiry 1.2, it is detailed in
Chapter 11, and used in the context of helping teachers develop a model
for practicing and receiving feedback about teaching strategies.
Since microteaching is scaled down teaching, it works very well in small
cooperative groups of peers, as well as with students in a school context.
You will find the approach to microteaching detailed in Inquiry Activity
11.1. Students can prepare brief lessons, teach them to a small group of
peers or students, meet with a peer coach, and then reteach the lesson
based on suggestions made in the peer coaching conference.
Inquiry 11.1: Microteaching
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Microteaching is scaled down teaching.
You will use it to explore the interactive
teaching strategies in chapter 11.
Prepare a 5-8 minute lesson and use it
to focus on one or more of the teaching
strategies (advance organizers,
questioning, using examples, etc.).
Teach the lesson to a small group of
peers; use the video tape to reflect and
make changes in the lesson for a reteach episode.
How successful were you?
Science Teachers Talk
• Interviews with several practicing middle school and high school
science teachers from several countries were conducted to create the
Science Teachers Talk column of the Science Teaching Gazette. The
teachers were asked to respond to a questionnaire on science teaching.
The questions corresponded to the text chapters, and can be used as a
stimulus for discussion, and problem solving.
• Readers of The Art of Teaching Science may be asked to respond to the
interview questions before reading the teachers' responses, and
afterwards, compare their approaches and opinions. These craft-talk
columns are rich with the wisdom-of-practice that is an integral part of
the knowledge of science teaching.
Science Teachers Talk
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How do you use technology
(including the Internet) in your
science lessons? Why do you, and
what do you see as the benefits for
your students?
Find out what the following
teachers say about these questions.
How does it compare with your
thinking:
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Ben Boza (Botswana)
Brian Davis (Mentor teacher)
April McDurmond (New teacher)
Carol Myronuk (Canada)
Michael O’Brien (Chinese Taipei)
Barry Plant (Australia)
A web-based activity in action
Research Matters
• There is a growing emphasis on the importance of
involving practicing science teachers not only in
applying science education research, but also in
conducting action research and sharing their
practical knowledge.
• The Science Teaching Gazette includes Research
Matters articles written by members of the
National Association for Research in Science
Teaching (NARST).
Science Education Literature
Some of the volumes of the Science Teaching
Gazette includes excerpts from the literature of
science teaching. The literature pieces have been
included to enrich the investigation of science
teaching, to extend the context of learning to
include the work of the science and science
education community, and to introduce teachers to
journals and books in the field.
Science is Not Words*
• Read Dr. George Feynman’s
article, “Science is not words.”
• How does Feynman’s view of
science stack up with yours?
How might this be applied to
teaching?
• Follow-up with a visit to a
Feynman Site:
http://www.amasci.com/feynma
n.html
On the Web
• A collection of websites that relate to the
chapter.
• They are located in the Gazette, and they
are also linked in this website for easy
access to these resources
Websites
• Routledge Companion
Website
– Student Resources
– Instructor Resources
• Art of Teaching
Science Weblog
– Interactive Discussions
– Resources for Teaching
Readings
• A collection of readings, for each chapter,
including books and journal articles
• designed to help you go further in your
exploration of science teaching.
Problems and Extension
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Prepare a Web-based lesson using one of the
following Web-based tools: key pals, online
discussions, chat, tele-mentoring, pooled data
analysis, tale-field trip or social action
project. Include the goals for the lesson, and
how students would be active learners in the
lesson.
Discuss the implications of using the Web to
make your teaching environment a “global
classroom”. What do you think will be the
outcomes and benefits for your students, and
colleagues?
Locate a science museum on the Web, and
design a tele-field trip using the museum as
the basis for your project.
Design a pooled data analysis project for a
group of middle or high school students in
any content area of science. Visit some of the
examples of pooled data analysis projects
identified in the chapter. After studying these
projects, outline a new project by working
with a group of peers. Share the project by
putting it on the Web, and presenting it to a
group of peers.
International Connections
Colleagues from other countries wrote brief
descriptions of the curriculum and teaching issues
in Australia, Chile, China, Ghana, Japan, Russia,
Turkey. As science educators, we are members of
a community of practice that is worldwide.
What are the issues in other countries, and what do
these teach us about our own issues? These
science educators have based their writing on
personal experiences with the culture, and in most
cases the authors were born, educated and taught
in the country they described.
Science in…
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Australia
Chile
China
Ghana
Japan
Russia
Turkey