This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process for understanding the natural world.
2. The benefits of an inquiry-based approach to science instruction that parallels scientific practice.
3. The importance of developing conceptual understanding in students through engagement with concepts and building conceptual frameworks.
Assessing Science Learning In 3 Part Harmonyheasulli
This was presented by Richard A. Duschl, a professor from Rutgers University Graduate School of Education, at my school district's opening day professional development workshop
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Assessing Science Learning In 3 Part Harmonyheasulli
This was presented by Richard A. Duschl, a professor from Rutgers University Graduate School of Education, at my school district's opening day professional development workshop
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Development and validation of a Learning Progression of basic astronomy pheno...Silvia Galano
Presentation of the Phd project for ESERA Summer School 2016.
Presentazione del progetto di ricerca di dottorato per la Scuola di Dottorato ESERA del 2016
Georgia Third Grade Performance Standards in Science. From the Georgia Department of Education website: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ScienceStandardsK-5.aspx
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
Historian Edward J. Larson has argued that “[i]n science, a theory never stands still. It either evolves with use and new findings or withers away through disuse or in the face of better
scientific explanations.” No theory emerges fully formed, like Athena from Zeus’s head, and remains unaltered over time. New contexts, discoveries, perspectives, tools, ideas, or people – to name but a few possible catalysts— prompt change or further development. In short, everything has a history, even theories. Part of the value of the study of history is understanding the degree to which things have changed and what caused things to change. The historical problem in this Investigation focuses on how a well-articulated and quite important theory – Darwin’s
theory of evolution by natural selection – has changed over time and the various reasons for those changes.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Promoting Geoscience STEM Interest in Native American Students: GIS, Geovisualization, and
Reconceptualizing Spatial Thinking Skills .......................................................................................................................... 1
Donna M. Delparte, R. Thomas Richardson, Karla Bradley Eitel, Sammy Matsaw Jr. and Teresa Cohn
Using Coh-Metrix to Analyze Chinese ESL Learners’ Writing....................................................................................... 16
Weiwei Xu and Ming Liu
The Factors Affecting the Adaptation of Junior High School Students with Severe Disabilities to Inclusive or
Segregated Educational Settings ........................................................................................................................................ 27
Li Ju Chen
Supporting to Learn Calculus Through E-test with Feedback and Self-regulation .................................................... 43
Yung-Ling Lai and Jung-Chih Chen
Authentic Instructional Materials and the Communicative Language Teaching Approach of German as Foreign
Language in Uganda ............................................................................................................................................................ 61
Christopher B. Mugimu and Samuel Sekiziyivu
An Evaluation of the New School Administrator Assignment System Applied in Recent Years in Turkey............ 75
Tarık SOYDAN
Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden ...................................... 103
Dijana Tiplic, Eli Lejonberg and Eyvind Elstad
Multiple Intelligences in the Omani EFL context: How Well Aligned are Textbooks to Students’ Intelligence
Profiles? ............................................................................................................................................................................... 128
Fawzia Al Seyabi and Hind A’Zaabi
Development and validation of a Learning Progression of basic astronomy pheno...Silvia Galano
Presentation of the Phd project for ESERA Summer School 2016.
