과학교육론 Ⅰ by Oansup Choi

Science Education 과학교육론 Ⅰ

최완섭

물리교육 박사 학력 : 연세대학교, 한국교원대학교, 미국 뉴멕시코주립대학교 경력 : 전)인천과학고등학교, 한국교원대학교, 춘천교육대학교, 경인교육대학교 등 현) 선인고등학교와 인하대학교 저서 : 『노벨상으로 본 과학과 창의성』, 『창의성과 과학의 만남』, 『고급물리』, 『융합 물리학』, 『고교생을 위한 물리학』, 『청소년을 위한 물리학』, 『탐구형 물리실험 Ⅱ』, 『영재들의 물리노트Ⅰ,Ⅱ』, 『과학논술 및 논문작성법』, EBS 방송 교재 외 다수

oansup choi

1. The Art of Teaching Science

Chapter 1 Map

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Invitations to Inquiry • Why do you want to be a science teacher? • What are some major conceptual idea about science teaching? • In what ways might science teaching be an art?

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• • • •

What is science? What are some of the important characteristics of science? Is inquiry teaching a valid method in science classrooms? What fosters scientific inquiry?

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• Do scientists and students represent two cultures? • If so, how can these cultures be bridged?

• Who are the students we teach? • What are they like? • What is characterizes of effective science teacher? Science Education Chap 1 Oansup

Most important discovery • Science  Science itself  Understand important and interesting about the natural world

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• Science education  Students learn from formal and informal experiences don‘t learn through direct instruction  Inquiry approach  Theory of social-constructivism

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Radical changes and courageous persons

Becoming a teacher is a creative and artistic process

Thomas Samuel Kuhn Science Education Chap 1 Oansup

Discoveries that have been made by science educators • Learning and teaching method  Direct instruction?  Construct knowledge from experiences Inquiry approach Learning by doing • Teaching is an art form

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•    

Theories of learning Behaviourism Cognitivism Constructivism Connectivism

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Theories of learning Behaviourism Cognitivism Constructivism Connectivism Learning and teaching method Direct instruction? Construct knowledge from experiences Inquiry approach Learning by doing  Teaching is an art form •     •  

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Social-constructivism • Social Interaction impact on cognitive development  Cognitive development are not isolated from one another (contrasting the work of Jean Piaget);  Learning is mediated by social interaction With more knowledgeable others (teachers, parents, peers etc.)

Interaction with the environment to higher-level cognition Science Education Chap 1 Oansup

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Direct instruction

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Inquiry approach •   

Worked cooperatively and collaboratively to solve problems Develop problem-solving abilities and skills Help critical thinking skills Depth of understanding to be greater than other approaches

•   

Teacher's Role Guide on the side rather than sage on the stage Give scaffolds learning Gradually removing the scaffolding as students develop guided inquiry

• Questions  Often open-ended (has no right or wrong answer) Science Education Chap 1 Oansup

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Questions : Is teaching professional artistry? In see someone teaching • Witness imagination and creativity unfolding in the classroom • Few days later, you witness a different context and activity Two fundamental aspect teaching • Learning • Humanistic concern

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Teaching • Related human imagination • Related creativity and willingness to experiment and play

Teachers • Simply adopting the knowledge claims of others? • Develop their own knowledge claims about teaching and learning Science Education Chap 1 Oansup

Standards change the classroom(Why?) • Learn better through experiences than through memorization  Memorize fewer facts  Asking questions and designing experiments to find the answers

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Education knowledge from experiences

The best way to teach science is not to teach it - Ryan Snook

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The Artistry of Teaching • Designed to provide encounters in various contexts  Reflection, discussion and … • Related to human imagination and creativity Similarities between art and science : Science uses images, and experiments with imaginary situations - Jacob Bronowski Many people believe that reasoning, and therefore science, is a different activity from imagining

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Case : A First Year Teacherâ&#x20AC;&#x2122;s Dilemma

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Problem Students need to learn the basic concepts not spend time on fluff activities - Department head If you were the first year teacher â&#x20AC;˘ What are the pros and cons of this position? ď&#x192;ź What is your view of science teaching?

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Five Core Ideas of Science Teaching 1. •    •  • 

Stewards of student learning Understand How students learn How to help a student learn Peer effects on learning Inspire To think, create and achieve in science Encourage When learning new and difficult ideas and concepts

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2. Pedagogical content knowledge specialist

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• Integration of content and pedagogy  Understand the students’ reconstruction of knowledge  Be familiar with knowledge gaps and preconceptions students bring to science class  Have knowledge of science curriculum

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Many science teachers claim that lecture and discussion is an inadequate strategy for most students, and suggest other strategies • • •

What do you think? Isn't lecture an efficient way to teach science? Are there strategies that might reach more students?

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3. • • •

Facilitators of student learning Create effective teaching environments Utilize a wide range of instructional techniques Know how to provide all students with the time, space and resources needed for learning

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4. Lifelong learners and inquirers into one’s own teaching Being a lifelong inquirer • Deepen content and pedagogical knowledge  Biology class-ethics  Animal rights  Birth control method  THAAD  Nuclear testing •

What do you think? Should topics like these be part of the science curriculum? Why?

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5. Members of a community of practice â&#x20AC;˘ Develope programs, curriculum and project â&#x20AC;˘ Lead to a rich professional life

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Inquiry 1.1: Initial Ideas about Teaching Science education research showed • Highly influenced by their existing knowledge and beliefs • Five core ideas are challenge to existing ideas What is your present views about science teaching • Knowledge • Attitudes • Appreciation

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Create cognitive dissonance activity How to create cognitive dissonance?

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1. Stewards of student learning â&#x20AC;˘ What is your view of intelligence? â&#x20AC;˘ Do you think teaching students about human intelligence might help them learn science? Intelligence has been defined in many different ways

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2. Pedagogical content knowledge specialist • Isn't lecture an efficient way to teach science? • Are there other strategies that might reach more students? 3. Facilitators of student learning • Are nontraditional models of teaching(small group activity with hands-on materials) prone to problems and the unexpected? • Should first year teachers avoid them until they get their feet wet?

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4. Lifelong learners and inquirers into one’s own teaching • Should topics like these(ethics and animal rights, birth control methods, abortion) be part of the science curriculum? • What do you think? Why? Carl Sagan says • What is your view of science? • Do your agree or disagree with Sagan?

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Science Teaching Career Choice Science Teaching is blend knowledge of science, pedagogy and learners

•    

Why do you want to be a science teacher? Interest in subject matter Abilities are well suited to teaching Opportunity to work with young people Contribute to the betterment of society "I really enjoy sharing with students the sort of experiences that led me to a career in science teaching” Barry Plant

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• Why teaching is the best job in the world?  Teaching is very hard work  Very long way of, you can look forward to memories

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Inquiry 1.2 Microteach •  • • •

Instruction is engaged in a scaled-down teaching situation Teaches only a small group of 5-10 pupils Receives a feedback on his performance Length is reduced of 5-10 minutes Scope is narrowed

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Learning to Teach from Experience and Reflection Teaching short lessons (Microteach) • Among peers • Engaging in structured reflective discussions • Provide experience teaching • Provide reflection(thinking) • Learn an important notion about becoming a teacher

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•    

Learn from teaching Knowledge, skills or attitudes, which you hoping to develop Teaching method influenced you most Learners react to the method you used Learners think 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?

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Wisdom of Practice: Science Teachers Talk • Participating as a student in the teaching lessons  Observing and listening to the views of your colleagues Select one teacher and use the companion website to find some of their insights.  What can you discern about this teacher’s beliefs about science teaching?  How does the teacher’s view compare with yours? •

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Nature of Science Teaching •

Try and recall one or more of your favorite teachers What was it about them that made them memorable?

Sample list • • • • • • • • • • •

Uses examples-live and otherwise Brilliant- knowledge of teaching Knowledge of history of science Multiple ways to communicate Stories- real life connections Open inquiry-student exploration Hands on activity Long term projects Project based Respect for students Enthusiasm

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Hands-on inquiry activity Hands-on inquiry activity is good science teaching method • Make science more interesting • Make high achievement Science lessons are social activity which involve • Thinking • Reading • Discussing - Lemke

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Metro-Atlanta High School Biology class Placing fossil(crinoid) in each student's hand and telling not look at the object until teacher said

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Student could • Exploring the object without looking • Asking the observations  Hard, breaks easily, gritty, grainy, cylindrical, about 2cm in diameter, grooves along the side, a hole in the center • Providing play dough to make a replica (still without looking) • Asking the students to guess what they thought it was  Then to look at the object • Asking if students had any questions about the object (without telling about the fossil)

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•      

Students curiosity led to several questions What are these? Where did they come from? How old are they? Where did you get them? Are they all the same? What are they used for?

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â&#x20AC;˘ â&#x20AC;˘

The next day, the teacher divided students into groups and assigned a different task to each group Later in the lesson a student from each group reported their results to the class

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Engaging students in this type of an inquiry activity • Students feel about science is in stark contrast with what is known about science teaching  Students see science class as dull and a place where they do not wish to be Studies reveal that • There are many ways to make science teaching more interesting • Result in high achievement, one factor that seems to be very important is engagement

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Predominant teaching • • • • • • •

Dominant method of teaching in science is recitation (33-37%) Goal of the teacher is to cover all the content in the book Use of inquiry techniques are discouraged, and rarely observed Demonstration ranks the most frequent activity Students are typically passive observers Reports and projects are used about once a month(50%) Activities are generally workbook exercises in following directions and verifying information given by the textbook or teacher

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Science teaching included recurring activities offered a narrow slice of scientific practice ď&#x192;ź Students having a limited sense of science and what it meant to understand and use science â&#x20AC;˘

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To make science understandable and useful • Science be communicated with students in  Science curriculum  History and nature of science  Learning about the applications of science to society

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On the Nature of Science Nature of science is an important goal for students in science Students don't have a good understanding of NOS - Lederman

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Science is a living entity that continues to evolve. Not only the answers, but also the games and riddles and participation make it interesting â&#x20AC;Śengaging with the unknown is irresistibly exciting - Lisa Randall

The world is something like a great chess game being played by the gods, and we are observers of the game. We do not know what the rules of the game are; all we are allowed to do is to watch the playing - Richard Feynman

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What is Science

Evidence

Logic and Imagination

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Durable and Change

Durable and Change • In 1912, when Alfred Wegener proposed in print that Earth's contine nts floated on denser and more stable material below • He was openly ridiculed and even scorned by his colleagues • Until several decades later did his ideas receive

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â&#x20AC;¢

Ptolemy and Copernicus

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Imagination and Creativity â&#x20AC;˘ Central to understanding the nature of science involves human imagination and creativity â&#x20AC;&#x201C; Lederman

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The Structure of Benzene Since its discovery in 1825, the molecule benzene was known to contain carbon atoms and hydrogen atoms About 40 years after Kekule devised the hexagonal structure the idea came to him in a dream during an afternoon nap

SCIENCE DEMANDS

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Science and Human Values • •   • •

Wallace sent his discovery paper to Darwin Wallace paper encouraged Darwin to finish book Darwin cites Wallace's work Shows how it was central in the Origin of the Species Although the book was not co-published Collaboration and communication underscores the work of the community of scientists

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Science and Democracy • • •

Human desire to hold on to old ideas Science cannot flourish in an authoritarian climate -Bronowski In a democratic environment old ideas can be challenged and rigorously criticized

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Activity 1.3 Surveying Students’ Views of Science Method 1: The Essay • Write an essay explaining what they think science is, and how scientists do their work Begin Some examples:  Science is ...  Scientists believe that ...  The purpose of science is .

