과학교육론 Ⅱ by Oansup Choi

Science Education 과학교육론 Ⅱ

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

Chapter 7 How Adolescents Learn Science

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Map

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The Problem • • • • •

How would you deal with this situation? What would you say to the parent? Is Wilson on sound footing regarding her theory of teaching? How do explain your teaching theory to your principal? What is your view on this approach to teaching and learning?

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This Chapter • Considers learning theories and learning styles • Learning theories divided into three categories:  Behaviorism  Cognitivism  Constructivism • More theory-oriented

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Invitations to Inquiry • Is it important to understand learning theory?  Bruner, Piaget, Glasersfeld, Dewey and Vygotsky • What is constructivism?  Most significant explanations of student learning?  Meaning of radical in the expression, radical constructivism?  Compare Piaget's and Glasersfeld's views to Vygotsky view?

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• What is metacognition? • How will multiple intelligences impact learning and teaching?

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Inquiry 7.1 How do adolescents learn science? • Different perspectives on  How students learn best  Under what circumstances students learn best

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• Interview students, teachers and parents  Help students to learn  Help struggling students in science class  Motivate students to learn  Encourage students to talk about science  Difficulty learning science concepts  Social aspects of learning is important to students  Particular theory is more effective than others

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Learners, Schooling, and Education • Meaningful learning is simply not achievable through traditional school science • Sometime best theory and related classroom practices do not seem to be helping students The criterion of the value of a school education Creates a desire for continual growth Supplies the means for making the desire effective in fact -Dewey

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Teacher provide a variety of contexts for learning--reading the text. answering questions, labs, and lectures Bright perceptive student asserts that her high grade in chemistry is not legitimate because she does not feel that she understands chemistry. She explains: It's (chemistry) hard, so I just close my mind - In chemistry class

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Dimensions of Science Learning • Science learning has at least two dimensions  Learning about science The knowledge base represents the science content knowledge  Learning how to do science. Thinking and doing Process or methods of science

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Theories of How Students Learning Learning sciences • Interdisciplinary field including  Cognitive science  Educational psychology

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Learning Theory or Perspective

Key Ideas

Behaviorism Operant Conditioning - Skinner

Changes in overt behavior of the learner as a result of experience

Cognitivism 1. Cognitive Theories-Piaget, Bruner 2. Von Glasersfeld

Changes in mental structures Construction of knowledge with individual mechanisms or social influence

Constructivism 1. Theory of Experience - Dewey 2. Socio cultural Theories - Vygotsky 3. Feminist Perspective

Social process is the agent Change for the individual

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Other names for Student-Centered Learning • Progressivism • Active Learning • Constructivism • Experiential Education • Problem-Solving Approach • Project-Based Learning • Inquiry-Based Projects • Discovery Learning • Cooperative Learning

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Behaviorism theory • Dominant learning in the 1960s  Pavlov

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 Thorndike : Law of effect Pleasant consequences is likely to be repeated Unpleasant consequences is likely to be stopped  Skinner : operant conditioning

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• Reward or punishment of a new behavior Carrot and stick

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• Learning is the acquisition of new behavior

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Cognitivism theory • Based on the work of Piaget, Bruner • Learning comes from mental activity  Memory, motivation, thinking and reflection • Believe learning is an internal process  Depends on the learner’s capacity, motivation, determination

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Cognitive Learning Theory • Cognition is a group of mental processes Includes  Attention, memory, producing and comprehending language  Learning, reasoning, problem solving, and decision making

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The Learning Cycle The Learning Cycle & the 5E and 7E Models Atkin and Karplus

Bybee – 5E

Eisenkraft – 7E

Concept development Application Exploration

Engage Explore Explain Elaborate Evaluate

Elicit Engage Explore Explain Elaborate Evaluate Extend

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Conceptual Change Teaching • Dissatisfy with their existing conception • Make the scientific conception plausible • Show the scientific conception as fruitful or useful  Understanding a variety of situations

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• Cognitive dissonance  feeling of discomfort  holding two conflicting beliefs • People tend to seek consistency in  Beliefs  perceptions • Our beliefs conflicts with another previously held belief?  Something must change in order to eliminate or reduce the dissonance

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Cognitive Processes • Learning occurs not by passive reception of transmitted information, but by active interaction with objects and ideas. The nature of this interaction is an adaptation involving three mental processes - Piaget. Assimilation

Accommodation Equilibrium Science Education Chapter 7 Oansup

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Constructivism theory • School provided the environment  Dialogue between student’s pre-existing conceptions and logic of scientific concepts • Scientific concepts could be achieved in cooperation with peers and other adults

