models of science teaching chapter 6 models of science teaching
Post on 18-Dec-2015
234 Views
Preview:
TRANSCRIPT
Models of Science Teaching
Chapter 6
Models of Science Teaching
Models of Science Teaching
How to Read this Chapter
• This chapter is correlated with Chapter 5, in which several theories of learning were presented. This chapter presents models of teaching based on those theories of learning. The models presented here are the scaffolding that you will find helpful as you begin to plan lessons, and create an environment in your classroom that fosters active student involvement. Underlying all of the models presented here is the notion that students should be engaged. You can start anywhere in the chapter. The models presented here have their own protocols, and it is suggested that you work with one model at a time. The best way to understand the models is to use them in the context of teaching. So you might try and arrange opportunities to teach science to your peers (Inquiry Activity 6.1), or to a group of students in a school.
Models of Science Teaching
Invitations to Inquiry
• What is a model of teaching?• When and under what conditions should different models of teaching be used?• What is the relationship between models of teaching and theories of learning?• What are the direct/Interactive teaching functions?• What are some effective ways to organize content for direct/interacting teaching?• How is inquiry teaching different than direct/interactive teaching?• How do the models of inductive inquiry, deductive inquiry, discovery learning, and
problem solving compare?• What is the learning cycle? On what learning paradigm is the learning cycle based?
• What is conceptual-change teaching?• What is the difference between peer tutoring, and conceptual and problem solving
models of cooperative/collaborative learning?• What characterizes the following models of teaching: synectics, person-centered
learning, integrative learning, and Imagineering? How can they be used to help students understand science?
212
Models of Science Teaching
Theory and Models
• The eight models of teaching presented in this chapter provide a kaleidoscope for you as a science teacher. In the chapter, we begin with the constructivist models, and then work toward the sociocultural and behavioral models.
• Note: In my view, the models can work together. In the classroom you will find out that you can make a case for using several of these models with your students.
Learning Theory Category Model of TeachingConstructivist Perspectives Inquiry Teaching Model
Learning Cycle ModelProject-Based ModelSynectics Model
Sociocultural Perspectives Cooperative LearningIntegrative ModelPerson-centered
Behavioral Perspectives Direct/Interactive TeachingModel
213
Models of Science Teaching
Chapter 6 Map
Models of Science
Teaching
Constructivist Models
Collaborative Models
Direct/Interactive Teaching
Inquiry Models
Other Models
Synectics Person-centered
Integrative
Learning Cycle
Conceptual Change
Cooperative Learning
Cooperative Structures Inquiry Discovery
Project-Based
Gazette
Case Study Reflective Teaching Lessons
Constructivism Article
Science teacher talk
Inquiry Activities
Inquiry 6.1: Reflective Teaching
Inquiry 6.2: Constructivism
in the Bag
Inquiry 6.3: Inductive vs Deductive
Models of Science Teaching
Inquiry 6.1: Reflective Teaching
• In this inquiry you’ll teach a science lesson to a small group using any of the models in the chapter using a three stage experience:
– Prepare– Teach– Reflect
• You’ll use the experience to find out how successful you were. You will find a collection of lessons in the Gazette, pp. 248-250 which you can use. If you don’t use these, use the format shown, and create your own lesson.
• Details of the Reflective Teaching experience are outlined in Inquiry 6.1.
213-214
Learner Satisfaction FormName_________________________
1. During the lesson how satisfied were you as alearner?
______________ very satisfied______________ satisfied______________ unsatisfied______________ very unsatisfied2. What could your teacher have done to
increase your satisfaction?
Reflective Teaching Lessons
Lesson 6.1: “Creatures”Lesson 6.2: Shark’s Teeth
Lesson 6.3: The Balloon Blower UpperLesson 6.4: Mission to Mars
Models of Science Teaching
215-216Constructivist Models
Models of Science Teaching
Constructivist Models
• In this book, the constructivist model (CM) is shown as a 4 stage model. I am also using the learning cycle model and the conceptual-change model interchangeably with the constructivist model shown here and on the next slide.
• In this section you will find two sample lesson plans based on the CM. If you can teach either of these lessons, do so and evaluate the efficacy of the CM model.