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Method 2: The Drawing â&#x20AC;˘ Ask the students to show the scientist at work. â&#x20AC;˘ Students write a brief statement explaining their drawing

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Inquiry and Science Teaching What is Inquiry? • First used at the university level • Didn't play a prominent role in middle and secondary school science until about 50 years ago • Now everyone in science education loves to talk about inquiry Inquiry is used in three ways - Anderson • Scientific inquiry • Inquiry learning • Inquiry teaching

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Inquiry outcomes • Understanding of scientific concepts  Appreciation of how we know and what we know in science • Understanding the nature of science  Skills to become independent inquirers  Disposition to use skills, abilities & attitudes associated with science

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Inquiry Abilities • • • • • •

Identify questions & concepts that guide science investigations Design & conduct scientific investigations Use technology & mathematics Formulate & revise scientific explanations and models using logic and evidence Recognize and analyze alternative explanations and models Communicate and defend a scientific argument

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Inquiry and Constructivism Inquiry learning is very similar to constructivist learning - Anderson • Learning is an active process of individuals constructing Significant understandings are not just received • Learning dependent upon the prior conceptions Prior conceptions may be modified • Understanding is enriched by engagement of ideas in concert with other people • Understandings dependent upon the contexts

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Inquiry in the Science Classroom Unguided and Open inquiry • Unguided inquiry Student select the phenomena and the method of investigation • Open-inquiry Mode of learning requires a great amount of learner self-direction

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•    

Unguided or open inquiry, does not mean that the teacher is not involved Small teams of students are then organized Brainstorming session to explore and study Discuss the list of topics and phenomena Proceed the project

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Life Beyond Inquiry • Cooperative Collaborative  Groups work together  Solve problems and complete learning tasks

• Direct/Interactive Teaching  Teacher-directed instruction Learner-centered by promoting dialogue and student interest

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Scientists & Students: Two Cultures? • Make lists of characteristics of scientists and students  Are there two cultures?  What are the implications for teaching?

1000 ninth grade, 39 earn BA degrees, five earn MA degree ,two Ph.D degree in science and engineerin Science Education Chap 1 Oansup

The Students We Teach: Who are They â&#x20AC;˘ â&#x20AC;˘

How can science teaching contribute to the development of adolescents? How can science teaching foster the development of healthy persons with positive self-concepts?

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Bridging the Gap

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Effective Teachers • • • • •

Clarity Variety Task orientation On-task behavior Success rate

• • • •

Using student ideas Instructional set Questioning Enthusiasm

Instructional strategies and methods are related to increased cognitive outcomes.

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Clarity Presentation is clear and understandable, logical and easy to follow Variety Ask a number of different questions, and use a variety of learning materials, equipment, displays and hands-on materials. Task orientation Allocate more time to intellectual content rather to have higher rates of achievement.

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On-task behavior Closely related to classroom management behaviors Success rate This characteristic is closely related to student self-esteem. students are going to feel good about themselves and science Using student ideas Teachers who use student ideas are genuinely interacting with students, thereby effecting student self-esteem.

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Instructional set Statements made at the beginning of a lesson, or at transition points in the lesson Questioning Knowing what kinds of questions When to ask them seems to be important to student learning Enthusiasm Teacher's use of eye contact, gesturing, movement, use of supportive and approval behaviors, and love of science

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More than words • • •

Read Dr. Richard Feynman’s article, “Science is not words.” How does Feynman’s view of science stack up with your views? Is this a practical view that might be applied to teaching? http://www.amasci.com/feynman.html

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Interview a Teacher •

• •

Interview a science teacher, using one or more of the questions used to interview the teachers for the Wisdom of Practice section of this book. Select from interview questions provided in chapter 1 of the companion website. Report your results on the net, and discuss in class.

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Problems and Extensions •

What must one know to be an effective science teacher for adolescents?

•

How does your notion of science compare to that of Bronowski, Feynman, Polyani, Randall, & Sagan?

•

In what ways can imagination be part of the secondary science classroom?

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Chapter 2.

Chapter 2 Map

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Give all students equal opportunity Recent international studies â&#x20AC;˘ Students low interest in science ď&#x192;ź Lack of relevance of the science curriculum

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â&#x20AC;˘ â&#x20AC;˘

Multicultural world in which we live Supporting students learning needs

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Case to Consider

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Mr. Nash • View of sink or swim • Situational Factors  Situational factors are in the environment surrounding a person Cultural differences Experiential differences Learning ability differences Your beliefs about student learning • Situational Factors make difficult to achieve "Science for All"

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Invitations to Inquiry Science for all is provide equal opportunities to achieve • What needs to be done to make this a reality? • Is this a reality in today’s schools? • What is equal opportunity?

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Equal opportunity? • Respond to student differences • Implies unequal treatment  Students do not learn in the same manner  All students should not be treated the same

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Design for equal opportunities • •  

Meet the needs of all students Promote the development of a differentiated curriculum Achieve science literacy for all students School science should be inclusive not exclusive

Ontario’s Equity and Inclusive Education Strategy

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Several fundamental characteristics of learners • • • •

Each learner is unique All students can learn Learning is embedded in sociocultural contexts There is enormous diversity among learners, and this diversity should be respected and accepted

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Teacher efficacy • Teacher believe she and she can affect student learning • Effort from can overcome situational factors

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Section I: Science for all Science for All from four vantage points: • Global thinking • Multicultural education • Gender • Exceptionalities among adolescent learners

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Global thinking The unleashed power of the atom has changed everything save our modes of thinking, and thus we drift toward unparalleled catastrophe. Einstein

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• • •

How should Global thinking be incorporated into the philosophy and objectives of school science? How should this be accomplished? What are some specific strategies science teachers might use to infuse global thinking into the science curriculum?

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•  •  

Education for global thinking is Global citizenship Consciousness An awareness of an appreciation for other nations Enrich the activities of students by involving with multicultural

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Factor supporting global Thinking • • • • •

Rationale for Global Thinking Global Thinking Activities and Curricula Changing Social Structure of the World Global Consciousness Globalization

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Rationale for Global Thinking Fund-raising letter in May 1946 Einstein • Advent of war technology need move toward systems thinking  Sub-part of a system alter the functioning of the whole  Power of the atom has changed everything  Considering the long term political or military decisions on the fragile ecosystem of the Earth

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Global Thinking Activities and Curricula â&#x20AC;˘ â&#x20AC;˘

Technology enable all students to communicate with people in remote places Strategies for participating in issue areas in local, national, and international

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GLOBE:Worldwide hands-on school-based education program • Promotes and supports students, teachers and scientists  Collaborate on inquiry-based investigations  Environment and Earth system • Started in 1995 • 66,000 GLOBE-trained teachers, 24,000 schools around the world. In addition, over 10 million students

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International Education and Resource Network • World's largest non-profit global network • Started in 1988 • 140 Countries, 30 Languages, 50,000 Educators, 2 Million • Use the Internet and other technologies to collaborate on projects  Enhance learning and understand a difference in the world

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Changing Social Structure of the World Changes in transportation and communication â&#x20AC;˘ Accelerating growth of global interdependence â&#x20AC;˘ Diseases, like MERC and Ebola Virus, spread rapidly from one continent to another

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Global research â&#x20AC;˘ Science educators from around the world have interacted across their borders to provide global experiences for students

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• Educators work together to design inquiry-based projects Students work together in different countries Students online mentors is available in various fields of science

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Global Consciousness â&#x20AC;˘ Students aware of the world beyond our own communities ď&#x192;ź Issues like global warming, ozone depletion, and acid rain are more widely understood

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Global Perspective •

•

If you were from one of these countries: – Syria – IS – China Which would be the most serious problems (top 2 or 3) facing you and your fellow citizens?

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• • • • • • • • •

War Technology Water Resources Population Growth World Hunger Terrorist Activity Extinction Hazardous Substances Human Health Air Quality

Globalization Globalization 1.0 (1492 to 1800) â&#x20AC;˘ Columbus opened trade between the Old and the New World â&#x20AC;˘ Certain countries seeking global opportunities, or collaboration between nations

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Globalization 2.0 (1800 to 2000) • Interrupted by the Depression and World Wars • Global integration was powered by  Falling transportation costs  Falling telecommunication costs : global economy

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Globalization 3.0 (Around the 2000) â&#x20AC;˘ PC distribution and Internet/software know-how was sufficient to empower a significant number of people - Friedman succinct view of the globalization process -

CERN employee is the inventor of the Web. On 12 March 1989

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Implications for Science Teaching â&#x20AC;˘

Underlying basis of global thinking Interdisciplinary and multicultural approach

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• Potential goals of global thinking  Cross-cultural understanding helping students understand similarities and differences  In-depth understanding of global issues and events  Learn about global dynamics  Systemic awareness Multicultural world in which we live Dependence in a variety of issue in different areas •   

Global thinking efforts have been associated Science Technology Society (STS) STEM STEAM Science Education Chap 2 Oansup

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Inquiry 2.1: Exploring Global Thinking • Using the problem cards  Join a team  Rank order the seriousness of the 12 problems Standpoint of citizens of an assigned country  Join with other member create an international forum on global problems.

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Multicultural Perspective Multicultural Science Education • All students should have an equal opportunity to learn in school  Gender, social class, ethnic, racial, cultural characteristics • Some students have a better chance to learn science than students have different cultural characteristics

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• Creates a classroom environment  Respects cultural diversity  Designs lessons that draw upon the cultural connections

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A concept, reform movement, and process â&#x20AC;˘ â&#x20AC;˘

What educational traditions and philosophies provided the framework for the development of multicultural education? What are some approaches that science educators can use to infuse equity and multiculturalism into the science program?

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A concept, reform movement, and process â&#x20AC;˘

Brief History of Multicultural Education

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NSTA Position Statement for Multicultural Science Education

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Four principles of Multicultural Science Education • Multiple activity approach  Using different teaching methods offers multiple opportunities to learn  Lead to enhanced student outcomes • Promotion of multiple outcomes  Success in personally valued skills Social/ emotional proficiency Social responsibility Cultural empowerment Science Education Chap 2 Oansup

•   

Integrity-based social attitude Maintain high expectations for students Encourage students’ optimal development Take responsibility for educational processes and outcomes

• Co-construction  Respecting social and cultural dynamics

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Effective Teaching Practices

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Instructional conversation â&#x20AC;˘ Provides opportunities for extended discourse ď&#x192;ź Value and relevance for students

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Culturally responsive teaching • Emphasizes concerns of students  Family and community issues • Developing learning activities  Facilitate learning  Feel more confident about their work Technology-enriched instruction • Connects school learning with the real world • Communicate with peers and adults through the Internet

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Inquiry 2.2: Images in Textbooks â&#x20AC;˘ â&#x20AC;˘

What do images portrayed in science textbooks tell us about multicultural issues? Examine one or more textbooks using the Multicultural Textbook Evaluation Checklist.

