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Science, Technology, and Society in the Science Classroom

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Chapter 6 Science, Technology, and Society in the Science Classroom Case to Consider: A Student-Centered Project A group of high school biology students are ... – PowerPoint PPT presentation

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Title: Science, Technology, and Society in the Science Classroom


1
Chapter 6
  • Science, Technology, and Society in the Science
    Classroom

2
Case to Consider A Student-Centered Project
  • A group of high school biology students are
    developing a project that explores the
    possibility of birth control information
    centers on campus in response to the issue of
    teen pregnancy.
  • Some parents are concerned and a conference has
    been scheduled.
  • How should the teachers prepare for this meeting?
  • What rationale and procedures should guide this
    learning experience?

3
How to Read This Chapter
  • Science-Technology-Society (STS) in the
    curriculum is a departure from traditional
    science education, due to its interdisciplinary
    nature, and its immersion in social issues.
  • In this chapter, reflect on your views of
    science as they related to your discipline
    (biology, chemistry, geology, physics) and ask
    yourself how these disciplines interact with
    technology and society.
  • Many strategies of teaching are presented in
    this chapter. Also you will find curriculum
    projects that are based on STS and Environmental
    Education (EE). You might also want to visit the
    websites of the projects identified in the
    chapter, and find others via your own research
    on-line or in schools.

4
Invitations to Inquiry
  • What are the characteristics of STS EE
    programs?
  • How is the STS perspective different from the
    traditional approach to science curriculum?
  • What strategies do science teachers use to
    present develop STS learning experiences?
  • What are some of the STS themes, and how do
    teachers present them in the classroom?
  • What are some STS curriculum examples used in
    todays secondary science classrooms?
  • How are STS modules evaluated? Are there
    criteria that science teachers agree on?

5
Chapter 6 Map
6
Nature of STS
  • Central premise of STS to help students develop
    the knowledge skills and affective qualities in
    order to take responsible action on science and
    technologically oriented issues.
  • Make a concept map showing the issues that
    students could learn about from the list of
    understandings shown here from the National
    Science Education Standards. Select one of the
    understandings.
  • Now take a look at the Table shown here, and
    compare your map to the big ideas for two
    understandings.

7
Development of STS
  • What is the timeline, and what are the goals for
    the following reports on infusing STS in school
    science
  • National Science Teachers Association
  • National Science Education Standards
  • American Association for the Advancement of
    Science

8
Characteristics of STS and EE Programs
  • How do the following elements help educators
    develop a rationale for including STS in school
    science?
  • Problem and Issue Oriented
  • Interdisciplinary Thinking
  • Connecting Science to Society
  • Global Thinking and the GAIA Hypothesis
  • Relevance

9
Inquiry 6.1 Getting involved in STS
  • In this inquiry, youll get involved in one of
    the projects suggested, or create your own STS
    action project.
  • Choose one, carry it out, and report your results
    via a poster report.
  • How can you turn your project into a science
    lesson plan?

10
STS Teaching Cycle
  • STS teaching is not simply learning about, its
    learning for. In STS activities, the idea is to
    not only have students learn about the relevant
    science and issues, but to take action for the
    issue.
  • What are some events that could be used as a
    starting point for an STS teaching cycle? Jot
    down a few.
  • Select one of these, and use the responsibility
    cycle to describe how the event could be turned
    into a series of STS teaching experiences.

Figure 6.5 STS Responsibility Cycle
11
STS Methods
  • Which of the following STS methods would you use
    to help students deal with this issue The local
    community wants to fill in a small pond that is
    adjacent to their school because it causing an
    eye-sore to the environment.
  • STS Value Dilemma Sheet
  • STS Action Dramas
  • Action Voting
  • Online Dilemma Discussion
  • Think Piece
  • Action Project

12
Strategies for STS Teaching
  • Clarifying Values
  • Chemicals are harmful to humans
  • Nuclear power plants should be banned
  • Fast foods should be avoided
  • Smoking should be banned in public settings
  • STS Value Dilemmas
  • Dilemma Sheet
  • Dilemma Questions
  • Action Dramas
  • Voting

13
STS Dilemma Sheet
  • By use of a provocative statement (or
    illustration), an issue is raised that has
    implications for students to consider.
  • Photocopy or project the dilemma shown here to
    the class. Read the dilemma aloud as the class
    follows along. Pair students off, and have them
    respond in writing to the two questions shown
    here (there are more questions.
  • Conduct a class discussion using the two
    questions as a guide.

