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Teaching Science<br />Pedagogy, strategies, resources and laboratory safety<br />
The quality science teacher<br /><ul><li>Content knowledge
Pedagogical content knowledge
Science curriculum knowledge and understanding
Understanding of learning
Understanding of students
Science classroom craft</li></li></ul><li>Curriculum<br />VELS<br />Science Domain (Discipline Based Learning Strand)<br /...
Science Knowledge and Understanding<br />... building student understanding of the overarching conceptual ideas of science...
Science at work<br />experiencing and researching how people work with and through science. <br />learn to be curious and ...
Science at work<br /><ul><li>design and pursue investigations ethically and safely; generate, validate and critique eviden...
identify and practise the underlying values, skills and attributes of science.</li></li></ul><li>Science at work<br />Thro...
POE<br />Predict<br />(Justify)<br />Observe<br />Explain<br />
The Science Continuum<br />
VELS Science standards<br />Science Knowledge & Understanding<br />Science at Work<br />Science concept development maps<b...
Classroom Craft<br />Timing<br />The whiteboard<br />Questioning<br />Instructions<br />Practical work<br />Student moveme...
Timing<br />Concentration span<br />Unrushed – thinking space<br />Balance<br />Completion<br />
Using the Whiteboard<br /><ul><li>For notes
Headings
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Teaching Science

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Lecture about teaching science by Ian Bentley at La Trobe university

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Transcript of "Teaching Science"

  1. 1. Teaching Science<br />Pedagogy, strategies, resources and laboratory safety<br />
  2. 2. The quality science teacher<br /><ul><li>Content knowledge
  3. 3. Pedagogical content knowledge
  4. 4. Science curriculum knowledge and understanding
  5. 5. Understanding of learning
  6. 6. Understanding of students
  7. 7. Science classroom craft</li></li></ul><li>Curriculum<br />VELS<br />Science Domain (Discipline Based Learning Strand)<br />Two Dimensions<br />Science knowledge and understanding<br />Science at work <br />Standards for Level 5 (Yrs 7/8) and Level 6 (Yrs 9/10)<br />Progression Points<br />
  8. 8. Science Knowledge and Understanding<br />... building student understanding of the overarching conceptual ideas of science. <br />Life, living and living relationships<br />Matter, properties and chemical change<br />Energy, Force and Motion<br />Earth, Time and Space<br />Scale<br />
  9. 9. Science at work<br />experiencing and researching how people work with and through science. <br />learn to be curious and to use scientific understanding and processes to find answers to their questions. <br />
  10. 10. Science at work<br /><ul><li>design and pursue investigations ethically and safely; generate, validate and critique evidence; analyse and interpret ideas and link them with existing understanding; work and reason with scientific models and communicate their findings and ideas to others.
  11. 11. identify and practise the underlying values, skills and attributes of science.</li></li></ul><li>Science at work<br />Through their investigations, they gain insight into science as a human activity and the relationship between science, technology and society both now and in the future. They explore how science is used in multiple contexts throughout their lives and its pervasiveness throughout the workplace.<br />
  12. 12. POE<br />Predict<br />(Justify)<br />Observe<br />Explain<br />
  13. 13. The Science Continuum<br />
  14. 14. VELS Science standards<br />Science Knowledge & Understanding<br />Science at Work<br />Science concept development maps<br />Matter<br />Living things<br />Forces & motion<br />Earth & space<br />Science Continuum P-10: Design<br />Focus ideas<br />Student everyday experiences vs scientific view<br />Critical teaching ideas<br />Teaching strategies <br />Links to further resources<br />
  15. 15. Classroom Craft<br />Timing<br />The whiteboard<br />Questioning<br />Instructions<br />Practical work<br />Student movement<br />Safety<br />
  16. 16. Timing<br />Concentration span<br />Unrushed – thinking space<br />Balance<br />Completion<br />
  17. 17. Using the Whiteboard<br /><ul><li>For notes
  18. 18. Headings
  19. 19. Key points
  20. 20. For teaching
  21. 21. Recording
  22. 22. Illustration
  23. 23. Vocabulary
  24. 24. Emphasis
  25. 25. Reminders
  26. 26. To divide or not to divide
  27. 27. Legible – size, writing
  28. 28. Face the class
  29. 29. Clean before you leave the room</li></li></ul><li>Questioning<br />Closed questions<br />Open questions<br />Inclusive questioning<br />Dealing with answers<br />
  30. 30. Instructions<br /><ul><li>Clear
  31. 31. Limit number
  32. 32. Repeat
  33. 33. Check understanding
  34. 34. Have visual record</li></li></ul><li>Practical work<br /><ul><li>Purposes
  35. 35. Discovery
  36. 36. Reinforcement
  37. 37. Procedures
  38. 38. Student design
  39. 39. Group
  40. 40. Individual
  41. 41. Teacher design
  42. 42. Textbook
  43. 43. worksheet
  44. 44. Data collection
  45. 45. Data analysis
  46. 46. Class
  47. 47. individual
  48. 48. Report writing
  49. 49. Full written report
  50. 50. Worksheet
  51. 51. Answer questions</li></li></ul><li>Student movement<br />Plan<br />Keep to a minimum<br />Have only a few students moving at a time<br />Rules – running, pushing<br />
  52. 52. Safety<br />Chemicals<br />Hot items and substances<br />Sharps<br />Student awareness<br />Student behaviour<br />Teacher control<br />
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