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Gender Issues â&#x20AC;˘ â&#x20AC;˘

What is the nature of a feminist perspective on science education? What are some strategies to encourage females in science courses and careers?

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• • • • •

9% of women are employed as scientists and engineers 12% of female enrolled in high school technology programs Girls continue to score below the national mean on all science achievement items, and express negative attitudes toward science Many more females are less interested than males in physics, chemistry and engineering Teaching styles and other school-related factors are important in encouraging girls (as well as boys) to continue courses and careers in science

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Successful Teaching Practices A number of strategies have proven to be successful in influencing female attitudes and achievement in science and mathematics Content and Activities. â&#x20AC;˘ Science classes need to provide more nutritive experiences to the analytical and instrumental activities - Barbara Smail â&#x20AC;˘ Left brain to right brain dichotomy(?)

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Cooperative and cognitive Learning •

Task is usually a project

•

Some students do more work and take most responsibility Some students are ignored by others in group Some students feel success, others feel frustration Each student cares most about what he/she learns and what grade he/she receives

•

• • •

Task may be a project, brainstorming, problem solving Shared work and responsibility Participation of all students is encouraged Each student’s ideas and work are valued Students care about group learning

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Confidence Building • Strategies to build confidence in solve science and mathematics problems - Skolnick  Success for each student  Tasks with many approaches  Tasks with many right answers  Guessing and testing  Estimating

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Sex-role Awareness • Students perceive science roles as male • Students draw pictures of women scientists 10% of rural American boys 28% of the girls • To help students see new possibilities  Take an active role in awareness-enhancing activities • Skolnick, Langbort and Day suggest two categories of strategies: – Content relevance – Modeling new options

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Raising achievement and increasing science career choices of females and minorities • • • • • •

Have competent in subject and believe students can learn Emphasis on applications and careers in science and math Integrate subject areas with hands-on/tech opportunities In-school and out-of-school learning experiences Remove inequities of gender and race Program elements support women and minorities

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Inquiry 2.3: Transforming Science Teaching Practice Read “Encouraging Girls in Science Courses and Careers” • Meet in small groups to discuss the experience of the three teachers in this study • Discuss possible pedagogical changes you and your teammates could make in your teaching • Identify actions and strategies that interest you relative to multicultural and gender issues

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Exceptional Students in the Science Classroom Exceptional Students • What should the nature of science teaching be for students with exceptionalities? • How does the concept of the “at-risk student” compare to the concept of the “at-promise student.” • How would you approach the teaching of science for the education of advanced (gifted and talented), and struggling (atrisk) students?

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Exceptional Students

Learning Disabilities

Physically Impaired Motor/Orthopedic, Visually, Hearing

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Advanced Learners

Talent Development Program •

Philosophy : all students can learn to high standards when there is a supportive environment high expectations • Differentiating instructional practices  Lead to opportunities to learn for a wide range of students • Instructional designed to close achievement gaps and accelerate learning for struggling students

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Advanced & Struggling Learners Advance Learners

Struggling Learners

Want to work alone â&#x20AC;Śnot team players Work ethic Donâ&#x20AC;&#x2122;t want help Afraid to fail Bored

Real life exploration Activities Allowing success Variety

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Barriers and Bridges Advanced Learners: to Learning

Barriers Struggling Learners: Need to Learning

Mentally lazy? Hooked on success? Perfectionists? Fail to develop self-efficacy? Fail to develop study/coping skills?

Studentâ&#x20AC;&#x2122;s positives Plan relevant activities Teach Up-higher levels Use Multiple abilities and a differentiated instructional approach

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Problems and Extensions • •

If you were a school board member, what actions would your district take to ensure that all females, minorities, and students with disabilities have opportunities to achieve in science? Identify action steps for: – Culturally Responsive Teaching – Gender Equity – Students with Disabilities – Strategies for Advanced Learners

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Chapter 3 Facilitating Learning

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Research studies from the past two decades •    

Teacher-centered approach Common in most schools Goal is to induct the disciplines through a conceptual approach Reinforced by the National Science Education Standards. Effective in some students learn

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• Researchers in science education  Current school science programs do not help most students to learn science with understanding  Student-centered instruction to the humanistic perspective • Teachers are challenged to implement progressive practice  Student-centered inquiry

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Worldwide, there persistent achievement gap that separates students by race, ethnicity, and social class. â&#x20AC;&#x201C;Anderson ď&#x192;ź More complex than a simple dichotomy between teachercentered approaches and student-centered approaches â&#x20AC;˘

Science Education Chapter 3 Oansup Leadership in Teaching

How to Read This Chapter Focuses on the role of the teacher for Facilitating learning • Leadership in Teaching • Facilitative science teacher  Student centered Instruction  Teacher centered Instruction • Effective teaching for the Beginning of the Year

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Case : Helping Jeanne participate in class

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• Peterson's methods and beliefs  Facilitate learning for Jeanne and her classmates?  Help Jeanne interact more productively with her peers? Teacher's perspective with regard to student Influence teaching practices and characteristics of instruction

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Current school Desks are arranged in rows to help students attend to lectures Small group activities Group work verify and reinforce the previous lecture content less interaction with peers â&#x20AC;˘ What can you do to promote the participation of all students? ď&#x192;ź Variety of teaching methods intended to heighten student interest

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Invitations to Inquiry â&#x20AC;˘ â&#x20AC;˘

What role do you think for you and students in the classes? What differences would you observe in Teacher-centered classrooms to Student-centered classrooms?

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â&#x20AC;˘ â&#x20AC;˘

What are effective methods of facilitating lab and group work? What are common design features of a smooth-running science classroom?

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â&#x20AC;˘

How can teachers promote high-level thinking for students?

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Inquiry 3.1: Effective Leader Project • Procedure  Interview a teacher to find out how she manages the classroom for effective teaching elements • Collect data such as interviews, digital pictures, sketches, samples of student work, etc. to help the leadership

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Facilitation and Leadership in Teaching • Leadership is a social influence process  Working with the students to achieve a set of goals  Knows how to work with students to produce high levels of involvement

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Effective attributes of classroom leadership • • •

Exhibits positive expectations for student success Knows how to be a effective classroom manager Knows how to design lesson for student mastery The First Days of School - Harry and Wong

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First Days of School

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The Facilitative Science Teacher

Science Education Chapter 3 Oansup Facilitative Science Teacher

Facilitative Science Teacher â&#x20AC;˘ â&#x20AC;˘

Know the strategies to increase the students involvement Can produce high levels of students involvement

The idea of a teacher being a facilitator of learning has its roots in the work of John Dewey and Carl Rogers

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Freedom to Learn - Rogers • Types of Learning  Cognitive Memorization of facts  Experiential Applied knowledge coming from doing! •   

Three core principles facilitate learning in the classroom Treat students with respect and be willing to communicate Prize the students, which will promote trust Show empathy for students from the learner's point of view

•

Three core principles can be applied in teacher-centered classrooms as well Science Education Chapter 3 Oansup

Teaching methods to heighten student interest

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Teacher-centered and student-centered learning are two very different ways of organizing instruction in the science classroom â&#x20AC;˘ Student centered learning Effective because they are excited when student discover â&#x20AC;˘ Teacher centered learning The information is more accurate and reliable than by students

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Traditional Perspective â&#x20AC;˘ â&#x20AC;˘

Teacher is presenter, questioner, evaluator of science content The Initiate-Response-Evaluate (IRE) model of questioning is a traditional teacher lead question and answer session that is still widely used in classrooms Misbehavior stop by teacher's action(Punitive desists) Tended to create emotional discomfort - Jacob Kounin

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Initiation-Response-Evaluation (IRE) • Teacher as presenter, questioner, and evaluator of content  Verbal test with only one right answer  Lead question and answer session • Effective to check for factual knowledge, or fact recall • Limitations revolving around the model's inability to promote discussion and thinking at higher levels

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Humanistic science teaching • Foundation to student-centered teaching  View students as individuals with distinct talents and interests  Integrate the humanities in our science instruction various literary, historical or social connections  Use humane teaching methods opportunity for involvement in experiences that interest students

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• Dewey: Experience and Education Traditional education consists of a rigid fragmentation, ignoring the capacities and interests of the learner  Progressive education allows excessive individualism  Beyond paradigm war

• Noddings: Ethic of Care  Focuses more intently on the individual student, their moral responsibility, unique aptitudes • Rogers : Person-centered Attitudes

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Dewey's' Experience • Offer interests and experiences will promote the learner's intellectual growth • Reconcile between traditional and progressive Dewey's' Education • Students are not just blank slates waiting to be filled with knowledge • Students organize fact-based comprehension  Through meta-cognition  By building onto prior experiences, preconceptions, and knowledge • Role of educator is creating an educative experience

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Vygotsky • Social Constructivism • Knowledge develops through human interaction • Teachers mediate learning by helping students understand what they could not grasp on their own (ZPD).

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Cooperative Learning • Five key management behaviors for small group work  Positive Interdependence  Individual Accountability  Face-to-face Communication  Interpersonal Skills  Processing Two broad categories: peer tutoring; and group-investigation.

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Facilitating High Level Thinking Tasks Peter (a high school biology teacher) is positioned in front of the demonstration desk illuminating on the human respiratory system. The students are seated behind long horizontal benches. They are quiet and attentive to Peter's lecture presentation and many of them are taking notes.

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â&#x20AC;˘ Read the excerpt from the teacher and students ď&#x192;ź How could high level thinking be facilitated in this case?

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• Lab has been an integral part of science teaching • Lab activities  Teacher-directed experiences (highly structured)  Students explore their own questions (open-ended investigations) Lab activities Allow students to learn with understanding Engage in the process of constructing knowledge - Tobin

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Facilitate laboratory lessons for small group activities ď&#x192;ź Plan a lesson for a lab activity that incorporates these phases. â&#x20AC;˘

leads to

Phases of a Lab or Small Group Activity

Phase IV: Postactivity Processing

starts with

Phase I: Preparation

leads to leads to Phase III: Activity M onitoring

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leads to

Phase II: Preactivity Discussion

Post-Lab Processing leads to  Interpretive discussion  Group processing

Phases of a Lab or Small Group Activity

Phase IV: Postactivity Processing

starts with

Phase I: Preparation

Preparation  Group size  Roles  Materials

leads to leads to

•   

Phase III:

Activity Monitoring MActivity onitoring Look and listen Note progress Discussions with groups or individuals

leads to

Phase II: Preactivity Discussion

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Pre-Lab Discussion  Goal and purpose  Expectations  Interpersonal skills  Time constraints 41

Six management behaviors for effective teachers With-it-Ness : eyes in the back of their heads â&#x20AC;˘ Awareness of what is going on in the classroom at all times â&#x20AC;˘ Monitoring behavior small group or individual students work presentations Eye contact, asking questions, physically moving toward misbehaving students, and redirecting students to prevent misbehavior

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Overlapping â&#x20AC;˘ Able to deal with multiple events Events occur simultaneously in classroom Not get totally immersed in one event â&#x20AC;˘ Able to maintain the flow of instruction Holding the entire class accountable for continuing

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Smoothness • Do not  Providing new information or instructions when the students are not ready for it  Sometimes activities are never completed  Some teachers start an activity and leave it dangling by starting another activity  Sometimes teachers call attention to a problem in the middle of an activity

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Momentum • Maintaining momentum or a steady sense of movement Sustain the learners' engagement  Lecture progresses too slowly Slowdowns or time wasted between activities Tends to lose interest  Unchallenging or fails to offer Opportunities to think Interact with others Apply idea Ask personally relevant questions Turn off to student interest Science Education Chapter 3 Oansup

Group focus and individual accountability • Which format will result in greater student involvement?  Teacher-led large class format  Individual seat-work  Small-group format Individual seat-work is less motivating than the other - Billups • • •

Why is assessment a key part of differentiation? What kinds of assessments could/should these be? What are simple ways you can start differentiating tomorrow?