• And finally, there is an activity called “Constructivism in the Bag.” This will show you how to develop your constructivist lessons.
215-221
Models of Science Teaching
Sample Constructivist Lessons
• Lesson 6.1: What can be learned from skulls?
• Lesson 6.2: What caused the water to rise?
216-219
Models of Science Teaching
Inquiry 6.2: Constructivism in the Bag
• In this Inquiry you will use the four-stage constructivist model to design a lesson sequence. I’ve done this activity with several thousand teachers. Groups of teachers were given prepared bags of science equipment such as a collection of shells and measuring tools shown here (see the list on the next page). The bags (earth science, physical science and life science bags) were used to help the teachers focus on a few concepts in the area of science represented by the baggie of equipment.
• Follow the procedure on p. 221 to create your lesson sequence.
• Teach your lesson to a group of students, or present it to your peers. You might make a large poster on chart paper outlining the four stages and the activities for each stage and use it to present.
220-221
Models of Science Teaching
Sample Constructivist BagsEarth Science BagsFossils (8-10), caliphers, metric ruleDinosaurs (8-10 small replicas)Collection of rocks (8 –10 small samples) includingigneous, metamorphic, and sedimentary samples,hand lens, penny, paper clip, nail, metric rule
Physical Science BagsTwo batteries, 25 – 30 cm of wire, small light bulbsTwo bar magnets, flakes of iron, compass, 25-30 cmwire, nailToy cars, metric rule, stop watch
Life science BagsCollection of seeds, each type in a separate smallplastic bag, sample of soil, plastic or paper cupsCollection of shells, caliphers, metric ruleCollection of animal replicas (specific class ofanimals)
Models of Science Teaching
Key Elements
1. Invitation--prior knowledge2. Exploration--activity to explore
phenomena3. Explanation--help students propose
& compare4. Taking Action--personal and/or
social action---assessment
220
Models of Science Teaching
Poster Report
Title of Sequence• Invitation• Exploration• Explanation• Taking Action/ Evaluation
AuthorsChartPaper
Models of Science Teaching
Sociocultural Models: Cooperative Learning
• Cooperative Elements– Positive Interdependence– Individual Accountability
• Cooperative Structures– Think-pair-share– Round table– Constructive controversy
• Collaborative Models• Tutorial
– Stad– Jigsaw
• Problem Solving– Group Investigation– Science Experiences
223-230
Models of Science Teaching
Cooperative Structures
• Think-Pair-Share• Pairs check• Three step interview• Constructive
controversy• Numbered Heads• Roundtable• 10-2
24-2524-25
Models of Science Teaching
Using Cooperative Structures• I’ve found that using cooperative structures is one of
the most powerful ways to implement cooperative learning into the classroom. Each structure that I’ve included in the text (pp. 224-226) is a way to organize the social interaction in a learning group.
• In this approach a cooperative learning activity is part of the over-all lesson plan, and indeed, you could integrate several cooperative learning “bursts” over a 45 or 90 minute period.
• For example, if you were to use the structure, “Think-Pair-Share” you might be introducing a new idea, such as chemical change. Perhaps you’ve shown students some examples, and now you are ready to find out what other ideas students might contribute to the discussion. You ask the class, “What are some examples of chemical change that you have seen, or heard about? Have the students pair off, and ask each student to jot down one or two ideas, and then turn to their partner and share those ideas with each other. After a couple of minutes, you can jump in, and ask a few of the pairs to share one or more ideas, which you chart.
• The next slide outline how you can use another structure named “10-2.”
• Think-pair-share: Give students a question or a problem and have them think quietly of an answer or solution. Have them discuss their response with a student sitting close by, and then have them share with the entire class. A time limit of one or two minutes should be used for the pair exchange. This is a good technique for breaking up a presentation, as well as an assessment
of student understanding.
224-226
Models of Science Teaching
The 10-2 StructureThe Interactive Lecture
• Teacher presents information for ten minutes (or more), then stops for two (or more).
• The 10 minute presentation can be a lecture, lecturette, multimedia presentation, pre-or post-lab, video clip, or an audio tape.
