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

Developing a Developing a Philosophy for Philosophy for

Science Teaching Science Teaching and Learningand Learning

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

teaching and learning?teaching and learning?

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

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

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

4.4. Develop an awareness of Develop an awareness of Natural Science Natural Science Education StandardsEducation Standards and understand that and understand that the science standards can guide you as the science standards can guide you as you prepare to teach.you prepare to teach.

What are your beliefs about scientists and their work?

What are your beliefs about teaching and learning science?

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

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

Draw a Scientist Working . . .

Patterns? Insights? Questions?

Draw A Scientist ResultsDraw A Scientist Results

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

Draw a Scientist ResultsDraw a Scientist Results

What are implications the results of the “Draw a Scientist” research for teachers?

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

Present scientists who Present scientists who are women and from are women and from under-represented under-represented groupsgroups

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

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

Incorporate communications with scientists Incorporate communications with scientists and teachers via the Internet. and teachers via the Internet.

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

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

Why Teach Science? Why Teach Science?

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

THINK - THINK - examples, detailsexamples, details

PAIR - PAIR - talk togethertalk together

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

Why Teach Science?A.A. Stimulates curiosityStimulates curiosityB.B. Motivates learnersMotivates learnersC.C. Context for applying math, reading, Context for applying math, reading,

and language arts and language arts

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

Is science important in Is science important in your life? If so, how?your life? If so, how?

How have you been How have you been affected personally by affected personally by

science?science?

THINK - THINK - examples, detailsexamples, details

PAIR - PAIR - talk togethertalk together

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

Why Teach Science? Scientific literacy is needed for Scientific literacy is needed for citizenship, for employment, and every citizenship, for employment, and every day living.day living. - Workforce demands- Workforce demands - Global economy- Global economy - National security- National security - Informed decision-making about - Informed decision-making about everyday everyday

issuesissues

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

What is Science?What is Science?Science is a process, a product, Science is a process, a product,

and a set of attitudes.and a set of attitudes.

ProcessProcess = Scientific inquiry and thinking skills = Scientific inquiry and thinking skills

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

AttitudesAttitudes = curiosity, desire to know, cooperation, = curiosity, desire to know, cooperation, willingness to modify explanations, honestywillingness to modify explanations, honesty

What is Scientific Literacy?

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

--See Bass et.al., p. 7

What is Scientific Literacy?• Body of knowledge (facts, concepts, Body of knowledge (facts, concepts,

generalizations)generalizations)• Understanding of nature of science, Understanding of nature of science,

scientific inquiryscientific inquiry• Understanding of personal and societal Understanding of personal and societal

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

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

In the In the National Science National Science Education StandardsEducation Standards, , the the content standardscontent standards define scientific literacy.define scientific literacy.

When teaching science, include engineers and technologists.Scientists discover the world that exists. They develop theories based on a way of thinking.

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

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

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

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

Engineers design an airplane that applies Bernoulli’s principle.

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

--See NSES Science and Technology

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Guiding Principles for Science Teaching and Learning

• Science is for all students.Science is for all students. • Learning science is an Learning science is an active processactive process..

• Reference: National Academy of Science. (1996). Reference: National Academy of Science. (1996). National Science National Science

Education Standards. Education Standards. Washington DC: National Academy Press.Washington DC: National Academy Press.

Learning science is Learning science is something students something students

do, do,

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

(NRC, 1996)(NRC, 1996)

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

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

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

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

I do,I do,I understandI understand

--Chinese Proverb