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Strategies to achieve group focus • • • • •

Attracting students' attention by asking a question Holding attention by pausing Keeping students in suspense by avoiding a predictable pattern for selecting students Scattering individual responses with mass unison responses Alerting non-performing students in a group that they may be called upon to restate or extend a recent comment made by a classmate

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Management strategies to foster higher level thinking In small group Individual students turning in their own lab reports is not effective Peer assistance Allowing students to help each Balancing Difficult material with familiar material in the test Revision option Giving students the option of revising papers and products before being turned in for a final grade • Teacher assistance  Made time to answer questions, and help clear up difficulties •  •  •  • 

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Activity 3.2: Windows into Science Classrooms • Analyze science teaching via a lesson from  Case Studies in Science Education  Teaching High School Science  Discussed with your teaching peers (use the questions in the Minds-On Strategies section).

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Effective Teaching for the Beginning of the Year Management practices How do you deal with: • Room Arrangements • Establishing Rules • The beginning and end of class • Handling materials and equipment

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• Room Arrangements  Typically have no control over the size or shape  Movement of furniture Effective room arrangement eliminate inappropriate behavior and potential distractions for students by easy monitoring of students at all times Anderson

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•    

Establishing Rules and Procedure Begin with a set of classroom rules and procedures Brief and positively stated with broad application Early in the course, and periodic review Beneficial for both student-centered and teachercentered

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• The beginning and end of class  Communicating your expectations for the beginning and end of class  Starting class by completing a warm up task Groups reviewing Presenting homework solutions Individual work of some sort

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• Handling materials and equipment  Special equipment use, such as microscopes, probes, electronic balances and computers, should be preceded by a procedural demonstration  Any time glassware, or chemicals (solutions,fine powders, etc.) are used in class, students should wear safety goggles to protect their eyes.

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Activity 3.3: Developing a Classroom Management and Lab Safety Plan â&#x20AC;˘ â&#x20AC;˘

Organize your thoughts and vision of a smooth-running science classroom Consider the minds on strategies questions and how you will present teach these expectations

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• Classroom Setting: Ideas for organizing the physical space  Consider some of the science classrooms that you have observed.  The furnishings and physical space may vary from: biology or physics room with tables chemistry room with desks in one area and lab tables in another classroom with desks

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•

Responding to Did I miss anything yesterday?  Absent students receive assignments and feedback? Catch up on the missed notes or (more importantly) the explanations and direct instruction  Provide make-up opportunities for labs and tests?

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Avoiding Time-Wasters Plans for dealing with administrative details  How will you encourage students to be in their seats and on-task?  How will papers be collected and returned to optimize instructional time?  How will you provide closure at the end of the lesson to encourage good use of instructional time, even during the final 5 minutes of class? •

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First Day LessonsFirst Day Principles: Establish the teacher as the leader of the class Provide opportunity for teacher-student interaction Present academic and behavioral expectations; consequences and reward system  Involve the students in an interesting activity  Establish appropriate opening and closing lesson routines •   

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•       

First Lesson: Teacher-Centered Classroom Greeting students Introduction (1min) Roll call (3 min) Course syllabus and overview (6min) Presentation of class rules and procedures (12 min) Activity : Burning candle (20 min) End of class (4 min)

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Activity 3.4: Planning for Three Weeks • Make brief plans for three weeks of instruction  Share with your mentor  Share with a peer and present your plans for feedback

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Extra Activity: Preparing a Science Equipment Order •

•

Go online and make an equipment order for a $1,000 budget for a middle school team or high school science department After you brainstorm and prioritize, visit online sites and create a mock order. Did you have adequate funding for your needs?

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Safety in the Science Classroom â&#x20AC;˘

â&#x20AC;˘

What principles would you identify to create a safe science learning environment? What does the Laboratory Safety Institute contribute to your understanding of safety?

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Wisdom of Practice â&#x20AC;˘ â&#x20AC;˘

How do you manage your classroom What is the most important piece of advice concerning classroom management

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Chapter 4 History of Science Education

Case to Consider: Fallacies as Norms

â&#x20AC;˘ â&#x20AC;˘

What fallacies do you think were identified in the speech? Why have these fallacies persisted? Science Education Chapter 4 Oansup

The fallacy of coverage • Science curricula offer a bit of all the sciences  Students learn only skimming the surface of understanding  More and more knowledge contends on the curriculum From evolutionary biology to modern cosmology

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The foundational fallacy • •  

Scientific knowledge itself is difficult and hard won Learning and understanding science requires a similar process Assemble brick by brick, or fact by fact Giving thousand piece puzzle and hoping get the whole picture

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The fallacy of a detached science • Science education persists with idealized view of science  Objective, apart and value free • Student do not distinguish between science and technology

 Small step is technological applications of science Science is a socially-situated product  Larger step is society implications of science - Ziman

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Motto Mission Result Methods Goals Focus Methods

Science Science is knowing. Theorizing about cause Value-free Analysis Theories Scientific Processes Understanding natural phenomena Discovery

Technology Technology is doing Theorizing about processes Value-laden Analysis Synthesis Technological Processes Understanding the made environment Invention, production

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The fallacy of logical thinking • Assumption of study of science  Reflective, critical thinking or logical analysis applied them to other subjects of study • Mere contact with science will infuse a sense of critical rationality?

Athens Olympics venues become new Greek ruins Science Education Chapter 4 Oansup

The fallacy of the scientific method Myth of there exists a singular scientific method Science reported in the media is based on epidemiological research and associative findings ď&#x192;ź More probability and likelihood than logical procedure and certainty â&#x20AC;˘ â&#x20AC;˘

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The fallacy of utility • Scientific knowledge has personal utility  Essential to the mastery of the technology and remedy defects  As machines become more intelligent they require less care Even the economic value of scientific knowledge is questionable

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â&#x20AC;˘ Goals of science education ď&#x192;ź How they have evolved over time History of science education including How researchers have investigated science teaching

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We are now in the 21st century, and even more evident is the need to evaluate the goals and past emphases of science education and make bold recommendations for change in the teaching of science. â&#x20AC;&#x201C; Osborne Most of the goals that science teaching has been expected to accomplish remain with us today â&#x20AC;&#x201C; Santaya

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International study surveying student perception • Students in nearly all countries expressed a positive view of science and technology  Students from more developed countries held less positive views of science courses, science and technology  Students western nations are drawn to medicine, biology and environmental studies • Lack of relevance in the science curriculum  One of the barriers leading to students' low interest in science courses How can an inquiry into the history of science education shed some light on this situation?

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Question • • • • • •

Why do we teach science in schools? How and why have the goals of the science curriculum changed? What are the origins of modern science education? How did progressive education movement influence the science curriculum? What are the contemporary trends in science education? What should science education emphasize in the 21 Century?

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The Goal of Science Education Traditional view • Emphasis on providing the structure of scientific knowledge  List what students need to know  Mandate what knowledge should be learned at each grade level

Scientific Literacy for All Students • Sustain and develop the curiosity about the natural world • Build confidence in ability to inquire • Foster a sense of wonder, enthusiasm and interest • Feel confident to engage with scientific and technical matters - Science Education in the Twenty First Century Science Education Chapter 4 Oansup

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Review of science education over the past 30 years, Wave I (1960s-1970s) • Reform of science textbooks and teacher training Wave II (1980s) • Reform of course and competencies through state-wide testing Wave III (1990s and beyond) • Excellence and equity  Improve student achievement  Reducing achievement gaps– Kahle

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Current status of the goals for science education The National Academy of Science (NAS) 1996 • Understand and understand meaning  Experiment, reasoning, basic scientific facts • Ask, find, or determine answers  Questions derived from curiosity about everyday experiences • Describe, explain, and predict  Natural phenomena • Read with understanding articles about science  Engage in social conversation Science Education Chapter 4 Oansup

• Express positions  Scientifically and technologically informed • Evaluate the quality of scientific information  Source and the methods generated • Pose and evaluate arguments  Based on evidence

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Reform documents Scientific literacy and purpose of science teaching • Project 2061  Long-term initiative to literacy in science, mathematics, technology  Began in 1985, just prior to the appearance of Halley's comet  2061 is the year of the next arrival of Halley's Comet •    

Project 2061 Print Tools Atlas of Science Literacy, Volumes 1 and 2 Benchmarks for Science Literacy Blueprints for Reform Science for All Americans

Science Chapter 4ofOansup GoalsEducation and philosophy science

•   

The direction of science education Science for All (1989) Benchmarks for Scientific Literacy (1993) National Science Education Standards (1996)

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Science for All American Book written by Project 2061 staff of the AAAS 1 The nature of science 2 The nature of mathematics 3 The nature of technology 4 The physical setting 5 The living Environment 6 The human organis 7 Human society 8 The designed world 9 The mathematical world 10 Historical perspectives 11 Common themes 12 Habits of mind Science Education Chapter 4 Oansup

1 The nature of science • Scientific world view The world Is understandable Scientific Ideas are subject to change Scientific knowledge Is durable Science cannot provide complete answers to all questions • Scientific inquiry Science demands evidence Science is a blend of logic and imagination Science explains and predicts Scientists try to identify and avoid bias Science is not authoritarian Science Education Chapter 4 Oansup

Benchmarks for Scientific Literacy • Statement of what all students should know and be able to do  End of the 2nd grade Things can be done to materials to change some of their properties  End of the 8th grade Closed system interact with one another Total weight of the system remains the same  By the end of the 12th grade Rate of reactions among atoms and molecules affected by the concentration, pressure, temperature of the reacting materials

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The National Science Education Standards Reform Project • Growing consensus by 1992  United States needed a set of content standards in science • National Academy of Sciences and the National Research Council (NRC) to lead the effort to develop K-12 Science Standards

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•        

Content are organized into the following categories Unifying concepts and processes in science Science as inquiry Physical science Life science Earth and space science Science and technology Science in personal and social perspectives History and nature of science

•

Emphasis on scientific inquiry and related teaching methods

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Inquiry refers in Standards Abilities to design and conduct scientific investigations Understandings to gain about the nature of scientific inquiry Teaching and learning strategies to learn scientific concepts through investigations  Inquiry is a step beyond science as process (such as observation, inference, experimentation •   

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•     

Inquiry helps students develop Understanding of scientific concepts Appreciation of how we know what we know in science Understanding of the nature of science Skills to become independent inquirers about the natural world Abilities, and attitudes associated with science

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Inquiry 4.1: Goals of the Science Curriculum Brainstorm with peers and make a list What is the most important goals of the science curriculum?

