Science notebooking can create a seamless connection between science and literacy. Notebooks allow students to record their interactions with scientific phenomena through observations, experiences, and thinking, which are integral parts of the scientific process. Writing in notebooks requires students to clarify their own understanding and identify gaps in their knowledge. Notebooks have benefits for student learning as they provide a personal record that can be used for self-assessment, differentiate instruction, and link new information to prior knowledge. Sample activities that can be included in notebooks are diagrams, charts, summaries, and lab reports.
The presentation is devoted to changing styles of thinking in science. It focuses on the process of transformation of information interactions as one of the possible focal points of change.
The presentation is devoted to changing styles of thinking in science. It focuses on the process of transformation of information interactions as one of the possible focal points of change.
Workshop on research design and instrumentation for studies of knowledge prac...CITE
CITE and Faculty of Education joint workshop - Workshop on research design and instrumentation for studies of knowledge practices (for staff & students of Faculty of Education, HKU)
Date:
2 May 2013
Time:
3:30pm - 5:30pm
Venue:
Room 101, Runme Shaw Building, The University of Hong Kong
Speakers:
Professor Ola Erstad, Institute for Educational Research, University of Oslo, Norway
The History Of Science In Science Education: Inquiring about InquiryJerrid Kruse
This powerpoint was used at a National Science Teacher Association meeting. The history of science can be used to help students understand more deeply how science works, or the nature of science. The presentation also discusses aspects of the nature of science and inquiry teaching. The presentation also notes the vital role of the teacher more "pulling it all off".
Bridging professional learning, doing and innovation through making epistemic...Lina Markauskaite
Bridging professional learning, doing and innovation through making epistemic artefacts
Lina Markauskaite and Peter Goodyear
Centre for Research on Learning and Innovation
Presented at the Practice-Based Education Summit “Bridging Practice Spaces” @ CSU, Sydney 13-14 April, 2016
Abstract
Professional learning and assessment in higher education often involve production of various artefacts, such as lesson plans and reflections in teaching, assessment reports and case studies in counselling, drawings and portfolios in architecture. What is the nature of the artefacts that students produce during their professional learning? How does students’ work on making these artefacts help them to bridge knowledge learnt in university setting with knowledge work in workplaces?
In this presentation we report on our research in which we combine socio-cultural “mediation” (Kaptelinin, 2005), socio-material “objectual practice” (Knorr Cetina, 2001) and extended ecological cognition perspectives (Ingold, 2012; Knappett, 2010) to investigate the nature of learning activities in the overlapping spaces of the university and the workplace. Specifically, we investigate the nature of the artefacts that students create as a part of assessment tasks during their preparation for professional practice.
Initially, we argue that learning in university settings and doing in workplaces are two distinct kinds of objectual practices that are inherently directed towards different kinds of objects. We unpack the nature of these two kinds of objectual practices by distinguishing between object as motive and object as material entity. Specifically, We show that university learning orients itself towards abstract forms of knowledge that can travel across diverse workplace contexts and situations, while workplace practices orient themselves towards production of concrete situated solutions of specific professional problems.
Then, we look at the nature of activities and artefacts produced by students during preparation for work placements in the overlapping space of the university and the workplace., what kinds of epistemic experiences these artefacts afford and what their relationships with professional knowledge and knowing practices are. We show that these artefact-oriented activities, and the artefacts produced, often connect, rather than separate, abstract knowledge and objects of professional practice with embodied skill through concrete, materially expressed, actions and things . This entangled epistemic nature of professional learning artefacts allows bridging not only learning and work, but also learning and innovation. To make this argument we distinguish between different kinds of epistemic artefacts that students create – showing the ways in which they elucidate, preserve, transfer, fine-tune, mediate and advance upon professional knowledge and skills.
Rare (and emergent) disciplines in the light of science studiesAndrea Scharnhorst
Andrea Scharnhorst. Insights from TD1210. presentation given at Exploratory Workshop “Integrating the stake of rare disciplines at the European level” COST, Brussels, September 9, 2015
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Workshop on research design and instrumentation for studies of knowledge prac...CITE
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Date:
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Connecting science to literacy through noteboking
1. Science notebooking Essential Question: How can we as create a seamless line between science and Literacy? Presented by Tara V Dowdell
2. Connecting Literacy and Science Literacy is typically described as the ability to read and write. Literacy is the "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Science is an outlandishly large body of knowledge. It’s domain is the natural world-the things in it, the principles that govern their behaviors, and the conceptual connective tissues that makes it all comprehensible.
3. Transforming Knowledge and Learning “The act of writing by its very nature may enhance thinking. Writing may achieve this by demanding the learner to organize knowledge.” “Students’ Science Notebooks and the Inquiry Process “ Klentschy and Molina-De la Torre, 2004
4.
5. It is a personal representation of experiences, observations, and thinking, which are integral parts of scientific processing.Writing requires students to clarify what they know and expose what they don’t know. ActiveReasoning Analyzing Communicating Effective Thinking Organizing Remembering
6. The History of the Science Notebook The Vitruvian Man, Leonardo's study of the proportions of the human body. 1485 LeodardodaVinci Studies of Embryos 1510 Linus Pauling's Science notebooks Works of Charles Darwin 1837
8. Inquiry-Based Learning and Science notebooking Inquiry-Based Learning Unifying Topics Essential Questions Explore/Apply/Reflect Data driven Claims and Evidence Meaning Connections to real life Predictions/Conclusion Student driven Dependent to independent learning Science notebooking Cognitive engagement Record of organized data Self-assessment tool Informal assessment Differentiate instruction Focal point for discussion Link new information and prior knowledge Organizing and restructuring knowledge Personal record/ownership
9. Interactive Science Notebook Input The Box and T-chart Venn Diagrams Concept Maps Definitions KWL Student notes Output Foldables Summaries Sketches Labeled Diagrams Poster Report Click to here view samples of student work.
11. Thinking about science notebooking………., 1. What are some of the benefits that you saw in using science notebooking? 2. How can science notebooking be a beneficial tool to students of today? 3. What are some of the skill sets that can be learned from science notebooking? Share with the group…
How can we as educators create a seamless line between science and Literacy? One way in particular which is research based is through science notebooking?
How can we infuse the two? By finding away to transform learning.
One way to enhance IBL is through writing. When student write they are thinking; which can potentially cause them to begin to process knowledge and or content at a higher level. They begin to synthesis information.
Why do students maintain notebooks? What are the benefits of science notebooking?
Leonardo da Vincinotes were made and maintained daily throughout is life and travels, as he made continual observations of the world around him.LinusPaulings-was one of the first scientists to work in the fields of quantum chemistry, molecular biology and orthomolecular medicine. Charles Darwin was the first to produce an evolutionary tree of life during his studies on the Origins of Species by Natural Selection.
Innovative Designs for Education provide opportunities for educators to utilize DI through PBL with the infusion of technology to meet the needs of the whole learner. Even with DI we are sometimes challenged when we seek out ways to modify course work for our students because it can become difficult sometimes to track their progress even we utilize varied forms of assessment, especially with the increasing numbers in the classroom. Notebooking provides for continuous and ongoing informal assessment for both the learner and the teacher. Notebooking can be used as a needs assessment tool as well as a means to track growth of a student over the course of a school. Notebooking can be used as an instructional tool during IBL/PBL to move the student to the next level because of the organized cognitive engagement. (Constructing concepts and building explanations)
Add link for work samples. Here technology is infused to provided the additional skill to meet the mandated state requirements.
Yellow or column for self assessmentBlue or column for teacher assessment