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Role of Cooperative Learning • Cooperative learning (Collaborative learning) is viewed as a promising application of socio cultural theory

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Gagne Earlier behaviorist later influenced by the memory Stressed different variables (Internal and external ) influence the learning of different types of tasks

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Historical Roots of Constructivism • Dewey – Education depends on experience • Piaget – We learn best when we experience disequilibrium • Vygotsky – Learning is a social process, learning from others is advantageous

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Bruner • Learning is a very active process  To be successful in learning new content, the learners must be actively engaged in the process, not sitting quietly and listening to a teacher explain something  Student is directly involved in the manipulation of the content in the three modes of representation

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Three modes of representation • Enactive stage : Direct manipulation of objects without any internal representation • Iconic stage : Internal representation of external objects visually as images or icons • Symbolic stage : Symbolic representation of external objects through words, formulas or other symbolic means

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• Bruner felt that  The goal of education should be intellectual development  Science curriculum should foster the development of problem solving skills through inquiry and discovery

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Discovery Learning Learners to discover facts and relationships for themselves Problem -based learning is based upon the theory of discovery learning

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Advantages • With teacher guidance, this can be an effective strategy • Students create their own schemas and self-organize about the world.

Disadvantages • Difficult balance between reduced teacher involvement and no teacher involvement • Doing so with errors or misconceptions that are not being corrected. • Abstract or theoretical concepts may not be suitable for discovery learning. • Very time consuming

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Piaget • Major foundation for cognitive constructivist approaches  Build their knowledge through experience  Construct their own knowledge  Enable them to create schemas A schema is a cognitive framework or concept that helps organize and interpret information.

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•

Predicts what children can and cannot understand at different ages - "ages and stages"

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Glasersfeld • Learners construct new knowledge on the foundations of their existing knowledge  Knowledge is in the heads of persons  All kinds of experience are essentially subjective My experiences may not be unlike yours Thinking subject construct what he or she knows on the basis of his or her own experience

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Dewey • Cannot give ideas directly to students as if they were bricks • Experiential education  Means to learn not only by the theory, but also by the practice  Focused on learning by doing or hands-on learning for the solution of problems encountered in the environment

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• The school’s role  Gain content knowledge, learn how to live • The educational process’ role  Account the interests and experiences of the student • The teacher’s role  Facilitator and partner in the learning process  Leads students to independently discover meaning

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Lev Vygotsky • Shared many of Piaget's assumptions about how children learn  In Piaget's cognitive theories, teacher plays a limited role  In Vygotsky's theories, more experienced play a important role teachers, old and children • Placed more emphasis on the social context of learning

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Zone of proximal development Place where the student’s rich experiential knowledge meets the systematic and logical thinking of the adult world Provide opportunities for students to make sense of science via thoughtful discussion with their classmates, teacher, even parents, siblings, and other children.

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Feminist Perspectives and Participation

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Feminist pedagogies “… attempt to give more consideration to students’ ideas and needs than traditional teaching. The teacher acts less like a dispenser of knowledge and more like a midwife, helping students in delivering their own ideas.”

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Theories of learning

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Multicultural Perspectives on Learning • In a constructivist view, a multicultural perspective would see science classrooms as socially constructed • Multicultural classrooms would value consensual and democratic learning, and would focus on cooperative learning instead of direct instruction

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Inquiry 7.3: What would they talk about if you brought together a theorist from the following perspectives:  Behaviorism  Cognitivism  Constructivism  Feminism  Role play, and use the procedures provided to facilitate the activity.  Upon reflection, which theorists provided the most powerful argument explaining how students learn? •

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Environmental Elements • Learning Style Model developed by Rita and Ken Dunn.

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• Use the environmental elements  Emotional elements  Physical elements  Sociological elements  Psychological elements • How can these elements be of practical value in setting up a classroom? In planning lessons?

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Brain Hemisphericity • Look at the lists to the right. • Check off those items that you prefer over the others. Do you prefer left or right brain things, or was there no difference? • How do researchers think the brain hemisphericity might impact: Motivation Creativity Rationality Emotions and feelings

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Metacognitive Strategies • Mind Mapping • Illustrating & Drawing • Brainstorming • Planning • Generating questions • Evaluating action • Teaching capability • Communication skills • Journal keeping

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4MAT • 4MAT is a learning style system that identifies 4 types of learners:  Imaginative learners  Analytic learners  Common sense learners  Dynamic Learners • Design a lesson in which you take into account the four types of learners.

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4MAT Type One Imaginative Learning–Feeling and watching, seeking personal associations, meaning, involvement. Making connections. Key question: Why? Type Two Analytic Learning–Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think. Formulating ideas. Key question: What?