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Goals of the Science Curriculum Rank order Goals according to your view of their relative importance These goal priorities differ for middle school versus high school? 1. Learn basic science concepts 2. Increase students' interest in science 3. Learn important terms and facts of science 4. Learn science process/inquiry skills 5. Prepare for further study in science 6. Learn how to communicate ideas in science effectively 7. Prepare for standardized tests 8. Learn about the relationship between science, technology society 9. Learn to evaluate arguments based on scientific evidence 10. Learn about the history and nature of science 11. Learn about the applications of science, business and industry Science Education Chapter 4 Oansup

Mind on strategies Secondary science teachers consider the most important goals • Learning basic science concepts • Increasing students interests in science • Learning important terms and facts of science • Learning science process/ inquiry skills How do these results compare with your results? Are there differences between middle/junior high science goals and high school science goals?

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Goals Beyond the Standards • •

Science curriculum heavy emphasis on the scientific process There will be disagreement among science teachers as to what goals are of most worth?

• Educators insisted  Science education should be an integral part of general education in a democratic society  Value the abilities and cultural relevance of diverse modes of thinking that can contribute to the solution of problems

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Science for Everyday Life Goals of science teaching in humanistic programs are different from traditional science curricula • View of humanistic science  Moral reasoning integrated with values, human concerns, and scientific literacy • In traditional science  Scientific reasoning (emulating professional scientists) Educational goals should have relevance to students' lives Student-interest-centered teaching – Dewey Today's science curriculum is a 19th century curriculum Established first in Great Britain in the rnid-1800s and in America near the end of the 19th century – Aikenhead Science Education Chapter 4 Oansup

Attitudinal Goals Student perceptions of science â&#x20AC;˘ Positively influencing students' attitudes toward science should be an equally important goal for science teaching â&#x20AC;˘ Effect of attitudes on learning

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Inquiry 4.2: Icons of Science Education • • • • • • •

Roots: Pre-1900-1930 Progressive Ed: 1930-1950 Golden Age: 1950-1977 Back-to-Basics: 1977-1983 Nation at Risk: 1983-1990 Reforms of the 1990s The New Millennium

• • • •

What social forces influenced science education? What reports affected the goals of science teaching? What were the desired goals of science teaching? What was the focus of the science curriculum? Science Education Chapter 4 Oansup

History of Science Education â&#x20AC;˘

â&#x20AC;˘

Design a time line of events in the history of science teaching in the last two centuries. Consider three concurrent historical timelines, Science, Technology and Science Education.

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Historical Markers Development of science education.

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Roots of Modern Science Education, Pre-1900-1930 • High school population began to grow  Percentage of Students Graduating from High School 6.4%59% • Early innovation in science education  University level  College teachers

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• 200 departments of offered programs to prepare teachers :1895  Universities involve in the preparation of teachers lead to an impact High school curriculum Nature of the science curriculum

•

Few high school graduates went on to higher education College preparation should be the common purpose of high schools Science Education Chapter 4 Oansup

Scientists who influenced science teaching - Stedman Developed Yale's first chemistry lab- Silliman Using visual aids in teaching Illustrated his lectures with pictures Discovery learning and active involvement - Agassiz Tried to help students perceive his subject (botany) as a whole and interrelated system - Gray Public speaking and writing tried to reduce the conflict between evolution and religious views

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Progressive Education and Science, 1930-1950 • Influenced by the writings of John Dewey, and other theorists  Emerged at the end of the 19th century and peak in the 1930s Progressive Education provided an alternative approach to traditional school  Students encourage to be creative and independent thinkers  Students allow to act upon their interests  Programs were learner centered, and encouraged intellectual participation •

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• The progressive education movement Involve students directly with nature, hands-on experiences Spark the development of a number of experimental schools • Two aspects of the Progressive Education Movement Humanistic curriculum 1960s 1970s Humanistic Education movement Present day student-centered Project method

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â&#x20AC;˘ Progressive education was widely repudiated ď&#x192;ź Cold war anxiety and cultural conservatism,

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The Golden Age of Science Education, 1950-1977 Massive curriculum movement Federal intervention in education Huge money on curriculum evelopment and teacher training Why did this happen? What were the forces influencing this movement?

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• Science and technology changes at a very rapid after war,  Atomic age  Automation age  Space age  Computer age • Growing concern, anxiety hysteria  Not producing enough scientists and engineers to meet changes  Science teachers training  Improved methods of teaching  Textbooks needed to be updated

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Showed reluctance to support high school science Support would be directed at colleges and universities

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Back-to-Basic Movement, 1977-1983 Three ideas impact on science education • Back to Basics Movement  Antagonism toward the progressive movement in education which surfaced in the late 1960s  Many conservatives viewed progressive schools as anti- intellectual playhouses  Science and mathematics education had not improved as a result of the golden age projects

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Academic Year Programs

Summer Institutes

Image of American Science

Sputnik 1957

PSSC Project Physics CHEM Study BSCS High School Reform Projects

Science & M ath Institutes Political Events

Secondary Science Golden Age of S cience Education 1957-1977

National Science Foundation

Role of the Federal Government

Elementary Science

ESS(Education Development Center)

Influential People SAPA (AAAS)

Congress Zacharias of M IT & other scientists

IPS ESCP ISCS

M iddle School Reform Projects

SCIS (UC Berkeley)

Bruner, Piaget & other psychologists

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• Questioning of science textbooks by individual citizens  Creationists rejected a 5 billion year old Earth In 1969, the California Board of Education modified theory of creation would be included in textbooks.  NABT, NAS, and ASUC protested and lobbied against the state board's ruling • NASA landed men on the moon Superiority of Soviet science waned, and NSF support for science education reform deteriorated.

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Nation at Risk, 1983-1990 United States is being taken over as the leader in science, technology, commerce, industry, and innovation by other nations  In 1957, nation's inability to prepare scientists and engineers to meet the challenge of the space age  In 1983, America's ability to compete in the world economically • International comparisons of student achievement tests American students were never first or second and, in comparison with other industrialized nations: •

Students stay in school longer each day (from 6 to a 7 hour day) School year to at least 200 days per year (then 180), but preferably to 240 days

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The Reform Efforts of the 1990s • During the 1990s, and continuing into the 21st century  New curricula embodied constructivist learning theories  Wider promotion of progressive pedagogy in secondary •   

Systemic reform and The National Science Education Standards Understanding of concepts and developing abilities to do inquiry Studying a few fundamental concepts Implementing inquiry as an instructional strategy

• STS and a scientifically literate citizenry  Understood science, technology, and society influenced each other •

Emergence of the Internet Science Education Chapter 4 Oansup

Science Education Chapter 4 Oansup

[ 교과중심 교육과정 ] 각 학교의 교과목 및 기타 교육활동의 편제로, 교육과정은 <교과중심>이었으나 교과서는 <생활중심>으로 편찬

[ 생활중심(경험중심)교육과정 ] 미국 진보주의의 영향을 받아 교과중심 교과의 지도에 대하여 비판이 일어나기 시작된 교육과정

[ 학문중심 교육과정 ] 미국의 1957년 <스푸트니크> 충격으로 시작된 과학교육 혁신운동 등을 기점으로 한 학문중심 교육과정 도입

[ 인간중심 교육과정 ] 민주 사회, 고도 산업 사회, 건전한 사회, 문화 사회, 통일 조국 건설에 필요한 건강한 사람을 길러내는 데 목적

[ 통합적 교육과정 ] 건강한 사람, 자주적인 사람, 창조적인 사람, 도덕적인 사람으로, 과학적 사고와 창의적 문제 해결 능력의 육성을 강조

[ 21C 대비 교육과정 ] 정보화, 국제화, 산업구조 개혁 등의 변화에 창조적으로 대응할 수 있는 능력 배양 •시‧도 교육청, 학교 재량권의 확대

[ 학생중심 교육과정 ]  개인차에 따른 수준별‧선택 교과별로 운영  국민공통기본교육과정과 선택중심교육과정 운영  재량활동 및 ICT교육 도입

개정 체제가 전면 개정에서 수시개정 체제로 바뀜  1번 ~ 3번째 : 2004 ~2006  4번째 : 2007 개정 교육과정  5번째 : 2009/03.  6번째 : 2009/12. 2009 개정 교육과정  7번째 : 2009 개정 교육과정의 교과교육과정

구분

교과중심형

교육의 문화유산의 전수 목적 교육과정 교과의 목록인 의 개념 교수 요목 특징

경험중심형

학문중심형

인간중심형

생활인의 육성

학습자의 지적 수준의 향상

학습자의 자아실현

학교의 지도하에 학생들이 학교 지식의 구조와 학생들이 가지는 생활을 하는 동안 탐구 방법의 조직 경험 가지는 모든 경험

․ 논리적․체계적 ․ 잠재적 교육과정 ․ 교사중심 ․ 문제해결력 중시 ․ 탐구과정의 중시 의 중시 ․설명중심

Science Education Chapter 4 Oansup

 공통 교육과정 : 초등학교 1학년부터 중학교 3학년까지  선택 교육과정 : 고등학교 1학년부터 3학년까지  학년군 : 학년 간 상호 연계을 통한 운영의 유연성 부여  교과군 : 공통 교육과정의 교과를 연관성 고려  4개의 교과 영역 : 선택 교육과정에서 (필수이수단위 제시)  집중이수제 : 학기당 이수 교과목 수 축소  교육과정 질 관리 체제 강화 : 국가수준 학업성취도 평가  창의적 체험활동 신설 : 기존 재량활동과 특별활동 통합  자율활동, 동아리활동, 봉사활동, 진로활동 4개 영역 운영

2015 개정교육과정

http://ncic.kice.re.kr/nation.revise.board.view.do

Science Education Chapter 4 Oansup

Activity 4.3. Comparing Projects from two Eras •

•     

In this inquiry comparisons are drawn between projects in the Golden Era with those in the 1990s to today. Criteria: Role of inquiry Goals Context for learning Role of labs Application of science to society

Science Education Chapter 4 Oansup

Science Education for All and the 21st century â&#x20AC;˘

â&#x20AC;˘

As we move forward, the goals of science education will be influenced not only by the items we just mentioned, but also by several other factors Although recent research has shown that the science curriculum has not changed very much in the last 25 years.