• During the 2 minute break or “wait-time,” students take on an “active role.” During the 2 minute break students in small groups (two - three students per group) can share notes, ask questions, or use any one of these structures:– Pair & compare– Pair, compare, and ask– Periodic free-recall, with pair & compare– Pair/group and discuss open-ended question
226226
Models of Science Teaching
Using Cooperative Structures
Teaching Function Cooperative Structure
Pre-Lab
Laboratory activity
Post-Lab
Review Session
Lecture
Demonstration
Homework
Small-group Discussion
Introducing a New Concept
Textbook Reading
Researching and Debating Controversial Ideas & Issues
Numbered Heads Together
Roundtable or Circle of Knowledge
Roundtable, Pairs Check
Numbered Heads Together, Think-Pair-Share
Think-Pair-Share, Pairs Check, 10-2
Think-Pair-Share, Pairs Check
Circle of Knowledge
Talking Chips, Roundtable
10-2, Numbered Heads Together
STAD, Jigsaw
Constructive Controversy
225
Models of Science Teaching
STAD-A Cooperative Model
• STAD is a four-stage model of cooperative learning that can be used to involve students in a chapter of a text, a mini-unit, or several concepts on a theme in a science area.
• The diagram here shows the four stages and they are detailed in the text.
226-228
Models of Science Teaching
226-228
Models of Science Teaching
Jigsaw-A Cooperative Learning Model
• This model of cooperative learning is very powerful when you want to “cover-the-ground” and involve students in small group learning.
• In Jigsaw, each student in a team becomes an “expert” on a chunk of content. Working with other “experts” on the same content to master the information, the “experts” return to their home team and teach their teammates what they have learned.
• A sample Jigsaw unit on geology is described in the text on page 229, and the diagrams here and on the next slide give an image of the content on pp. 228-229.
228-229
Models of Science Teaching
228-229
Models of Science Teaching
Group Investigation: Problem Solving Cooperative Learning Model
• Group Investigation is an inquiry oriented and problem solving model of cooperative learning. It is described in detail, and is a powerful model to involve teams of students in science investigations.
228-230
Models of Science Teaching
228-230
Models of Science Teaching
Science Experiences-A Problem Solving Model of Cooperative Learning
• Science Experiences (SE) is a cooperative learning method that brings together the elements of discovery and inquiry methods. Students are involved in scientific investigation, critical thinking, problem solving, and group participation.
• SE is organized into 8 interdisciplinary units of teaching. They are listed on the next slide.
• All of the units are detailed in the book, Science Experience. Click on the book for find more information.
230-231
Models of Science Teaching
Science Experiences
• The Web of Life--a life science experience
• The “Wellthy” Syndrome--a health science experience
• The Starship and the Canoe--a space science and oceanography experience
• Touch the Earth--a geological experience
• If You Were A Boat, How Would You Float?--a physical science experience
• The Third Wave--A Futuristic Experience
• Powering the Earth--an energy and ecological experience
• Investigating the Natural World--an environmental education experience
230-231
Models of Science Teaching
Science Experiences230-231
Models of Science Teaching
Direct-Interactive Teaching (DIT) Model
• The DIT model is a dynamic teacher-centered model of teaching. It is effective for teaching science information and skills. There has been much research on the DIT model (see p. 232), and knowing it can facilitate the implementation of the model.
• The DIT Model is represented here as a cycle of teaching; four aspects stand out:
– You will need to develop and implement a variety of learning tasks.
– The learning tasks you develop should engage the learner at high levels.
– You should strive for high levels of teacher-student, and student-student interaction. You can achieve this by the use of teacher questions, use of hands-on activities and small group work).
– Your students should perform at moderate-to-high rates
of success.
leads to
leads to
leads to
leads to
leads to
Check Previous Work
& Reteach
Presenting new content and
skills
Initial student practice
Feedback and correctives
Independent practice
Direct Interactive Teaching Model
231-237
Models of Science Teaching
Direct Interactive Teaching Model
leads to
leads to
leads to
leads to
leads to
Check Previous Work
& Reteach
Presenting new content and
skills
Initial student practice
Feedback and correctives
Independent practice
Direct Interactive Teaching Model
231-237
Models of Science Teaching
Structuring Content in the DIT Model
• Another important aspect of the DIT Model is the presentation and structuring of science content. One of the key ingredients is to break content into manageable, teachable and learnable chunks.