Type Four Dynamic Learning–Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery. Creating original adaptations. Key question: If?

Type Three Common Sense Learning–Thinking and doing. Experimenting, building, creating usability. Tinkering. Applying ideas. Key question: How? Science Education Chapter 7 Oansup

Chapter 8 Models of Science Teaching

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Problem • Michael’s expectations were too high?  Compare the students’ ability to do inquiry-based lab activities • What specific suggestions would you offer?  Improve the lesson

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The models presented this chapter for • To plan lessons • To create an environment Fosters active student involvement • The best way to understand models  Use model in a specific teaching context

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Think • What conditions should different models of teaching be used? • What are the elements of the conceptual-change teaching model? • What characterizes is project-based teaching model?  Guided, coupled, and open inquiry • What is the role of cooperative learning?

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Models of Teaching: How can they be of help? • The models of teaching presented  Behaviorist, Cognitivist, and Constructivist perspectives • The models support different instructional goals

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Models

Behaviorist Direct/Interactive

Cognitivist Learning Cycle & Conceptual Change

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Constructivist Cooperative Learning & Project-based

Models

Behaviorist Direct/Interactive

Cognitivist Learning Cycle & Conceptual Change

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Constructivist Cooperative Learning & Project-based

Models

Behaviorist Direct/Interactive

Cognitivist Learning Cycle & Conceptual Change

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Constructivist Cooperative Learning & Project-based

Teaching models Active • Interact with environment, students and teachers Experiential • Direct experience, collaboration, and focused reflection Prior Knowledge • Prior knowledge to construct new meanings Constructive • Constructs understanding of the material • Develop beyond students‘ initial conceptions Collaborative/Cooperative • Create communities of learning • Involve in dialogue and discussion with peers and adults Science Education Chapter 8 Oansup

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Direct Interactive Teaching Model Check homework Reteach where there are student errors

Provide overview Give instructions and explanations

Reteaching if necessary

Provide a high questions Give to receive feedback Check for understanding Continue practice Seatwork Homework

Feedback to student Feedback to teacher reviewing steps, or reteaching Science Education Chapter 8 Oansup

Teacher-centered model of teaching • Effective for teaching science knowledge and skills Four aspects stand out • Develop and implement a variety of learning tasks • Engage the learner • Teacher-student, and student-student interaction  Use of teacher questions  Use of hands-on activities and small group work • Perform at moderate-to-high rates of success

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Structuring Content in the DIT Model • Presentation and structuring  Break content into manageable, teachable and learnable chunks • Ways to structure  Whole-to-Part  Sequential Structuring  Combinatorial Organization  Comparative Relationships

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Divide content using Concept M ap

Whole-to-Part

Simple to complex ordering of content or skills

Sequential Structuring

Hierarchy and classification of content

Hooking to Big Ideas

S tructuring Content in the DIT Model

Combinatorial Organization

Show elements of content as a cycle

Use Concepts maps showing relationships

Comparative Relationships

Use tables comparing & contrasting content

Krebs Cycle Rock Cycle as examples

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Cognitivist Learning Model • Students come with  Prior experience and learning  Affects  Established worldview will not give up easily •

Challenging, revising, and restructuring one's worldview requires much effort - UMASS Science Reasoning Research Institute

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Conceptual-change model • Conditions required to change conceptions  Dissatisfied with existing ideas  New ideas must be intelligible, plausible, and fruitful • Strategies  Become dissatisfied with their initial conceptions  Create cognitive dissonance by means of demonstration

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Strategies for Cognitivist Learning Model Invitation Phase • Engaging activities  Eliciting prior knowledge  Linking prior knowledge to a demonstration Exploration Phase • Work in small teams • Explore a new concept or phenomenon  Perform experiments  Make observations  Examine new ideas against their own ideas  Engage in interacting with ideas Science Education Chapter 8 Oansup

Explanation Phase • Students  Refine explanation about the concepts  Express ideas about the concepts • Teachers  Lead students to explan based on current understanding From a pedagogical point of view Concepts cannot be handed to the students like bricks; from the constructivist view Students are emotionally attached to their views, and thus changing their ideas is challenging

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Taking action Phase • Student-centered • Experiencing new activities  Apply and extend the concept  Elaborating on the concept • Teacher design activities  Debate and defend student ideas  Resumes the facilitative role • STS point of view students engage in social action

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Examples of Conceptual Change Teaching

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How does Ms. Cope facilitate collaboration between students? Science Education Chapter 8 Oansup

Full Option Science System (FOSS) •

Four students work together and take turns with different roles to complete a particular science activity.