Science Education Chapter 4 Oansup

Equality • •    

In Project 2061 equity was identified as one of the central Problems deal with understandable, accessible, enjoyable Reconcile a equal opportunity with equal outcomes? Greatest barriers to equal opportunity or outcome? Groups of students are most in need of help in science class? Learning goals can be achieved with honoring individual and cultural differences

Science Education Chapter 4 Oansup

Global environmental issues and problems â&#x20AC;˘

â&#x20AC;˘

Major conferences held in recent years focused on the environment, and the economic impact environmental problems have on all nations Science education programs will have to attend to a number of global environmental issues such as air pollution, global warming, and deforestation

Science Education Chapter 4 Oansup

Humanistic approach to science •   • 

STS and socio-scientific issues (SSI) will continue Integrate social issues in the science curriculum Making school science more relevant to learners The social issues emphasis may serve as an extrinsic motivator Encourages science educators to think of the subject matter in different ways

Science Education Chapter 4 Oansup

The role of the internet and network technologies • • • •

Provide the impetus for a variety of science education experiences Collaborate with peers around the world, and come into contact with experts in a variety of fields Enable students to investigate phenomena locally and participate in project-based learning Share their insights and understandings with other students

Science Education Chapter 4 Oansup

New conception of the student learner • The goals of science teaching are shifting  Students involved in solving authentic problems related to themselves and their communities  Students become activists in this role  Students apply social skills to communicate ideas to others in the learning community

Science Education Chapter 4 Oansup

Problems and Extensions: • Evaluate the K-12 sequence of Benchmarks for one conceptual area. Discuss your analysis with a partner who chose related Benchmarks • Find two textbooks in your field and examine them in light of the National Science Education Standards. What is the role of inquiry in the texts (teaching method, learning process, way to portray science) • Design a time line of you personal “history of science education” that depicts the life experiences that led to your interest in science and teaching. This might be worth presenting and discussing in class, perhaps in small groups

Chapter 5 Science in the School Curriculum

Science Education Chapter 5 Oansup

Invitations to Inquiry • • • •

What are the characteristics of exemplary middle and high school science programs? What is curriculum? What should be science curriculum? Outlined in the National Science Education Standards What was the influence of curriculum reform projects of the 1960s? how do they differ from the current era of science curriculum reform?

Science Education Chapter 5 Oansup

Thematic approach

Thematic unit (Science of sport) â&#x20AC;˘ Physics concepts during half of the course â&#x20AC;˘ Chemistry concepts during the other half Suite to teaching for processes of scientific inquiry? Challenge for both the teacher and the students? How would you feel about? Science Education Chapter 5 Oansup

Science Education Chapter 5 Oansup

Benefits of thematic teaching and learning More natural and less fragmented than divided into different subject • For students  Fun  Actively involved  More confident and better motivated  Present fewer discipline problems •   

For teachers More fun Less hard work(?) Challenging and exciting

Science Education Chapter 5 Oansup

Standards and Curriculum Standards • Expectations • Statements  Define what is to be learned by the end of a school year Students to know that 2+2=4 Curriculum • Includes many resources: activities, lessons, units, assessments • Include publisher textbooks. detailed plan for day to day teaching • Program created by local school districts to teach  Students to learn that 2+2 =4

Science Education Chapter 5 Oansup

National Science Education Standards Goals Underlying the Standards â&#x20AC;˘ Knowing and understanding the natural world Experience richness and excitement â&#x20AC;˘ Making personal decisions Use appropriate scientific processes and principles Ex : According to Neuroscientist , consciousness arises within any complex, information-processing system. All animals, from humans on down to earthworms, are conscious; even the internet could be.

Science Education Chapter 5 Oansup

â&#x20AC;˘ Engage intelligently in public debate Matters of scientific and technological concern â&#x20AC;˘ Increase economic productivity Use of knowledge, understanding and skills of science

Science Education Chapter 5 Oansup

• Unifying concepts and processes Science as inquiry Physical science Life science Earth and space science • Science in personal and social perspectives Science and technology • History and nature of science

Science Education Chapter 5 Oansup

What Is Standard?

Science Education Chapter 5 Oansup

What is Curriculum? â&#x20AC;˘ â&#x20AC;˘

Is more than a textbook Includes goals, conceptual themes, learning experiences, and assessment processes, as well as the written course of study developed at the state level

Science Education Chapter 5 Oansup

Define curriculum as the intended plans for guiding learning in schools. Curriculum literally means a running, a course or a race - Latin Science Education Chapter 5 Oansup

Educational Goals of Curriculum Scientific literacy assumes an increasingly important role in the context of globalization. The rapid pace of technological advances, access to an unprecedented wealth of information, and the pervasive impact of science and technology on day-to-day living require a depth of understanding that can be enhanced through quality science education. Mission: Scientifically literate students possess the knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity. Vision: A quality science education fosters a population that: • Experiences the richness and excitement of knowing about the natural world and understanding how it functions. • Uses appropriate scientific processes and principles in making personal decisions. • Engages intelligently in public discourse and debate about matters of scientific and technological concern. • Applies scientific knowledge and skills to increase economic productivity. New Jersey Core Curriculum Content Standards for Science

Science Education Chapter 5 Oansup

Who is scientifically literate person ? â&#x20AC;˘ Appreciates what science has to tell us â&#x20AC;˘ Recognizes the impact of science and technology on everyday life

Science Education Chapter 5 Oansup

• US ranks 33rd in a list of 34 other countries where acceptance of evolution • Just 40% of Americans accept evolution Data is a symptom of a nation lacking in scientific literacy and in danger of losing its innovation edge • The good news is that UMass Dartmouth students, thanks to a strategic approach

Science Education Chapter 5 Oansup

Curriculum Reform Launching of Sputnik • Focus on improving science textbooks, and the teaching of science Publication of A Nation at Risk • International achievement test in mathematics and science • Focus on courses and competencies • Increased the mathematics and science graduation requirement • Greater awareness to the effectiveness of science curriculum Funding of programs known as the Statewide Systetnic Initiative • Focus on excellence and equity in science education Kahle three waves of reform in science education Science Education Chapter 5 Oansup

Post Sputnik Reforms Two pieces of news so shocked America’s world view • Devastating attack on Pearl Harbor on Dec 7, 1942 Launching of the Soviet space craft on Oct 5, 1957 New science courses were developed • ISCS (Intermediate Science Curriculum Study) • IPS (Introductory Physical Science) • Harvard Project Physics • ESCP (Earth Science Curriculum Project) • BSCS (Biological Sciences Curriculum Study ) • Chem Study or CHEMS (Chemical Education Material Study) • PSSC (Physical Science Study Committee)

Science Education Chapter 5 Oansup

The Middle School Science Curriculum Introductory Physical Science(IPS) • Properties of matter, atomic, molecule, energy and force  Performed many experiments  Use the model to predict ideas about heat and molecular motion  Build the concept

Science Education Chapter 5 Oansup

Interactions in Physical Science • Hands-on, minds-on activities  Finding out students’ initial ideas about a topic  Development of new or changed ideas  Confirmation of students’ ideas by comparing them with formal science ideas  Application of agreed ideas to new situations

Science Education Chapter 5 Oansup

Hands-on, minds-on activities • Hands-on activities can be done for less than a dollar per hand, a few have zero cost – McGervey • Minds-on activity  Use higher order thinking than hands-on activity  Includes the problem solving - Hofstein and Lunetta

Science Education Chapter 5 Oansup

BSCS Science & Tech • Emphases a comprehensive, inquiry-based approach • Improve understanding of science by developing exemplary materials • Multi-level, thematic program  Support widespread and effective use of exemplary materials  Applicate agreed ideas to new situations

Science Education Chapter 5 Oansup

Earth Science Curriculum Project(ESCP) • Organized into four interdisciplinary units  Dynamic Earth  Earth Cycles  Earth's Biography  Earth's Environment in Space • Developed by scientists, teachers and educators • Produce a student textbook, teacher's guide, film series, field guides. and a specialized equipment package

Science Education Chapter 5 Oansup

The High School Science Curriculum Science curriculum is under a great deal of pressure to produce the most academically talented group of students in the world • In 1990, President indicated that the improvement of mathematics and science was of the highest priority in his administration  Benchmarks for Scientific Literacy published  No Child Left Behind Act (NCLB) enacted The major focus of No Benchmarks for Science Child Left Behind is to Literacy is the Project 2061 close student achievement statement of what all gaps by providing all students should know and children with a fair, equal, be able to do in science, and significant opportunity mathematics, and to obtain a high-quality technology by the end of education. grades 2, 5, 8, and 12. •

Science Education Chapter 5 Oansup

Contemporary High School Curriculum Patterns • 95% offer a course in Biology 28% AP Biology 48% 2nd year Biology • 91% offer a course in Chemistry 24% AP Chemistry 17% 2nd year Chemistry. • 81% offer a course in Physics 15% AP Physics 6% 2nd year Physics course. • 34% offer a Course in Earth and Space Science.

Science Education Chapter 5 Oansup

Science curriculum in American schools

Science Education Chapter 5 Oansup

Activities Used in Middle and High School Science â&#x20AC;˘ â&#x20AC;˘

What activities do you think middle school science and high school science teachers use while teaching? Identify the five most frequently used activities, and the five least used activities from the lists below.

Science Education Chapter 5 Oansup

Activity • • • • • • • • •

Work in groups Do hands-on/lab activities Follow instructions in activity Read non-text material Read from science text Watch science demo Record, represent data Answer text questions Use math as a tool in problem solving

• Write reflection in a journal • Watch audiovisual presentations • Listen and take notes during teach presentation • Work on extended science project • Design own investigation • Use computers as a tool (data analysis) • Participate in field work • Take field trips • Prepare written science reports • Make formal presentation to the class

Science Education Chapter 5 Oansup

Science Activities Reported by Teachers that Students Take Part in at Least Once a Week Activity

Middle School

High School

Work in groups

Follow instructions in activity

Do hands-on/lab activities

Answer text questions

Listen and take notes during teach presentation

Record, represent data

Read from science text

Watch science demo

Use math as a tool in problem solving

Science Education Chapter 5 Oansup

Activity

Middle School High School

Read non-text material

Write reflection in a journal

Watch audiovisual presentations

Prepare written science reports

Design own investigation

Use computers as a tool (data analysis)

Make formal presentation to the class

Work on extended science project

Participate in field work

Take field trips

Science Education Chapter 5 Oansup

Inquiry 5.1 Science Curriculum Patterns • •

Compare the K-12 curriculum pattern Use the chart to organize your material.