Presentazione del progetto di ricerca di dottorato per la Scuola di Dottorato ESERA del 2016
Georgia Third Grade Performance Standards in Science. From the Georgia Department of Education website: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ScienceStandardsK-5.aspx
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
Historian Edward J. Larson has argued that “[i]n science, a theory never stands still. It either evolves with use and new findings or withers away through disuse or in the face of better
scientific explanations.” No theory emerges fully formed, like Athena from Zeus’s head, and remains unaltered over time. New contexts, discoveries, perspectives, tools, ideas, or people – to name but a few possible catalysts— prompt change or further development. In short, everything has a history, even theories. Part of the value of the study of history is understanding the degree to which things have changed and what caused things to change. The historical problem in this Investigation focuses on how a well-articulated and quite important theory – Darwin’s
theory of evolution by natural selection – has changed over time and the various reasons for those changes.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Promoting Geoscience STEM Interest in Native American Students: GIS, Geovisualization, and
Reconceptualizing Spatial Thinking Skills .......................................................................................................................... 1
Donna M. Delparte, R. Thomas Richardson, Karla Bradley Eitel, Sammy Matsaw Jr. and Teresa Cohn
Using Coh-Metrix to Analyze Chinese ESL Learners’ Writing....................................................................................... 16
Weiwei Xu and Ming Liu
The Factors Affecting the Adaptation of Junior High School Students with Severe Disabilities to Inclusive or
Segregated Educational Settings ........................................................................................................................................ 27
Li Ju Chen
Supporting to Learn Calculus Through E-test with Feedback and Self-regulation .................................................... 43
Yung-Ling Lai and Jung-Chih Chen
Authentic Instructional Materials and the Communicative Language Teaching Approach of German as Foreign
Language in Uganda ............................................................................................................................................................ 61
Christopher B. Mugimu and Samuel Sekiziyivu
An Evaluation of the New School Administrator Assignment System Applied in Recent Years in Turkey............ 75
Tarık SOYDAN
Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden ...................................... 103
Dijana Tiplic, Eli Lejonberg and Eyvind Elstad
Multiple Intelligences in the Omani EFL context: How Well Aligned are Textbooks to Students’ Intelligence
Profiles? ............................................................................................................................................................................... 128
Fawzia Al Seyabi and Hind A’Zaabi
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student
teachers for completing assignments
Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Science and Technology (Credit 1,
Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of science
- understand the aims of Science education
- plan for imbibing values through Science teaching
- write instructional objectives of teaching of a topic
- analyze features of existing curriculum of Science and Technology in the light of
NCF 2005 and principles of curriculum development
- establish correlation of Science with other subjects
Contents :
1. Nature and Structure of Science: Characteristics and functions of Science and
Technology, Branches of Science; Facts, concepts, principles, laws and theories in
context of science (3)
2. Aims of teaching Science and Technology:(2)
3. Developing scientific attitude and scientific temper
4. Nurturing the natural curiosity, aesthetic senses and creativity in Science
5. Acquiring the skills to understand the method and process of science that lead to
exploration, generation and validation of knowledge in science
6. Relating Science education to the environment (natural environment, artifacts and
people)
7. Solving problems of everyday life
8. Values and Learning Science: Imbibing the values of honesty, integrity, cooperation,
concern for life and preservation of environment, health, peace, equity (2)
9. Objectives at upper primary and secondary school level as given by State curriculum (1)
10. Determining acceptable evidences that show learners‘ understanding with the help of
Bloom and Anderson‘s hierarchy of objectives of teaching ( 2)
11. Expectations about constructivist science teaching in NCF 2005, General principles of
curriculum development and Trends in Science curriculum; Consideration in developing
learner centered curriculum in science, Analysis of Features of existing curriculum of
science and technology at upper primary and secondary school level and textbooks(4)
12. Establishing correlation of Science with other school subjects and life(1)
Module 1 of SNDT University of FYBEd.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Environmental Science Essay
Scientific Method Step Essay
Science Essay
Scientific Theory Essay
Essay on Forensic Science
Forensic Science Essay example
scientific literacy Essay
Scientific Method
Is Psychology a Science? Essay
The Scientific Method Essay
My Passion For Science
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
4. Science: A way of knowing the natural world.
―Science is both a body of knowledge that represents
current understanding of [the natural world] and the
process whereby that body of knowledge has been
established and is being continually
extended, refined, and revised‖
Inquiry instruction: A method of teaching that
parallels what scientists do when they do
science
No single ―scientific method‖
5. Why should children learn science?
◦ Discuss the benefits of having science in the
elementary school.
What context do children have in doing
science?
◦ Discuss the message of the following picture and
it’s relevance to your work as a teacher….
7. 1. Learning to Think and Understand
2. Scientific literacy
3. Science Education and National Concerns
4. Language Literacy and Mathematics
Competency
5. Early Science and the NCLB legislation
8. 1. Learning to Think and Understand
: Learning to think scientifically and to understand the
scientific view of the natural world is developed
gradually over a long period of time.