• • • •

Reader Recorder Getter Starter

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Reader • Reads all print instructions • Ensures that all students in the group understand the task • Summarizes the activity for the group Recorder • Records all data: observations, predictions, and estimations • Uses chart and graph paper

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Getter • Responsible for getting all materials and returning all materials after activity is completed Starter • Begins the manipulations of the materials • Supervises the assembly of materials • Ensures that all group members participate

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Constructivist Models Science learning is a social process • Culture and context in creating learning environments • Social interaction in learning • Community play a central role in learning - Dewey and Glasersfeld Collaborative learning • Self-organizing via choices & preferences • Interdisciplinary and diversity of perspective • Creative activity supported by discussion & argumentation • Problems must interest students • Authentic audience increases motivation

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Collaborative and Cooperative Learning Collaborative learning • Students work together to achieve a goal or complete a task Cooperative learning • Work together to solving problems, reviewing for a quiz, doing a lab activity, or analyzing a website

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Collaborative Concepts

• Clearly perceived positive interdependence • Clearly perceived individual accountability and personal responsibility to achieve the group’s goals • Considerable promotive (face-to-face) interaction • Frequent use of the relevant interpersonal and small-group skills • Frequent and regular group processing of current functioning to improve the group’s future effectiveness

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Elements of Cooperative Learning

Promotes discussion and both individual and group accountability Science Education Chapter 8 Oansup

Positive Interdependence l • Metaphors  We sink or swim together  None of us is as smart as all of us  I win when you win  Whole is greater than sum of the parts • Into Practice  Single product  Divide labor  Assign roles  Rewards for all Science Education Chapter 8 Oansup

Individual Responsibility • Metaphors  I must learn this material...  I can not hitch-hike  My team-mates depend on me... • Into Practice  Focus on individual outcomes  Feedback out each students’ progress  Work alone....then share with group  Experts

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Cooperative Structures A powerful technique for implementing cooperative learning • Teacher-centered approaches  Organize and support student’s conversation

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Teaching Function

Cooperative Structure

Pre-Lab Laboratory activity Post-Lab Review Session Lecture Demonstration Homework Small-group Discussion Introducing a New Concept Textbook Reading Researching and Debating Controversial Ideas & Issues

Numbered Heads Together Circle of Knowledge(More text-based) Roundtable, Pairs Check Numbered Heads Together, Think-Pair-Share Think-Pair-Share, Pairs Check Think-Pair-Share, Pairs Check Circle of Knowledge Talking Chips, Roundtable Numbered Heads Together Jigsaw Constructive Argument

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• Students are placed in groups : given a number (from one to 00) • Teacher poses a question • Students "put their heads together" to figure out the answer • Teacher calls a specific number to respond • Strategy ensures that each member knows the answer

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Think-pair-share • Teacher asks a question or provides a prompt  Students are given time to THINK about their responses.  Students PAIR up and discuss their responses : 1 or 2 min  Student pairs SHARE their ideas with a larger group

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Pairs Check • Partners coach each other  Worksheet or text problem • Check notes for completeness and accuracy : 2 minutes.

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Think aloud • Asks students to say out loud what they are thinking about  What do I know about this topic?  What do I think I will learn about this topic?  Do I understand what I just read?  Do I have a clear picture in my head about this information?  What more can I do to understand this?  What were the most important points in this reading?  How does it fit in with what I already know?  What new information did I learn?

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Jigsaw & Group Investigation • Each student becomes an expert on a chunk of content • Work with other experts on the same content to master the information • Experts return to their home team and teach what they have learned

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Inquiry 8.1: Designing Project-based Learning Activities Invitation Elicit student ideas Exploration Students explore phenomena through focused activity Explanation Help students propose and compare ideas Taking Action Help students apply or elaborate on their understanding

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Project-based science teaching

Great Explorations in Math and Science

International Edu and Resource Network •

Project examples from beginning teachers Science Education Chapter 8 Oansup

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Inquiry Teaching Model • What is inquiry? • The Language of Inquiry  Scientific Inquiry  Inquiry Learning  Inquiry Teaching

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Inquiry lesson

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Essential Features of Classroom Inquiry • Students are engaged by scientifically oriented questions • Students give priority to evidence • Students formulate explanations from evidence to address scientifically oriented questions. • Students evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding. • Students communicate and justify their proposed explanations.

