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Best Practicech5

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This presentation is based on Zemelman, Daniels & Hyde (2005) book Best Practice: Today's Standards for Teaching and Learning in America's Schools, with the central focus on best practices in Science

This presentation is based on Zemelman, Daniels & Hyde (2005) book Best Practice: Today's Standards for Teaching and Learning in America's Schools, with the central focus on best practices in Science

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  • 1. July 6, 2009<br />Chapter 5<br />Best Practices in Science<br />Best Practice: Today’s Standards for Teaching & Learning in America’s Schools<br />(Zemelman, Daniels, & Hyde 2005)<br />Christie L. Esparza<br />Carmen Ortega<br />
  • 2. Standard Documents<br />American Association for Advancement of Science (AAAS) – 1985 initiative to reform K-12 science education<br />- Project 2061<br />- Science for All Americans: A Project 2061 Report on Literacy Goals in Science, Mathematics, and Technology (1989) .<br /> *”calling for students to experience science” (Zemelman, Daniels, & Hyde, 2005, p. 143)<br />
  • 3. Two other documents created by AAAS<br /><ul><li>Benchmarks for Science Literacy (1993)</li></ul>- a list of ideas and skills<br /><ul><li>Atlas of Science Literacy (2001)</li></ul>- Interconnected ideas to be developed over time.<br /><ul><li>Doucments Created by the National Research Council (NRC)</li></ul>- National Science Education Standards (1996)<br />- Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (2000)<br />Standard Documents Cont’d<br />
  • 4. Qualities of Best Practice<br /><ul><li>Students must be immersed in doing science and conducting systemic inquiry</li></ul> -no more rote memorization<br /> -more hands on approach<br /> -Inquiry is key<br /> * Understand inquiry<br /> * Learner centered<br />Learners attempt to answer questions, communicate and justify explanations, evaluate explanations, extend their own understanding, and review and assess what they have learned. (NRC 200) as cited by (Zemelman, Daniels, & Hyde, 2005, p. 146)<br />
  • 5. Qualities Cont’d<br /><ul><li>True inquiry requires educators to ensure students answer scientific questions with good evidence</li></ul>- students must be able to evaluate evidence and data<br /><ul><li>There is more than just Scientific Method to answer inquiries</li></ul> * Trial and Error<br /> * Documenting<br /> * Prediction Testing<br /> * Product Testing<br /> * Experimenting<br /> * Reflecting<br /> * Generating Models<br /> * Inventing (Zemelman, Daniels, & Hyde 2005, p. 147)<br />
  • 6. Qualities Cont’d<br /><ul><li>Scientific inquiry and Hands-On science are NOT identical.</li></ul> - Five different approaches to Hands-On<br />1.) Demonstration – topic is taught and an activity is<br /> then carried out to demonstrate the topic.<br />2.) Discovery – Students are given materials with little<br /> direction. Guided discovery is usually conducted with<br /> smaller Children.<br />3.) Exploration – Goal is to make students comfortable with <br /> topic.<br />4.) Process Skills – attempts to teach individual processes<br />5.) Inquiry – expects students to learn concepts and develop<br /> capacity to carry out inquires on their own.<br />
  • 7. Qualities Cont’d<br /><ul><li>The focus for inquiry should be kept on understanding</li></ul>- Attainment of initial threshold of knowledge in necessary<br />- Students need to continuously make connections<br /><ul><li>Conceptual Change is required</li></ul>- Teachers must work hard to battle students’ beliefs of <br /> concepts.<br />- Students hold many misconceptions that need to be<br /> addressed so that learning may occur.<br />- The best way to address these matters is to have them <br /> become dissatisfied with their own explanations having to<br /> adopt what is being taught.<br /><ul><li>Use Collaborative group work</li></ul>- “Research indicates that learners benefit from opportunities<br /> to express their ideas to others, challenge other’s ideas,<br /> and in doing so , reconstruct their own ideas” (Zemelman,<br /> Daniels, & Hyde 2005, p. 153).<br />
  • 8. Qualities Cont’d<br /><ul><li>Self-directed Learning</li></ul>- Aid students to think for themselves and depend <br /> less on teacher explanations.<br />- Recognize what they do not understand and seek<br /> information.<br />- Student – self Assessment<br /><ul><li>Base content on Needs</li></ul> - must be appropriate for grade level<br /><ul><li>Guide with few fundamental concepts</li></ul> - Make it easy to follow<br /> - Give examples to broad concepts<br /><ul><li>Provide meaningful Assessments</li></ul> - Test the “doing” of science not just all the facts <br /> and details.<br />
  • 9. Why Best Practice?<br /> Using these mentioned qualities mention in Zemelman et al. (2005) book Best Practices can contribute greatly to educator performance in teaching science as well as open up a world of exploration, providing a risk free learning environment for the most important stake holder, the student.<br />
  • 10. Questions to Consider<br /> What is the difference between inquiry and hands-on science?<br />Is direct instruction the best method for teaching science? Why or why not?<br />Should schools cover many topics over a period of time or should they focus on the more broad and fundamental concepts to build on?<br />
  • 11. Learning by Doing<br />http://www.bing.com/videos/search?q=learning+science+videos&qs=n&docid=1051930198492&mid=3CD532CC52C28B8AD9853CD532CC52C28B8AD985&FORM=VIVR26<br />Music In Science<br />http://myspacetv.com/index.cfm?fuseaction=vids.individual&videoid=8298659<br />
  • 12. More Links<br />Virtual Labs (experimentation)<br />http://www.sciencedaily.com/videos/2007/0809-virtual_lab.htm<br />

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