2. Scientific Literacy
―the knowledge and understanding of scientific
concepts and processes required for personal
decision-making, participation in civic and cultural
affairs, and economic productivity.‖ (NSES, p. 22)
9. 3. Science Education and National Concerns
: The US need to improve science education to
increase the pool of students prepared to choose
science as a career.
4. Language Literacy and Mathematics
Competency
: Science provides a rich context for children to
develop their language and mathematics skills.
Children’s literature connections to science:
GEMS
10. 5. Early Science and the NCLB legislation
: Assisting all students to achieve proficiency in
science.
6. Your own rationale???
11. Conceptual knowledge
and understanding
Ability to carry our
scientific inquiry
Understanding about the
NOS and scientific inquiry
13. Device to aid in the absorption of shock
: absorbing the egg’s kinetic energy when the
device hits the ground
Device to slow down the speed
Helicopter type device
: converting gravitational potential energy into
rotational energy / dissipating the energy
Parachute (kite tail, fins, balloons) type device
: using air resistance
14. Equations for accelerated motion
vf = vi + at
d = vit + ½ at 2
2ad = vf2 – vi2
a: acceleration (m/s2)
d: distance (m)
vf: final velocity (m/s)
vi: initial velocity (m/s)
t: time (s)
15. ―Students should acquire facts, build
organized and meaningful conceptual
structures, and use these conceptual
structures in interpreting observations and
constructing theories and explanations.‖
16. Statement about an observation that has
been repeatedly confirmed
(observable and/or measurable)
Relies on replication
Teach only facts?
17. Abstract idea or mental image that associated
with a corresponding representation in a langue
or symbol in a given context
Derived from experiences/evidence around which
new information can be organized
Concept can grow by the addition of new
information
Development of conceptual ideas
Erroneous / correct but limited / incomplete
concepts
Conceptual understanding comes when children
actively engage in making sense of their
experiences.
19. Ideas about the relationships among
concepts or phenomena—What happens!
Statement of generalization or patterns in
nature under given circumstances (i.e. the
pressure and volume of a gas)
Allows us to predict what will happen
Inductively derived so cannot be viewed as
an absolute truth
20. Generalized statement that acts as an explanation
for large number of related facts, occurrences or
other phenomena in nature
Facts and laws describe natural events; theories
explain them—why things work certain ways!
Intellectual models for viewing nature; a basis for
scientific research
Good theories are substantiated by research
findings.
No absolute theories; inductively derived; evolve
over time
Theories vary in levels of confirmation.
(Atomic, Super-strings, Big Bang, Evolution)
21. Representation of objects and interactions in a
physical system
Types include:
◦ Physical models: a smaller or larger physical
copy of an object.
◦ Mathematical models: a formula that
represents a system by using mathematical
language (E=MC2)
◦ Propositional models: an expression that
denotes propositions that are linked by
sentential connectives such as
―and‖, ―or‖, ―if... then...‖, etc.
22. Students should be engaged in an inquiry
approach to learning sciences
―Scientific inquiry refers to the diverse ways in which
scientists study the natural world and propose
explanations based on the evidence derived from their
work. Inquiry also refers to the activities of students in
which they develop knowledge and understanding of
scientific ideas, as well as an understanding of how
scientists study the natural world.‖ (NSES, p. 21)
23. 5 Essential Features of Inquiry
1. Learners are engages in scientifically oriented
questions.
2. Learners give priority to evidence as they plan
and conduct investigations.
3. Learners connect evidence and scientific
knowledge in generating explanations.
4. Learners apply their knowledge to new scientific
problems.
5. Learners communicate with others about
procedures, evidence, and explanation.