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Inductive Inquiry • Focus students by using a problem-oriented demonstration • An inquiry session follows by encouraging students questions, theory proposing, and experimenting

leads to

Cooperation: Students work in teams to experiment

Start: Students Ask Questions

Inquiry S ession

leads to

Freedom to ask: M ay ask as many questions as one wants

leads to leads to Test Theories: Students plan and carry out experiments

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leads to

Teacher Response: Record Ideas or ask questions

Thinking about Inquiry • One criticism of inquiry and discovery methods of science teaching  Takes too much time  Students can learn concepts and skills if presented more directly  Is there a solution to this problem? • Identify additional questions about inquiry as a model of teaching.

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Design an Inquiry Lesson • Using anyone of the following activities, design an inquiry lesson or session based on the cycle shown here. Start: Students Ask leads to leads to Questions – Pennies in Water – Wood Sinks & Floats Freedom to Cooperation: – Coin Drop and Throw ask: M ay ask Students work Inquiry as many in teams to S ession questions as – The Double Pendulum experiment one wants – The Balloon in Water leads to leads to Test Theories: Students plan and carry out experiments

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leads to

Teacher Response: Record Ideas or ask questions

Inquiry 8.2: Science Teaching as Inquiry • •

As a group, discuss and list characteristics of inquiry teaching. Discuss the 4 levels of inquiry in relation to the amount of teacherdirection and student autonomy

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Discovery Learning How can the following help foster discovery learning in your class: • Curiosity • Structure of content • Inductive labs • Problem-oriented activities • Intuitive thinking Discovery learning : learner being confronted with a problem and then using what they already know to discover new truths Inquiry learning : question leads both to a deeper level of understanding and more questions

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Chapter 9 Designs for Learning

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Problem • How will you develop a sense of community with your students? • How do the ideas of corporate and communal classrooms • Fundamental ideas of Corporate - communal classrooms  Community  Empathy  Mutual aid  Interdisciplinary

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Corporate classroom • Students and teacher working with subject matter and functioning • Follow a factory or production mode of social interaction • Goal  Maintaining order  Achieving specific results (generated by standardized tests) Communal classroom • Students and teacher working with subject matter through interactions • Focus  Interpersonal relationships, community  Collective betterment of the group

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Tension between teachers and students Teachers defining success • Standardized testing as the external measure of success • Engaging learning experience in students' intrinsic motivation Students defining success • Able to relate science to the real world • Able to explain science concepts to each other

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Instructional design Humanistic, cognitive, social constructivist research • Contrasts with traditional  Reflect on how students learn Develop teaching materials and lessons • Active participant • Discussion • Reflection

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How is lecturing both a strength and weakness for this teacher? How did the teacher improve between the first and second observation? 13

This Chapter Help to design of science teaching plans • Develop a sequence of lessons • Develop a course syllabus • Think about instruction

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Help to create the following products • Ideas and plans  Elicit students' existing knowledge • Concept map  Relationships among the central ideas • Instructional plan  Describing the unit

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• Interests • Related concepts and lesson sequence • Strategy  Achieve the unit's objectives • Assessment plan  Feedback to the students, and feedback for you on the effectiveness of your teaching

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Question • • • • • •

What is pedagogical content knowledge? How is it different than content knowledge? How do cognitions, affects, cognitive skills and psychomotor skills differ? What are intended learning outcomes? What processes can be used to design an instructional plan? How should a teacher proceed to develop instruction?

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What are the elements of the following types of lessons: • Direct/interactive learning • Cognitivist Learning • Cooperative learning

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Pedagogical Content Knowledge

• Key questions include:  What shall I do with my students to help them understand this science concept?  What materials are available to help me?  What are my students likely to already know and what will be difficult for them to learn?  How shall I best evaluate what my students have learned? Science Education Chapter9 Oansup

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Pedagogical Content Knowledge Science Education Chapter9 Oansup

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Activity 9.1: Pedagogical Content Knowledge •

Visit one of the standards sites below:

•

Select a science content area and at least one concept to teach Science Education Chapter9 Oansup

•

Use Table 9.2 as a guide

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•

Identify one or more activities that will help students understand the chosen concept

Hands-On Activities

Activities Collections

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Plan Library

The Art of Designing Instruction • Artist uses physical and intellectual tools

• Teacher  Lesson plans  Logic  Concept map  Examples of outcomes, and evaluations Science Education Chapter9 Oansup

Designing instruction •

A cyclic process

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Activity 9.2: Teacher’s Approach to Lesson Planning • Log-on to Teaching high school science and select  Chemical Reactions  Investigating Crickets  Exploring Mars  The Physics of Optics • View the video

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Analysis with this format

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Designing a Mini-Unit • Three templates  Phase I : Establish Goals and Objectives  Phase II : Develop an Assessment Plan  Phase Ⅲ : Plan Activities and Lessons

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Phase I: Establish Learning Goals and Objectives • To establish broad goals and measurable objectives • To prioritize the curricular content, consider the questions  What should students hear, read, view, explore, encounter?  What knowledge and skills should students master?  What ideas will engage students in worthwhile experiences, and understandings?