14
Case Study
  • Case studies enable students to learn about
    issues important to them, and also to develop
    high level thinking skills in a debate
    environment.
  • You can combine this strategy with the Structured
    Controversy presented in Chapter 9.
  • Visit the National Center for Case Study Teaching
    in Science and sketch out how you would implement
    one of the case in a middle or high school
    science course.

15
Action Projects
  • Use the information in the text, and the cycle
    shown here to design an action project for one of
    the following topics
  • Waste disposal
  • Pollution problems and control
  • Recycling efforts and conservation
  • Zoning of land
  • Energy issues
  • Environmental protection
  • Local endangered wildlife concerns

16
STS Module Design
  • Using the details of the STS Module design in the
    Art of Teaching Science and the cycle shown here,
    develop the outline for a module on one of these
    topics
  • Skin Cancer
  • Ground-level ozone
  • Acid rain
  • Biological terrorism
  • Tornado preparedness
  • Drinking water

Design source Harold Hungerford, University of
Southern Illinois
17
Inquiry 6.2 STS Issues in Science Textbooks
  • This inquiry will give you a good idea about the
    kinds of STS issues presented in modern science
    textbooks.
  • You will use the results of a research study to
    analyze the nature and extent of STS issues in
    science texts.
  • What STS issues are emphasized in the texts you
    studied? How does that compare with others who
    did the inquiry?

Source Holt, Rinehard Winston, Dallas, Texas
Life Science text, grades 6-8
18
STS Themes How to Teach Them
  • There are many potential themes for STS topics.
    In this section of the Art of Teaching Science,
    the following are presented
  • In the text
  • Air Quality and Atmosphere
  • On the Companion site
  • Population Growth
  • Energy
  • Effects of Technological Development
  • Hazardous Substances
  • Water Resources
  • Utilization of Natural Resources
  • Environment

19
Note About the Themes
  • Each theme is presented via
  • Background information
  • A specific topic is identified
  • STS actions are described for the theme
  • Resources
  • The material presented here can be used to
    develop individual STS lessons, or develop a
    complete 3 - 5 week unit of study.

20
Theme Air Quality Atmosphere
  • There are many opportunities to involve students
    in this STS Theme. The text material presents
    information on acid rain, and includes some STS
    actions.
  • You can also visit online projects such as GLOBE
    and see not only how they investigate the
    atmosphere, but other topics as well.
  • Following this slide are five slides that take
    you through an international projects on clean
    air-studying ground-level ozone

21
International Clean Air Project AKA Project Ozone
Location of Collaborating Schools
22
Researching Ozone Locally
  • Using simple tools at the school level to monitor
    the air

Reading Ozone Level
Whats the wind speed?
23
Ecobadge
The Ecobadge is a card that changes color in the
presence of ground-level ozone. The card shown
on the left is used to read the ozone level in
parts per billion. Order from Vistanomics
24
Posting Data
A class data table used by the students to post
data over a three day period.
25
Class Discussions
A teacher leading a discussion on the nature of
the Ozone molecule.
26
Presenting Conclusions
Teams of students present their findings to the
rest of the class. Their results included
recommendations for making the air cleaner.
27
Inquiry 6.3 STS Module Design
  • In this inquiry you will make use of the the
    information on creating STS modules, as well as
    the section on STS issues and how to teach them.

28
STS Curriculum Examples
  • We review a few STS curricula and provide an
    Inquiry Activity for you to do the same.
  • The following curriculum projects are presented
  • Science Education for Public Understanding
    Program (SEPUP)
  • ChemCom
  • Project Learning Tree (PLT)
  • BSCS Modules
  • Project Wild
  • Sustainability Education Project

29
Inquiry 6.4 Evaluating an STS Module or Project
  • This inquiry is designed for the purpose of
    evaluating an STS module or project.
  • You might use it to evaluate an STS project, or
    if you created an STS module, use it to review
    your work.
  • Use the STS criteria outlined in the chapter and
    listed in the Inquiry to make your assessment.
  • What are the results of your evaluation?

30
Science Education Literature Education for
Environmental Sustainability by David L. Haury
  • Read Haurys article and use it to develop a
    rationale for teaching environmental
    sustainability in a K-12 school district.
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