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Science & Math Teaching & Learning. Theresa Robinson PhD National Louis University. What is Science?. The process Product model of Science Repeatable Verifiable Based on Evidence A way of Knowing. Student Needs. Who needs What? The Human Quest: The way of Science

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science math teaching learning

Science & Math Teaching & Learning

Theresa Robinson PhD

National Louis University

what is science
What is Science?
  • The process Product model of Science
  • Repeatable
  • Verifiable
  • Based on Evidence
  • A way of Knowing
student needs
Student Needs
  • Who needs What?
  • The Human Quest: The way of Science
  • How and why is it that children have an instinct to learn science?
  • .Why can children be considered “little scientists”?
understanding science
Understanding Science
  • Concepts are developed in science from Sensory experiences (observing and interacting with the world around them).
  • Children have way of looking at the world around them that works for them.
science teaching standards
Science Teaching Standards
  • Science Content
  • Nature of Science
  • Inquiry
  • Issues
  • General Skills of Teaching
  • Curriculum
  • Science in the Community
  • Assessment
  • Safety and Welfare
  • Professional Growth

National Research Council (1996). National Science Education Standards.

National Academy Press: Washington, D.C.

,

ncate national science teacher association nsta standards for teacher preparation 2003
(NCATE) & National Science Teacher Association (NSTA) Standards for Teacher Preparation 2003

1. Content Knowledge

2. Content Knowledge

3. Pedagogical Content Knowledge

4. Professional Knowledge

5. Effect on Student learning

6. Safety/Legal/Issues

7. Research and Investigation

8. Contextual Content Knowledge

National Science Teacher Association (2003). Standards for Science Teacher Preparation. Arlington: NSTA

inquiry
Inquiry
  • Is a teaching-learning method
  • Ask Questions
  • Use the tools of science
  • Describe, classify, explain
  • Make Connections
discovery learning
Discovery Learning
  • A major goal of science education at every level is for students to discover for themselves what the world is made of and hoe it works pg 73.
  • High school students organize information by classifying, sequencing, or relating information.
process skills
Process Skills

Observing

  • Integrated Process Skills
  • Formulating Hypotheses
  • Controlling Variables
  • Experimenting
  • Graphing

CLASSIFYING

PREDICTING

INFERRING

understanding science1
Understanding Science
  • Sometimes the misconceptions persist through adulthood.
  • Conceptual change occurs with multiple opportunities to struggle with reorganizing their ideas.
classroom culture
Classroom Culture
  • Science is driven by questions, not a list of facts and definitions
  • Use current media to connect content to real life
  • Emphasize team building
    • Structure group work for labs/activities, everyone is accountable
  • Creating student ownership of the classroom
prior knowledge
Prior Knowledge
  • Be cautious about assumptions regarding prior knowledge
    • Literacy
    • Math
    • Science
    • Analytical/Critical Thinking Skills
  • Meet your students where they are at, pull them up to where you want them to be
students need to
Students Need To
  • Act on information
  • Manipulate information
  • Challenge Information
  • Explore information
  • Store information
guided discussion
Guided Discussion
  • Provides opportunity to clarify ideas
  • Provides a situation for individuals to clarify their own notions.
  • Provides opportunities for students to build on one another's ideas
literary genres and science
Literary Genres and Science
  • Haikus
  • Lyrics
  • Poetry
building comprehension
Building Comprehension
  • Rereading
  • Vocabulary in Context
  • Hearing Texts
  • Jigsawing
literacy strategies that work
Literacy Strategies that Work

Greek and Latin word parts

  • Read Alouds/KWL charts/Graphic Organizers
  • Vocabulary development
  • Reciprocal Teaching
  • Jig Saw
  • Writing to Learn/Structured Note taking
  • 3-2-1
  • Interview a Scientist

Fisher, D.Frey,N., & Williams, D. (2002). Seven Literacy Strategies that work. Educational Leadership.

culturally responsive teaching electricity unit
Culturally Responsive Teaching Electricity Unit
  • Circuit- a closed path through which electricity can flow.
  • Parallel circuit- an electrical cicuit that is arranged so that the current passes through more than one pathway at the same time; a break in one path will not stop the current from flowing in the other parts.
electricity cont
Electricity Cont.
  • Series Circuit- an electrical circuit that is arranged so that the current passess through each pathway in turn; a break anywhere along the path will stop the current from flowing through the entire circuit.
  • Volt- a unit of force that is used to measure electric current.
integrate social studies lewis latimer thomas edison
Integrate Social Studies Lewis Latimer & Thomas Edison
  • Born 1848-1928, born free, civil rights activists.
  • Invented carbon filaments for light bulbs, wooden light socket, safety elevator, disinfecting machine, electric.
  • Good at drawing, painting, and a musician. Joined the Navyat the age of 14
  • Draftsmen for Alexander Graham Bell
  • One of Thomas Edison's co workers
sample writing to learn activities
Sample Writing to Learn Activities
  • Start Up or Warm Up
  • Free writing
  • List Storming
  • Cartoons
  • Stop-n-Write- What I’m thinking right now; questions I have.
  • Procedure writing
teaching science through social issues
Teaching Science Through Social Issues
  • Urban development
  • Environmental racism
  • Science careers
  • Food Deserts
  • Population growth
  • Global Warming: Climate change
  • Waste disposal
  • Water issues
student writing samples
Student Writing Samples
  • “I believe that this interview makes me put science in a higher category when it comes to my career/college choices and possibilities. It’s more interesting to me now because Dr. Rabiah makes it seem like so much fun. I also understand that it’s a lot of hard work, so therefore, if I actually want to pursue science.”
  • ‘I was influenced by Dr. Rabiah because she taught me that you can start striving towards your career at a early age. This career does sound interesting because you learn a lot of new things.”
  • “The effect this interview had on me was it made thing that being a scientist is no boring. It also made me think that scientist is not only people that really smart, wear glasses and have an life.”
cont d
Cont’d
  • “I really don’t want to be a scientist but I enjoyed talking with this scientist, to just learn about another field besides the one I would like to in. which is writing, psychology and teaching. This career dose not interest me because I am not really good at solving problems.”
  • “Where Dr. Mayas work they use a ph scale. The ph scale measures how acidic or basic a substance is. The ph scale ranges from 0 to 14. A ph of 7 is neutral. A ph less that 7 is acidic. A ph greater than 7 is basic. She also works with finding the effects that cause cancer. Since they are unable to use people they use yeast to substitute DNA. Which I so amazing because yeast is a fungus and also an eukaryotic that is use as an alcohol product and it is also used to make bread. “
science on a budget c hemistry of life
Science on a budgetChemistry of Life
  • Phospholipid Bilayer Models
    • Q-tips, straws, glue
    • Halve Q-tips, cotton end = hydrophillic, other end = hydrophobic
    • Straw sections as protein channels
    • Construct and label structure
    • Relate to cell structure
scientific method
Scientific Method
  • “UFOs!: Unidentified Floating Objects”
    • Materials: ginger ale, raisins, large glass beaker
    • Set up beakers right before class by pouring in fresh ginger ale in and dropping in 5 or so raisins.
    • Students will observe raisins rising and falling over and over
    • Follow steps of scientific method to determine why
scientific method1
Scientific Method
  • Will it float? - Good planning lab
    • Demo - Coke can will sink, Diet Coke will float
    • Have students record observations, ask a question, and write a hypothesis
    • Provide other variables for them to use to test – Pepsi, Diet Pepsi, Cherry Coke, Vanilla Coke, Coke Zero, Diet Coke with Splenda, Decaffeinated Coke
    • Record observations, discuss conclusions