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How much science does the elementary science teacher need to know

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Title: How much science does the elementary science teacher need to know


1
How much science does the elementary science
teacher need to know?
2
Three difficulties in learning enough content
  • Too large
  • Obsolete
  • changing

3
  • TIMSS TIMSS-R
  • Poor 8th and 12th

4
  • NSES (National Science Education Standards)
  • Teachers of science must have a strong, broad
    base of scientific knowledge extensive enough for
    them to
  • - understand the nature of scientific inquiry,
    its central role in science, and how to use the
    skills and processes of scientific inquiry
  • - understand the fundamental facts and
    concepts in major science disciplines
  • - be able to make conceptual connections
    within and across science disciplines as well as
    mathematics, technology, and other school
    subjects.
  • - use scientific inquiry and ability when
    dealing with personal and societal issues

5
  • NSTA (National Science Teachers Association)
  • Elementary science teachers should study
    content that is balanced among the main fields of
    science, and that they should study this material
    in the context of student-focused,
    laboratory-centered investigations.
  • Schibeci Hickey (2000)
  • Effective teachers need both subject
    matter knowledge and Pedagogical content
    knowledge.

6
Right Wrong
  • Recognizing the unexpected
  • Different Perception
  • Listening
  • -provides insight and very interesting and
    unique results
  • Valuing childrens thinking
  • - open ended questions with longer wait time
  • - encourage childrens ownership of their own
    thought processes and knowledge
  • Smile or head nods p27

7
History of the process approach to science
education
  • 1957
  • Sputnik Shock
  • 1959
  • Woods Hole Conference Bruner
  • How do scientists do science?
  • 1960s
  • Learning cycle Karplus
  • Guide teachers in facilitating childrens
    inquiries
  • Exploration-Concept Invention-Exploration

8
Attitude about science and attitude about science
teaching
  • Attitude inventories

9
Metaphors
  • What would you use to characterize your role as a
    teacher of elementary science?

10
What is doing Science?
11
  • Basic skills
  • - Observing
  • - Classifying
  • - Communicating
  • - Measuring
  • - Predicting
  • - Inferring
  • Integrated processes
  • - Identifying and controlling variables
  • - Formulating and testing hypothesis
  • - Interpreting data
  • - Defining operationally
  • - Experimenting
  • - Constructing models

12
National Organizations
  • National Science Teachers Association
  • American Association for the Advancement of
    Science
  • National Science Education Standards
  • Goals 2000 Educate America Act
  • National Association for the Education of Young
    Children
  • less content, more investigation skills,
    inquiry mode, interdisciplinary perspective, for
    all children, childrens interest, scientifically
    literate
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