From Inquiry and National Science Education Standards
25. 1. Science is something people do and create
2. Science is a way of answering questions about the natural
world
3. Science knowledge is generated through
questions, investigations, observations, and explanations
4. Scientific knowledge is tentative
5. Scientists present their investigations and explanations to
the scientific community for critical evaluation
6. Scientists display certain attitudes and habits of mind in
doing science
26. VNOS (Views of NOS) instruments
Views of Nature of Science Elementary School Version
(VNOS-E)
Name: _________________________________
Grade Level: ____________________________
Date: _________________________________
Instructions
• Please answer each of the following questions. You can use all the
space provided and the backs of the pages to answer a question.
• Some questions have more than one part. Please make sure you put
answers for each part.
• This is not a test and will not be graded. There are no “right” or
“wrong” answers to the following questions. I am only interested in
your ideas relating to the following questions.
• If you need, you can draw pictures to explain your ideas.
27. VNOS (Views of NOS) instruments
1. What is science?
2. (a) What are some of the other subjects you are learning? (b) How is
science different from these other subjects?
3. Scientists are always trying to learn more about our world. Do you think
what scientists know will change in the future?
4. (a) How do scientists know that dinosaurs once lived on the earth? (b) How
sure are scientists about the way dinosaurs looked? Why?
5. A long time ago all the dinosaurs died. Scientists have different ideas
about why and how they died. If scientists all have the same facts about
dinosaurs, then why do you think they disagree about this?
6. TV weather people show pictures of how they think the weather will be for
the next day. They use lots of scientific facts to help them make these
pictures. How sure do you think the weather people are about these
pictures? Why?
7. (a) Do you think scientists use their imaginations
when they do their work? Yes No
(b) If No, explain why?
(c) If Yes, then when do you think
they use their imaginations?
28. VNOS (Views of NOS) instruments
1. What is science?
=> Response should include references to a body of knowledge (often the science
content students are currently studying) and processes (observing, experimenting,
etc.) for the development of the knowledge.
Students will most likely not refer to anything related to epistemology or
characteristics of the knowledge that results from the processes.
Rarely do young children refer to science as a “way of knowing”
2. (a) What are some of the other subjects you are learning? (b) How is
science different from these other subjects?
=> The desired response should refer to reliance on data from the natural world
(empirical basis), systematic or organized approach to collection of data. It is also
common for students to focus on the specific subject matter or objects of
science’s attention (this is where an interview can help get answers to what you
really want to know about here).
Students are likely to incorrectly state that science follows a single method (the
scientific method) and that science is a totally objective endeavor. They most likely
will not include the alternative to these views, but the incorrect views are commonly
included.
29. VNOS (Views of NOS) instruments
3. Scientists are always trying to learn more about our world. Do you think
what scientists know will change in the future?
=> This question focuses on the idea that all scientific knowledge is tentative or
subject to change. So, you are looking for the student to agree that the knowledge
in the text will possibly change.
On a superficial level, most students will recognize that knowledge changes because
we now know more due to additional experiments/investigations, new evidence or
availability of new technology.
A more in-depth, but hot common, answer would include the idea that knowledge
changes because scientists view the same data in a different way than before.
4. (a) How do scientists know that dinosaurs once lived on the earth?
=> The focus here is on observation and inference and empirical nature of science. A
sophisticated, but uncommon answer would include that scientists have some data
about dinosaurs and have inferred from this data that creatures defined as
“dinosaurs” existed.
(b) How sure are scientists about the way dinosaurs looked? Why?
=> The answer to this question will overlap with what you may get for part (a).
Again, this question focuses on the roles of observation and inference in science.
The desired answer would include that scientists have some data, but have inferred
from this data what dinosaurs looked like.
30. VNOS (Views of NOS) instruments
Answers to part (a) and (b) may allow you to determine whether a student
understands what the development of scientific knowledge (via inferences) involves
human creativity and subjectivity.
Occasionally, students give a percentage for how certain they think scientists are
(i.e., scientists are 80% sure of how dinosaurs look!) reflecting their views of the
tentativeness of science.
5. A long time ago all the dinosaurs died. Scientists have different ideas
about why and how they died. If scientists all have the same facts about
dinosaurs, then why do you think they disagree about this?
