SCIENCE FOR ALL LEARNERS

SCED 570, Fall 2011

CHAP

10.

Science for all learners: NSES

SCIENCE IS FOR ALL STUDENTS. This principle is one of equity and excellence. Science in our schools must be for all students: All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy.The Standards assume the inclusion of all students in challenging science learning opportunities and define levels of understanding and abilities that all should develop. They emphatically reject any situation in science education where some people—for example, members of certain populations—are discouraged from pursuing science and excluded from opportunities to learn science.Excellence in science education embodies the ideal that all students can achieve understanding of science if they are given the opportunity. … students will achieve the outcomes at different rates, some sooner than others. But all should have opportunities in the form of multiple experiences over several years to develop the understanding associated with the Standards. (p. 20)

Science for all learners

1. Students with disabilities

2. Science for gifted and talented

students

3. Science for students from

linguistically and culturally

diverse backgrounds

=> The goals of science instruction

are the same for all learners.

1. Science for students with disabilities

Students with specific learning disabilities

Students with mental retardation Students with emotional/behavioral

disorders Students with visual impairments Students with hearing impairments

Þ Use Individualized Education Plans (IEPS)Þ http://www.as.wvu.edu/~scidis/sitemap.h

tml

2. Science for gifted and talented students

Possess above average intelligence and unusual

skills, interest, talents, and attitudes about learning.

Enjoy being challenged with meaningful enrichment

activities.

Provide a different kind of challenge for teachers.

=> What would be good teaching strategies for

gifted and talented students in the science

classrooms?

3. Science for students from linguistically and culturally diverse What does it mean by children form

“culturally diverse” backgrounds? What is a definition of “culture”?

What it is not:•Mere artifacts or material used by a people•A “laundry list” of traits and facts•Biological traits such as race•The ideal and romantic heritage of a people as seen through music, dance, holidays, etc. •Higher class status derived form a knowledge of the arts, manners, literature, etc.•Something to be bought, sold, or passed out

What it is :•Dynamic, neither fixed nor static•A continuous and cumulative process •Learned and shared by a people•Behavior and values exhibited by a people•Creative and meaningful to our lives•Symbolically represented through language and people interacting•Guides people in their thinking, feeling, and acting

English Language Learners (ELL)

Increasing ELLs in American schools. Inquiry and hands-on activities help

ELLs span the gap between their past experiences and the development of language.

Sheltered Instruction Model Minimum dependency on language Concept + language development Non-language cues and prompts

=> What would be good teaching strategies for ELLs in the science classrooms?

Mapping English-language learners

http://datacenter.kidscount.org/data/bystate/Map.aspx?state=CO&loct=5&map_colors=Solid&dtm=8058&ind=3857&tf=133

Culture and Science Education

School science is shaped by culture. Students’ perspective about science

and scientists. Gender issues in science education. Multicultural Science Education

(NSTA) => http://www.nsta.org/about/positions.aspx