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1. Developing Curricular Priorities Identify a subject matter area and then brainstorm the possible direction of your mini-unit  Look at the Standards and/or Benchmarks to spark your brainstorming.  List the terms, words, and phrases • Work with a few peers to generate ideas •

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2. Naming Your Science Mini-unit • Name of mini unit  What’s Up with the Weather?  Ecosystems: abiotic + biotic::; nature  Sensational sediments  Ocean exploring  Are we burning up? Global warming, fact or fiction?  What if you had a volcano in your backyard? • Initial ideas are logically connected to each other • Mini-unit titles can communicate the essential meaning of a unit

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3. Identify Focus Questions • Draw upon prior knowledge and keep sight of the big idea • Two or three well designed questions  What are the parts of an atom?  How did we discover protons and electrons?  What can we do to prepare for natural disasters such as tornadoes, floods, hurricanes, and earthquakes? Why do they happen where they happen?  How can three laws describe all motion?  Are viruses alive?

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4. Identify Intended Learning Outcomes • Begin with initial list of ideas from the brainstorming session  Statements of what you want the students to learn  Skills and understanding

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5. Categorize Outcomes-Cognitions, Affects and Skills • • •

Cognitive domain: recalling or recognizing facts, understanding concepts, using concepts in new circumstances Affective domain: Attitudes includes values, feelings, motivations Psychomotor domain: physical skills abilities

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Cognition • Cognition is concept plus propositions  Concept is event or single idea or representation Environmental Problems in Our Community  Proposition is learning objective more than one concept is linked together • Examples of cognitions  Know the cell theory  Understand the importance of a fossil  Know the characteristics of an earthworm  Know why chemical equations are used

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Affect • Affect is feelings, values and attitudes related to the subject  Confidence to plan and carry out research Environmental Problems in Our Community  Respect for other living organisms  Listen to the opinions of others  Reject scientific facts on the basis of new and valid information

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Cognitive skills Cognitive skills are the students' use of their intellectual abilities Observing object, solving problems and designing an experiment  Describe the characteristics of sound  Distinguish between an atom and a molecule.  Predict the location of the Moon in the daytime sky  Calculate velocity, distance, or time given the other two  Explain how satellites keep moving without their engines on •

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• Cognitive skills can be improved  Engaging in regular brain exercisesEnvironmental Problems in Our Community • Cognitive skills do not come easy  Master cognitive skills have to train the brain • Stronger cognitive skills  Able to concentrate better develop stronger memory improve attention and analytical ability generally perform much better

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6. Develop a Concept Map of the Unit • •

The map is a tool for your planning and your student’s learning Novak and Gowin have advocated the use of concept mapping as a tool for planning

1 Select the main concept from your list. 2 Add concepts to your list if needed. 3 Write the concepts on index cards . 4 Rank the concepts from the most inclusive to the most specific. S Group the concepts into clusters. 6 Arrange the concepts in a two-dimensional array. 7 Write the concepts on a sheet of paper 8 Link the concepts and label each link. Science Education Chapter9 Oansup

7. Writing a Rationale • To think about  Why you are teaching this mini-unit  How you will communicate this to your students  Why do we have to learn this?  How do these lessons affect the future of the students, as well as their individual needs and interests?  How do these lessons contribute to societal issues and help students deal responsibly with science-related issues?  How do these lessons reflect the spirit and character of scientific inquiry, and the nature of the scientific enterprise?

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Map of Learning Outcomes Intended Learning Outcomes

Cognition

Concepts and Propositions

Cognitive Skills

Affects

Students should grasp the meaning of...(igneaous rocks)

Feelings, values and attitudes

Students should learn that knowledge is tentative

Intellectual competencies

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Psychomotor Skills

Students will be able to predict the location of moon.

Methodical procedure, technique, dexterity, orderliness

Students will be able use a compound microscope.