• •

• Level

Goals

How do patterns of curriculum compare? To what extent is the layer cake model implemented in the districts? What makes one curriculum better than another? Courses

Text materials

Elementary Middle School High School Science Education Chapter 5 Oansup

The High School Science Curriculum Reform Projects • Physical Science Study Committee

• Harvard Project Physics • Chemical Bond Approach(CBA) Chemical Education Materials Study (CHEM Study)

Exemplary H.S. Science Curricula • Active Physics • Conceptual Physics • Active Chemistry • Biology : A community Context

• Biological Sciences Curriculum Study BSCS

Science Education Chapter 5 Oansup

High School Reform Projects • •      • •     

Physical Science Study Committee Focus on the intrinsic structure of physics Historical background of physics Observation and experimentation Inquiry Logical unity of physics Physicists think about the world. Harvard Project Physics( 1962-1972) Emphasizing human values and meaning Development of basic facts, principles and ideas of physics Process of science as illustrated by physics Relation to the cultural and economic aspects of society Effect of physics on other sciences Science Education Chapterphysics 5 Oansup and technology Relationship and interaction between

Chemical Education Materials Study and Chemical Bond Approach • Established in 1959 Committee of the American Chemical Society • Develop an curriculum in high school chemistry • Provides videos and films to improve the teaching • Connection to the real world of the student • Materials were interdisciplinary

Science Education Chapter 5 Oansup

Biological Sciences Curriculum Study • Leader science education since 1958 • Emphasize inquiry-based approach • Develop exemplary curricular materials • Support widespread and effective use exemplary curricular materials • The three versions of BSCS  Molecular: Molecules to Man  Cell: An Inquiry into Life  World biome: An Ecological Approach

Science Education Chapter 5 Oansup

Inquiry 5.2 Exploring Science Curriculum Materials • • •

Using the curriculum evaluation chart assess two science text books. To what extent are the Standards met in the curriculum? Is the science-as-inquiry theme evident in the curriculum materials?

Science Education Chapter 5 Oansup

Exemplary High School Science Curricula Biology • Students work both individually and in groups • Allows students to do science rather than just read • Inquiry-based biology curriculum • Develop conceptual understanding through investigations of socially and personally significant issues • Context of their own lives and community

Science Education Chapter 5 Oansup

Active Chemistry • Each chapter is independent of one another multiple opportunities for students to succeed - Flexible • Not need high levels of math Real-life challenge and that the activities - Student Friendly Chemistry • Relevant to students' lives – Engaging

Science Education Chapter 5 Oansup

Conceptual Physics • Without the mathematical emphasis Mechanics Electricity and Magnetism Properties of Matter Atomic and Nuclear Light Heat Sound  Relativity

Science Education Chapter 5 Oansup

Active Physics • New approach. Keeping the National Science Education Standards • Thematic science units • Communication, Home, Medicine, Predictions, Sports, and Transportation

Science Education Chapter 5 Oansup

Science Curriculum: A Global Perspective Globalization • Technology supports Communication of educators extends beyond the boarders • Social constructivism Influenced the development and design of curriculum

Science Education Chapter 5 Oansup

[ 교과중심 교육과정 ] 각 학교의 교과목 및 기타 교육활동의 편제로, 교육과정은 <교과중심>이었으나 교과서는 <생활중심>으로 편찬

[ 생활중심(경험중심)교육과정 ] 미국 진보주의의 영향을 받아 교과중심 교과의 지도에 대하여 비판이 일어나기 시작된 교육과정

[ 학문중심 교육과정 ] 미국의 1957년 <스푸트니크> 충격으로 시작된 과학교육 혁신운동 등을 기점으로 한 학문중심 교육과정 도입

[ 인간중심 교육과정 ] 민주 사회, 고도 산업 사회, 건전한 사회, 문화 사회, 통일 조국 건설에 필요한 건강한 사람을 길러내는 데 목적

[ 통합적 교육과정 ] 건강한 사람, 자주적인 사람, 창조적인 사람, 도덕적인 사람으로, 과학적 사고와 창의적 문제 해결 능력의 육성을 강조

[ 21C 대비 교육과정 ] 정보화, 국제화, 산업구조 개혁 등의 변화에 창조적으로 대응할 수 있는 능력 배양 •시‧도 교육청, 학교 재량권의 확대

[ 학생중심 교육과정 ]  개인차에 따른 수준별‧선택 교과별로 운영  국민공통기본교육과정과 선택중심교육과정 운영  재량활동 및 ICT교육 도입

구분

교과중심형

교육의 문화유산의 전수 목적

경험중심형

학문중심형

인간중심형

생활인의 육성

학습자의 지적 수준의 향상

학습자의 자아실현

학교의 지도하에 학생들이 학교 교육과정 교과의 목록인 교 지식의 구조와 학생들이 가지는 생활을 하는 동안 의 개념 수 요목 탐구 방법의 조직 경험 가지는 모든 경험 특징

․ 논리적․체계적 ․ ․ 탐구과정의 중 ․ 잠재적 교육과정 ․ 교사중심․설명중 ․ 문제해결력 중시 시 의 중시 심

Science Education Chapter 4 Oansup

What Is 2015 Curriculum ?

Science Education Chapter 5 Oansup

•

핵심역량이란 선천적으로 타고나는 것이 아니라 학습될 수 있는 것으로, 지 적능력, 인성(태도), 기술 등을 포괄하는 다차원적(multidimensional) 개념이 며, 향후 직업세계를 포함한 미래의 삶에 성공적으로 대처하기 위해 필수적 으로 요청되는 능력이다.

Science Education Chapter 5 Oansup

Science in…

• • • • • • •

Australia Chile China Ghana Japan Russia Turkey

Science Education Chapter 5 Oansup

Science in…Australia • Autonomy and a wide range of textbooks to choose • Curriculum doesn't vary a great deal from school to school • In secondary school, science is a core part of the curriculum and is generally Allocation is normally three to four (150-200 minutes) Students are involved in laboratory activities. Students work in small teams

Science Education Chapter 5 Oansup

Science in…Chile Education System • Pre-school: 5 years old • Primary school: 6–13 years old, divided into 8 grades • Secondary school: 14–17 years old, divided into 4 grades • Schools are divided by curriculum into: To enter university. From 11th grade students can choose a subject in either science (math, physics, chemistry, biology), or humanities (literature, history, philosophy), for more advanced lessons. To quickly enter the workforce after secondary education Industrial Schools: electricity, mechanics, electronics, informatics… Commercial Schools: management, accountancy, secretary… Technical Schools: fashion, culinary, nursery and the like. Polyvalent Schools: offering careers of more than one of those listed Science curriculum stress • Understanding of the natural world, nature of science and relationship Science Education Chapter 5 Oansup 69 • Emphasizes the use of inquiry, hands-on activities

Science in…China

• Textbooks are outdated • Science teachers are not knowledgeable about new inventions and theories • Coaching students for Math Olympics • Should teach students the working mechanism of digital camera, LED lamp, and overhead projector, which are around our daily life • Students also have few chances to do scientific experiments and exercise independent thinking - Ni Science Education Chapter 5 Oansup

Science in…Ghana Education System • Primary school: 6–11 years old, divided into 6 grades. • Junior high school: 12–14 years old, divided into 3 grades • Senior high school: 15–18 years old, divided into 4 grades • Take an admission exam to enter any university Science curriculum stress • Resists the all-lecture approach • Science teacher doing demonstrations or lab work, where facilities are available • Employing the guided-discovery approach in Instruction

Science Education Chapter 5 Oansup

Science in…Japan

Science lab • Similarity of each lab, Equipped with the same technology • Science education promotion law purpose is to assure the opportunities of science education for every student. • Each science teacher keeps the lab

Science Education Chapter 5 Oansup

Science inâ&#x20AC;ŚRussia Spiral curriculum 7 grade : structure of matter, interaction of bodies, pressure, work, power and energy. 8 grade : thermal, electrical, electromagnetic and light phenomena. 9 grade : kinematics, conservation laws, and waves. 10 grade : physics, and electrodynamics, followed 11 grade : as well as electromagnetic waves, and quantum physics.

Science Education Chapter 5 Oansup

Science in…Turkey

• Student-centered activities while learningthe content • Learning by doing is seen to be a central pillar of the curriculum

Science Education Chapter 5 Oansup

Global Science Education Activities • • •

What are the science education programs like in some other countries, in addition to the ones described here? Investigate science education in Mexico, France, Great Britain, Hungary, or the Philippines Prepare a brief report by creating a poster report for the country you choose

Science Education Chapter 5 Oansup

Write brief descriptions of the curriculum and teaching issues in Australia, Chile, China, Ghana, Japan, Russia, and Turkey. ď&#x192;ź What are the issues in other countries, and how do these help inform us about our own issues? â&#x20AC;˘

Science Education Chapter 5 Oansup

• • •

What are some of the differences and similarities between U.S. science education and science education in Australia, Chile, China, Ghana, Japan and, Russia? Make a chart identifying the variables that you will use to make comparisons, how each country fared on the variable. Find websites to help you learn more about science education in any of the countries described in the Art of Teaching Science.

Science Education Chapter 5 Oansup

Chapter 6 Science Technology & Society in the Science Classroom

Chapter Map

Science Education Chapter 6 Oansup

Problem • Prepare for parent conference  Rationale for implementing student-centered projects  Supported by tile National Science Education Standards

Science Education Chapter 6 Oansup

Impact of Science and Technology on Society

Science Education Chapter 6 Oansup

â&#x20AC;˘ Challenges with an ageing population â&#x20AC;˘ How AI can support humans.

Science Education Chapter 6 Oansup

Designing lessons

After-school program Integrates electronics, mechanics, mathematics, and computer programming instruction to teach teenagers to design and evaluate devices

How was Kristin able to transform from a shy 9th grader into a confident leader as a 12th grader?

Science Education Chapter 6 Oansup

Approach Student centered point of view • Oppose to a scientist-centered view • Identifies as the humanistic perspective – Aikenhead Context-based approaches • Contexts and applications are the starting points • Contrast to the traditional approach to science teaching subject matter knowledge in curricular design – Bennet

Science Education Chapter 6 Oansup

Important aspect of the STS movement • Cover information and help students clarify their values • Develop the skills to take action on issues • Learn how to discuss the moral and ethical implications of science

Science Education Chapter 6 Oansup

Example • Organize recycling campaign • Analyze energy consumption  Count bottles and cans that their family uses in a week  Collect exhaust gases from the car • Participating in an electronic international conference  Global warming, ozone depletion, acid rain, or rainforest degradation 호주 공영 ABC 방송은 2일 축구장 크기만 한 것을 포함해 많은 폐어망으로 멸종 위기의 거북들이 서서히 죽어가고 있으며 생태계도 파괴되고 있다고 보도했다.

Science Education Chapter 6 Oansup

In the curriculum Departure from traditional science education • Discipline (biology, chemistry, geology, physics) interact with technology and society • Interdisciplinary nature • Immersion in social

Science Education Chapter 6 Oansup

Invitations to Inquiry • • • • • •

What are the characteristics of STS programs? How is the STS perspective different from the traditional curriculum? What strategies use to present develop STS learning experiences? How are STS modules evaluated? What are some of the STS themes, and how do teachers present ? What are some STS curriculum examples used in today?

