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Requirements (Needs)
What you need for class: Textbook: Science Notebook/Journal: Bound
Composition Notebook (100 sheets) Three-ring binder(resourses)/Portfolio: 1½
Inch Binder
Why Teach Science?
Utilitarian reasons Skills needed in life, attitudes needed in life Careers involving science or science careers
Democratic reasons Knowledge to make decisions as citizens Careers involving making key decisions
Intrinsic reasons Making sense of our world and ourselves Interesting and intellectually stimulating Part of our culture, our heritage
Two major goals of the framework Educating all students in science and
engineering Providing the foundational knowledge for
those who will become the scientists, engineers, technologists, and technicians of the future.
Is science learning reaching all students?
Framework for K-12 Science
State of Science Education: Perf.
Achievement-level results in eighth-grade NAEP science: 2009 and 2011
Basic
Proficient
Advanced
State of Science Education: InterestScience enjoyment by grade, race/ethnicity, gender (Riegle-Crumb et al., 2010)
Culture
What is culture? Attitudes, values, concepts, beliefs, and
practices shared by members of a group (objects and actions) Defined by a community with certain values
For non-members of the group, what might be associated to that group from outside
Culture of School Science
Technical language over everyday language Copying facts and definitions out of books Only one right answer, step-by-step process Fact oriented science which seems
decontextualized, objective, rational, mechanistic
Activities that do not reflect the “real work” of scientists
Little discussion of the people, tools, and social context of science
Teacher and text control what science counts
Barton & Yang, 2000
Culture of School Science
Leaves students with an image of science as: A body of knowledge that is pre-existing
facts, theories Static rather than dynamic, boring, difficult Lacks imagination and contributing ideas
Only the brightest/special people can do it (white male in lab coat)
Disconnected from personal lives/experience/relevance
Once requirements are fulfilled, will be “done” with it
Barton & Yang, 2000
We need to create a new culture of school science! What are the key dimensions we need to
promote so we can make science more accessible to all?
Focus on student engagement Behavioral – hands on Cognitive – minds on Affective – with feeling
Where to start? 5E learning cycle Engage – students’ conceptions,
understanding, background Explore – investigate (keeping written records) Explain – develop explanations, learn
vocabulary
Culture of School Science
Conceptual Framework: Outcomes
THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
CONTENT
THINKING SKILLS
EFFECTIVE THINKING
REQUIREMENTS:
Four levels of educational
outcomes
Conceptual Framework: Outcomes
CONTENT
THINKING SKILLS
Disciplinary Core Ideas Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, & Application of
Science Cross-Cutting Concepts
Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function, stability and change
Conceptual Framework: Outcomes
CONTENT
THINKING SKILLS
THINKING VERBS FOUND IN COMMON CORE STANDARDS
ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DIAGRAMDISCUSS
ELABORATEEXPLOREIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT
REASONREPRESENTRESPONDSIMPLIFYSOLVESUMMARIZESUPPORTVERIFYVISUALIZE
Conceptual Framework: Outcomes
THINKING SKILLS
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
CONTENT
THINKING SKILLS
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data Using mathematics and
computational thinking Constructing explanations (for
science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating
The Habits of Mind
1. Persisting
2. Managing Impulsivity
3. Listening with Understanding and Empathy
4. Thinking Flexibly
5. Thinking about Thinking
6. Striving for Accuracy
7. Questioning and Posing Problems
8. Applying Past Knowledge to New Situations
9. Thinking and Communicating with Clarity and Precision
10. Gathering Data Through All Senses
11. Creating, Imagining, Innovating
12. Responding with Wonderment and Awe
13. Taking Responsible Risks
14. Finding Humor
15. Thinking Interdependently
16. Remaining Open to Continuous Learning
Conceptual Framework: Outcomes
THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
CONTENT
THINKING SKILLS
Curiosity Openness to New Ideas Honesty/Objectivity Skepticism
Thinking Skills
Habits Of Mind
Cognitive Tasksthat Demand
Skillful Thinking
What to teach
Recap
Content
Disciplinary Core Ideas
Life Science
Physical Science
Earth/Space
Science
Engineering
Cross-Cutting
Concepts
E.g. Patterns,
Cause/Effect
Science & Eng.
Practices
E.g. Modeling
Investigating
5E Learning
Cycle
Engage
Explore
Explain
Extend
Evaluate
How to teach
Student engagement
AffectiveCognitiveBehavioral
Why we teach science
Individual and
Collective Science
Engagement
Utilitarian
Democratic
Intrinsic