Phase Ⅱ : Develop on Assessment Plan

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8. Develop an Assessment Plan • Assessment in your mini-unit include: • Daily Formative Assessments  Questionnaires  Demonstrations  Labs  Writing assigrunents  Surveys  Brainstorming sessions  etc

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• Interactive formative assessments  Informal  Really do not plan for them  Use your communication skills  Feedback

Student Feedback Form 1.During the mini-unit how satisfied were you as a learner? ______very satisfied ______satisfied ______unsatisfied ______very unsatisfied 2.What could your teacher have done to increase your satisfaction? 3.What were your favorite activities? Why? 4.What were your least favorite activities? Why Table 7.9. Student Feedback Form

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• Summative assessments  Designed to assess learning  Improve learning  End of unit (performance task, project, or traditional test, portfolios, concept maps, Model building)

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All assessments of student progress should help the student to stimulate growth, and form new habits of mind – Dewey

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Phase Ill: Plan Activities and Lessons

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9. List Potential Activities Exploring of activities use online and print resources • Brainstorm with peers a list of potential activities  Reading textbooks  Field trips and lab experiences  Case studies  Debates  Role-play/ simulations  Cooperative group activities  Hands-on experiences  Guest speakers

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For example • Understanding the nature of wave movement is a general goal  Using a toy slinky to design experiments through which wave movement might be observed  Instructional activity directed at a specific objective

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10. Develop Lesson Plans • •

The mini-unit should contain between four and six lesson plans Design template and examples for your lessons using the constructivist template shown

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11. Implementation the mini unit • •

Teach your mini-unit to Reflect on your mini-unit by using the feedback you obtained from students, and peers

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Inquiry 9.3: Designing a The Course Syllabus •

In this activity you will identify and describe the major elements of a course of study for a subject and content area of middle or high school science. Your product will be a course syllabus, which you would give to your students on the first day of class.

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Chapter 10 Assessing Active Learning

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This Chapter • The first part of the chapter focus assessment strategies • Assessment is presented from three contexts:  Classroom  National level National Assessment of Educational Progress (NAEP)  International level Trends in International Mathematics and Science Study (TIMSS) Program for International Student Assessment (PISA) Relevance of Science Education (ROSE)

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Inquiry • • • • • • • •

Trends in the assessment strategies? Components of a comprehensive assessment strategy? Differences diagnostic, formative, and summative assessment? Assessment of inquiry-based learning? Effective assessment in understanding student learning? Classification of assessment items? Trends in the national assessment of science progress? Trends in the international assessment of science achievement?

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Problem • Using the whirlybird project is a valid way of assessing students? • What criteria would you use to judge the students' performance? • What alternative ways would you suggest to assess student learning?

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Assessment Analyzing for making judgments • Student learning • Effectiveness of your teaching

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Assessment procedures • Observing and listening • Reading written responses to specific questions • Traditional written tests and quizzes

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New forms of assessment and evaluation • Very different from the high stakes testing • Focus on the theory and research in cognitive • Motivational psychology • Cooperative learning

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Assessing Classroom Learning Assessment support • Standards and the Benchmarks • Science education research Assessment (central to instruction) • Judge about what students have learned • Offer insights into teaching practice The most common assessment method • Paper and pencil test at the end of an instructional unit There is disagreement among science teachers whether paper and pencil tests are the best measurement of what students learn in the science classroom. Science Education Chap 10 Oansup

Students are really learning in their class • Teach another student • Ask questions about the content which are studying • Apply what they have learned to another situation • Light up eyes like a light went on • Enjoy coming to this class Notice that a score on a test does not appear on the list

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Activity 10.1: Designing an Assessment Plan Procedure •

Consider a particular lesson sequence

 Ask a classmate to feedback on goal and objectives  Specify the knowledge, skills and affects

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•

Design a diagnostic assessment

 Questions, activity, demonstration, writing, discussion  Elicit students' prior knowledge

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•

Describe three to five formative assessment methods

 Describe a performance assessment activity  Design assessment items cognitions, cognitive skills, affects, and psychomotor skills  Describe the list of the documents and materials evaluate

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•

Describe the summative assessment methods

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Mind on Strategies Grading Scale and Criteria 25% Quizzes 20% Tests 10% Final Exam 45% Lab/Class/Vocabulary Activities What is your evaluation of this assessment plan? How does it compare with the plan you have developed?