Science Education Chapter 6 Oansup

Nature of STS •     

STS emerged from social realities Educators views school curriculum include World War II Post-Sputnik science curriculum reforms Pugwash movement (science for social responsibility) Environmental movement Decreasing enrollment in science Present science to students in a more humanistic way rather than elitist pre-professional science training - Aikenhead,

Humanism would concentrate upon the development of the student's self-concept Science Education Chapter 6 Oansup

•    •

Worldwide STS movement Paradigm shift for the development of curricula and teaching Megatrend in science education Led by individuals Questioned the current status of science education Central to STS is the learner, and STS is a student, centered approach to learning.? - Yager

Science Education Chapter 6 Oansup

Central ground of STS • Help to develop Knowledge Skills Affective qualities • Take responsible action On science and technologically oriented issues

Science Education Chapter 6 Oansup

Development of STS • National Science Teachers Association  Use concepts of science, technology and ethical values in solving and making responsible decisions in everyday problems • National Science Education Standards  STS goals and concepts are cultural color-blindness not directly addressing the ethnic, socioeconomic, gender, and pedagogical issues

Science Education Chapter 6 Oansup

ď&#x192;ź Grades 5-8 Understanding of personal health, populations, resources, and environments, natural hazards, risks and benefits, and science and technology in society ď&#x192;ź Grades 9-12 Understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global challenges

Science Education Chapter 6 Oansup

Characteristics of STS Programs •      

How do the following elements help educators develop a rationale for including STS in school science? Context Based Problem and Issue Oriented Interdisciplinary Thinking Connecting Science to Society Global Thinking and the GAIA Hypothesis Relevance

Science Education Chapter 6 Oansup

Context Based

Science Education Chapter 6 Oansup

Problem and Issue Oriented Germane to the life experiences of the learners Related to social or cultural dimensions â&#x20AC;˘ Is there a link between magnetic field exposure at work and cancer in adults? More recently conducted studies that have included both job titles and individual exposure measurements have no consistent finding of an increasing risk of leukemia, brain tumors, or female breast cancer with increasing exposure to magnetic fields at work â&#x20AC;˘ What have scientists learned from animal experiments about the relationship between magnetic field exposure and cancer? Animal studies have not found that magnetic field exposure is associated with increased risk of cancer Science Education Chapter 6 Oansup

Science Education Chapter 6 Oansup

Interdisciplinary Thinking Topics include health, food and agriculture, energy, land, water and mineral resources, industry and technology, the environment, information transfer, and ethics and social responsibility

Science Education Chapter 6 Oansup

Connecting Science to Society â&#x20AC;˘ Science content is not seen in isolation Related to the students' community and personal lives â&#x20AC;˘ Consider the views of students and important social issues Earthquake, diseases, pesticides and home gardens â&#x20AC;˘ Students perspective data Basis for more appropriate science content to generate interest and foster meaningful learning

Science Education Chapter 6 Oansup

Global Thinking and the GAIA Hypothesis â&#x20AC;˘ Earth's organisms have a regulatory effect on the whole environment that supports and promotes life on this planet.

Science Education Chapter 6 Oansup

Relevance STS programs tend to be problem oriented â&#x20AC;˘ Depend upon a teacher in organizes the learning environment â&#x20AC;˘ Deals with the problem of the students' world Traditional programs are based on concepts

Science Education Chapter 6 Oansup

Supports STS Teaching in Curriculum • • • • •

Contexts and applications of science Not pure science content or concepts Student-centered Based on student questions, interests How science is related to everyday life

Science Education Chapter 6 Oansup

Inquiry 6.1: Getting involved in STS Create STS action project • Science-in-the-News • Bicycles-to-Autos Ratio  Choose one  Carry it out  Report via a poster report

Science Education Chapter 6 Oansup

STS Teaching Cycle • What events are starting point for an STS teaching cycle? • Describe how the event could be turned into a series of STS teaching experiences Event leads to...SelfUnderstanding (I)

Integration (V)

Responsible Social Action (IV)

Responsibility Cycle

STS Issues Study and Reflection (II)

DecisionMaking (III)

Science Education Chapter 6 Oansup

Strategies for STS Teaching Clarifying Values • Value-laden issues and problems of science

• • How can students be helped to clarify their values about issues?  Nuclear power plants should be banned  Fast foods should be avoided  Smoking should be banned in public settings Science Education Chapter 6 Oansup

Science Education Chapter 6 Oansup

STS Methods use to help students deal with this issue: The local community wants to fill in a small pond that is adjacent to their school because it causing an eye-sore to the environment

• • • • • •

STS Value Dilemma Sheet STS Action Dramas Action Voting Online Dilemma Discussion Think Piece Action Project Science Education Chapter 6 Oansup

STS Dilemma Sheet Illustration and series of questions • Shown to the class • Read the dilemma aloud • Students respond in writing to the two questions shown here • Conduct a class discussion using the two questions as a guide

Science Education Chapter 6 Oansup

Nuclear Power Plant Dilemma Sheet On April 26, 1986, in what was the worldâ&#x20AC;&#x2122;s largest nuclear disaster ever, a reactor at the Chernobyl nuclear power plant in the Soviet Union exploded, releasing vast quantities of radioactive mateial into the atmosphere. Clouds of fallout covered large areas of Europe, contaminating food supplies and increasing the rate of cancer in human beings. The ongoing clean up has cost $14 billion so far, and over 250 people have died. Consult this site for further information: http://www.nucleartourist.com/events/chernobl.htm. Following the Chernobyl disaster, one NRC member estimated the chance of an accident in the U.S. as big or bigger occurring by 2005 to be as high as 45 percent. In 1989, citizens of Sacramento, California voted to shut down the publicly owned Rancho Seco nuclear power plant because it was unsafe and uneconomical. Dilemma Questions 1. Some people think that nuclear power plants are unsafe not because of an accident might happen, but because the nuclear industry has not figured out a safe method for discarding the radioactive waste products produced by nuclear plants. Discuss your feelings on this matter. 2. Would you buy a house or take a job that was within a mile of a nuclear power plant?

Science Education Chapter 6 Oansup

Case Study • Enable students to learn about issues important to them • Develop high level thinking skills in a debate environment • Case study in a middle or high school science course

Science Education Chapter 6 Oansup

• • • • •

Is a Mars Sample Return Mission Too Risky? Should Dinosaurs be "Cloned" from Ancient DNA? Selecting the Perfect Baby: Prenatal Genetic Diagnosis The Tokaimura Accident: Nuclear Energy Reactor Safety

Science Education Chapter 6 Oansup

Action Projects •      

Design an action project for one of the following topics: Waste disposal Pollution problems and control Recycling efforts and conservation Environmental protection Local endangered wildlife concerns Energy issues

Science Education Chapter 6 Oansup

STS Module Design • Identify a significant context based social issue • Direct students' interest in a topic toward a 2-4 week module More powerful than adding a day on acid rain, or global warming, or endangered species

Science Education Chapter 6 Oansup

Inquiry 6.2: STS Issues in Science Textbooks • What STS issues are emphasized in the texts you studied? • How does that compare with others who did the inquiry?

Science Education Chapter 6 Oansup

STS Themes & How to Teach Them Themes for STS topics In the text • Air Quality and Atmosphere • Population Growth • Energy • Effects of Technological Development • Hazardous Substances • Water Resources • Utilization of Natural Resources • Environment

Science Education Chapter 6 Oansup

Theme : Air Quality & Atmosphere Opportunities to involve students in this STS Theme • The text material presents Information on acid rain STS actions • Visit online projects such as GLOBE GLOBE's vision is of worldwide community of students, teachers, scientists and citizens working together to better understand, sustain and improve Earth's environment at local, regional and global scales

Science Education Chapter 6 Oansup

International Clean Air Project Studying ground-level ozone

Location of Collaborating Schools

Science Education Chapter 6 Oansup

Researching Ozone Locally Using simple tools at the school level to monitor the air

Reading Ozone Level

Whatâ&#x20AC;&#x2122;s the wind speed? Science Education Chapter 6 Oansup

Ecobadge The Ecobadge is a card that changes color in the presence of ground-level ozone The card shown on the left is used to read the ozone level

Science Education Chapter 6 Oansup

Posting Data

A class data table used by the students to post data over a three day period.

Science Education Chapter 6 Oansup

Class Discussions

A teacher leading a discussion on the nature of the Ozone molecule. Science Education Chapter 6 Oansup

Presenting Conclusions â&#x20AC;˘ Teams of students present their findings to the rest of the class. Their results included recommendations for making the air cleaner.

Science Education Chapter 6 Oansup

Science and technology have had both a positive and negative impact on society, especially in the following areas: Community Life

Health Communication Work

Science Education Chapter 6 Oansup

The shift from nomadic life to farming led to the development of the city. • • • •

Networks of transportation, communication, and trade systems Specialized labor Government and religion Social class

Jerusalem, one of the world’s first cities, is still in existence today.

Science Education Chapter 6 Oansup

The nineteenth century witnessed the Industrial Revolution. • • • • •

Invention of textile manufacturing machines Division of labor Increase in production Crowded cities Unsafe and unhealthy working conditions

Some of the negative aspects of the Industrial Revolution included poor working conditions and long hours. Science Education Chapter 6 Oansup

The twentieth century saw the birth of suburbs. • • •

Invention of the trolley car and automobile Status symbol Alternative to harsh, crowded city conditions

Science Education Chapter 6 Oansup

Many planned communities, such as this one outside Cincinnati, OH, sprang up around cities during the first half of the twentieth century.

Technical innovations saved physical energy and lessened peopleâ&#x20AC;&#x2122;s workload.

The tractor

The vacuum cleaner

The washing machine The refrigerator Science Education Chapter 6 Oansup

The concept of leisure developed from labor-saving technology. People use the money they earn to take advantage of leisure time.

Sporting Events

Television

Movies Social Activities Science Education Chapter 6 Oansup

The greatest innovation of technology was longevity. Estimated Life Expectancy of People in the United States, 1900 - 2000

Life Expectancy (in years)

90 80 70 60 50 40 30 20 10 0 00 20 40 60 80 9 9 9 9 9 1 Science1 Education 1 Chapter1 6 Oansup 1

00 0 2

A large part of technology has been dedicated to the advancement of medical science.

In 1796, Edward Jenner paved the way for modern immunology by discovering a vaccine for smallpox.

Sir Alexander Fleming discovered penicillin, the first antibiotic, in 1928.

Science Education Chapter 6 Oansup

Dr. William Thomas Green Morton (c. 1846) was one of the first medical practitioners to use anesthesia on a patient before 62 performing

Some current innovations could have a drastic impact on society.

In 1997, scientists at the Embryonic stem cell Roslin Institute in research is another area Edinburgh, Scotland, that is at the center of introduced Dolly the controversy. While stem sheep, the first mammal cells might be able to be ever to have been cloned. used to generate new Dolly quickly became the organs for transplant, the symbol of the controversy use of them has many Science Education Chapter 6 Oansup over the ethics of cloning. ethical considerations.

Inventions and innovations in communication have had a major influence on society. • • • • • •

Egypt: papyrus and hieroglyphics Ancient Babylonia: cuneiform Ancient Greece: public speaking, persuasive rhetoric, drama, and philosophy Ancient Rome: Roman alphabet Modern Europe: printing press World today: World Wide Web

Science Education Chapter 6 Oansup

Progress is a series of improvements in human life marked by inventions and discoveries. â&#x20AC;˘ â&#x20AC;˘

Positive attributes of technology must be greater than negative attributes Negative consequences: destruction of environment and loss of what it means to be human

Science Education Chapter 6 Oansup

The Exxon Valdez oil spill off the coast of Alaska in 1989 impacted 1,300 miles of shoreline and killed an enormous amount of wildlife. 65