=> The question reflects students’ views about the subjective and tentative nature
of science. The desired response would be that different scientists bring different
backgrounds and different biases to the interpretation of data.
It is important to discern whether the student understands that different
interpretations do not necessarily mean that someone is right and someone is wrong.
This is a difficult idea for young students.
31. VNOS (Views of NOS) instruments
6. TV weather people show pictures of how they think the weather will be for
the next day. They use lots of scientific facts to help them make these
pictures. How sure do you think the weather people are about these
pictures? Why?
=> This question is looking for ideas about observation and inference and
tentativeness. Again and you would be looking for answers similar to those in question
#4. Only the context of the question is different.
7. (a) Do you think scientists use their imaginations
when they do their work? Yes No
(b) If No, explain why?
(c) If Yes, then when do you think they use their imaginations?
=> The desired answer here is “yes” and most students will answer this way.
However, part (c) will give you more information about the adequacy of students’
beliefs.
Most students will only understand, or at least say, that scientist use their creativity
and imagination in the planning of investigations. Few will tell you that scientists use
creativity and imagination during an experiment/investigation and in the
interpretation of data and reporting of results.
This question relates back to students’ understanding of why science is tentative and
how creativity, subjectivity, and inferences permeate all of science.
32. Science: to understand the natural world.
Technology: to make modifications in the world
to meet human needs (applied science)
Instructional technology
Innovations that enables people adjust to the world better
Fine tasks of technological design
1. Identify a simple problem
2. Propose a solution
3. Implement a proposed solution
4. Evaluate a product or a design
5. Communicate a problem design and solution
33.
34. 1957 Russians successfully launched Sputnik
US response – increased funding for science
education programs
◦ ―Alphabet soup‖ programs:
SAPA (Science - A Process Approach)
: the processes involved in doing science
SCIS (Science Curriculum Improvement Study)
: broad concepts of organizing conceptual ideas
ESS (Elementary Science Study)
: investigations as the basis for learning
=> hands-on spirit of approaches to learning science
35. Reform effort which justified the need for science
learning and laid the foundation for the
development of national standards
What all U.S. students should know and be able to
do in science in the 21st century
2061: target year for reform to meet goals; return
of Halley’s comet
Science for All Americans (1990), Benchmark for
Science Literacy (1993), Atlas of Science
Literacy, Volume 1 (2001) & Volume 2 (2007)
36. http://www.project2061.org/
Benchmark for Science Literacy
―Project 2061 promotes literacy in science, mathematics, and
technology in order to help people live
interesting, responsible, and productive lives. In a culture
increasingly pervaded by science, mathematics, and
technology, science literacy requires understandings and
habits of mind that enable citizens to grasp what those
enterprises are up to, to make some sense of how the natural
and designed worlds work, to think critically and
independently, to recognize and weigh alternative
explanations of events and design trade-offs, and to deal
sensibly with problems that involve
evidence, numbers, patterns, logical arguments, and
uncertainties.‖ (p. XI)
37. ‣ Published in 1996
‣ NSES Includes standards for:
science content
assessment
teaching
professional development
science education program
science education system
‣ Do not prescribe the curriculum; provides
guidelines for what learners should know and
do based on school curriculum
‣ http://www.nap.edu/openbook.php?record_id=4962
38. ‣ Serve as a companion volume to the science
standards
‣ http://www.nap.edu/catalog.php?record_id=9596#toc
39. National Research Council (NRC) latest report:
Taking Science to School: Learning and Teaching
Science in Grades K-8 recommends a more
cohesive, in-depth study of science concepts.
(reduce the K-12 science content)
National Science Teachers Association (NSTA):
Science Anchors project will identify essential
skills and topics. (reduce the broad range of
science topics and skills)
40. Represent what all Colorado students should know and
be able to do in science as a result of their k-12
science education
Based on the Benchmarks and the NSES
Five science standards
3 focus on key content areas
2 focus on the process and nature of science
Not state curriculum; local school districts in Colorado
are responsible for determining the necessary
curriculum and instructional scope and sequence
Under revision