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Assessment in the Science Classroom Propose a model of assessment with three guiding questions: • Where are you trying to go? identify and communicate the learning and performance goals • Where are you now? assess, or help the student to self-assess current levels of understanding • How can you get there? help the student with strategies and skills to reach the goal Assessments, which combined with appropriate feedback to students, can have positive effects on student learning and achievement - Atkin, Black, and Coffey’s

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Methods of Assessment

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Methods of Assessment • • •

Diagnostic Formative Summative

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Diagnostic Assessment • Assessing students’ prior knowledge  T-charts  Pictorials and Drawings  Concept Mapping  Probes

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T-charts Answer questions about the new topic or concept

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• To conduct a T-chart session  Give large sheet of chart paper and marking pens  Give the students 5-10 minutes to complete the chart • Some of the ideas may not be correct from a scientist's frame  What have you heard about ... ozone (or dinosaur extinction, or the Big Bang theory, or nuclear energy, or the laws of motion)?  Acceptable from the standpoint of the students

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Pictorials and Drawings • Give the students a picture  Drawing and explanation  Use the following terms ozone smog car emissions ultraviolet light • Represent students  Thinking  Prior knowledge

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Concept map • Visualize the relationships among different concepts • Represent students understanding of science concepts

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Probes activities • Probe students‘ thinking about concepts and ideas • Elicit students' prior knowledge

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Formative Assessment • Bridge the gap between present knowledge and deeper levels of understanding During class time Informal session, such as a conference with a student. • Formative assessments Improve their learning Understanding of science Inform and improve their teaching

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Methods • • • • • • • • • •

Observing Students Asking questions Conferencing Monitoring/observing Alternative paper and pencil Web-Based Formative Assessments Student Writing Open-Ended Questions Content-Specific Tasks Science Journals

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Observing Students • In small group, students activities • Watch student behavior during cooperative learning activities and to record instances of social/interpersonal skills  active listening  staying on task  asking questions  contributing • Later the teacher returns to the group, and provides specific feedback to the group of their interpersonal skill development.

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Asking questions • One of the most powerful classroom assessment tool • Engaged in cooperative learning or laboratory activities  Visit individual groups  Use a variety of questions  Use wait time  Ask probing questions  Redirecting

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Student Questions • Any questions? This is usually followed by silence • Environment willing to ask questions • Student questions to be useful tools for assessing student

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Conferencing • Meeting with students individually or in small teams • Students shy and reticent in class  May be more open and talkative in a private meeting  Willing to answer questions and share information

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Alternative paper and pencil • Ask to write their reasons for the choice they made  Which of the birds listed below probably lives around ponds and eats snails and small fish? A Hawk B Heron C Sparrow D Swallow  What are your reasons for this choice?

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Web-Based Formative Assessments • FACET Innovations (http://www.facetinnovations.com/ ) • Computer program (DIAGNOSER),

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Homework • Give the learner an opportunity  To practice and apply concepts or skills experienced in class • What do students learn from reviewing their work and that of their peers? • How does the teacher benefit from students reviewing their homework in small groups?

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Student Writing • Assess higher levels of thinking • More than 70% of the writing in science classes  Copying dictated notes or teacher talk  Answering worksheets, test and exam questions

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Open-Ended Questions • Open-ended questions generally do not have a single answer  How would you explain . . . ?  Analyze the variables and . . .  How would you test the model you developed?

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Examples: Formative Assessment • Direct interaction of the teacher with students during class or nonclass time • Which of these methods would use Observing Students Interpersonal Group 1 Group 2 Group 3 Group 4 Asking Questions skill Student Questions Active Listening Conferencing Staying on Task Asking Questions Contributing Ideas

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Summative Assessment • Summative assessments Takes place at the end of instruction Neither allows your learning to improve nor the instructor to be able to modify teaching for your current class Dominate the state-mandated content standards end-of-course examinations

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Summative Methods of Assessment • Most assessment is carried out using traditional  paper and pencil tests  multiple choice  true or false  fill- in-the-blanks  short answer • Assess recall or recognition of information, and often the information is discrete and unrelated

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Inquiry 10.2: Designing Performance Assessment Tasks and Rubrics • • •

Design a performance task that would assess student understanding of a big idea or concept Select big ideas/concepts from the Standards and the Benchmarks Create a performance task that will assess learners on the idea.

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Performance Task: The Paper Tower Project •

• • • • •

Teacher is interested in finding out how well teams can work together to solve a problem and explain what they have built and the rationale for their design Sheet of paper measuring 8.5 x 11 inches, scissors, and 50 cm of masking tape. Build the tallest freestanding tower using one sheet of paper. 30 minutes to complete the task. The masking tape can only be used to connect pieces of paper Explain the rationale for the structure design

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Rubric for paper tower CATEGORY

Plan

Function

Plan is neat with Plan is neat with Plan provides cl Plan does not s ear measureme how measureme clear clear measurements measurements nts and labeling nts clearly or is and labeling for and labeling for for most compon otherwise inade quately labeled. ents. all components. most components. Structure functions extraordinarily well, holding up under atypical stresses.

Structure Structure functions well, functions pretty holding up under well, but typical stresses. deteriorates under typical stresses.

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Fatal flaws in function with complete failure under typical stresses.