• There are a number of ways to structure new science content. Following are four suggestions that you should find helpful in dividing science content for the DIT model. They include:
– Whole-to-Part
– Sequential Structuring
– Combinatorial Organization
– Comparative Relationships.
233-237
Structuring Content in the
DIT Model
Whole-to-Part
Sequential Structuring
Combinatorial Organization
Comparative Relationships
Divide content using Concept
Map
Hooking to Big Ideas
Simple to complex ordering of content
or skills
Hierarchy and classification of
content
Show elements of content as a cycle
Krebs Cycle Rock Cycle as
examples
Use Concepts maps showing relationships
Use tables comparing &
contrasting content
Models of Science Teaching
Ways to Structure Content
Structuring Content in the
DIT Model
Whole-to-Part
Sequential Structuring
Combinatorial Organization
Comparative Relationships
Divide content using Concept
Map
Hooking to Big Ideas
Simple to complex ordering of content
or skills
Hierarchy and classification of
content
Show elements of content as a cycle
Krebs Cycle Rock Cycle as
examples
Use Concepts maps showing relationships
Use tables comparing &
contrasting content
233
Models of Science Teaching
Inquiry Models of Teaching
• What is inquiry?
• The Practice of Inquiry
• The Standards
• Some questions
• Models– Inductive Inquiry
– Deductive Inquiry
– Discovery Learning
– Problem-Based Science
237-244
leads to
leads to
leads to
leads to
leads to
Start:Students Ask
Questions
Freedom to ask: May ask
as many questions as one wants
Teacher Response:
Record Ideas or ask
questions
Test Theories:Students plan and carry out experiments
Cooperation: Students work
in teams to experiment
Inquiry Session
Inquiry session for an inductiveinquiry lesson
Models of Science Teaching
Thinking about Inquiry
• One criticism of inquiry and discovery methods of science teaching is that this approach takes too much time, and students can learn concepts and skills if presented more directly. Debate this criticism by first taking the side of inquiry, and then the side of the criticism. In which were you more convincing? Is there a solution to this problem?
• Refer to pp. 237-239 and identify two or three additional questions about inquiry as a model of teaching. Using an EEEP to stimulate inquiry
238-239
Models of Science Teaching
Inductive Inquiry
• One approach to inductive inquiry is to focus students by using a problem-oriented demonstration (discrepant event or EEEP). An inquiry session follows by encouraging students questions, theory proposing, and experimenting.
leads to
leads to
leads to
leads to
leads to
Start:Students Ask
Questions
Freedom to ask: May ask
as many questions as one wants
Teacher Response:
Record Ideas or ask
questions
Test Theories:Students plan and carry out experiments
Cooperation: Students work
in teams to experiment
Inquiry Session
239-241
Models of Science Teaching
Design an Inquiry Lesson
• Using anyone of the following activities, design an inquiry lesson or session based on the cycle shown here.– The Inquiry Box
– Wood Sinks
– Coin Drop and Throw
– The Double Pendulum
– The Balloon in Water
239-241
leads to
leads to
leads to
leads to
leads to
Start:Students Ask
Questions
Freedom to ask: May ask
as many questions as one wants
Teacher Response:
Record Ideas or ask
questions
Test Theories:Students plan and carry out experiments
Cooperation: Students work
in teams to experiment
Inquiry Session
Models of Science Teaching
Inquiry 6.3: Inductive versus Deductive Inquiry
• In this inquiry, you are going to examine a textbook at either the elementary, middle or high school level from the standpoint of its organization.
• You’ll reorganize the chapter using either an inductive or a deductive approach.
• Share your results.
242
Models of Science Teaching
Discovery Learning
• How can the following help foster discovery learning in your class:
• Curiosity• Structure of content• Inductive labs• Problem-oriented
activities• Intuitive thinking
242-244
Models of Science Teaching
Other Models
• Project-Based• Synectics• Person-Centered
Learning Model• Integrative Learning
Model• Imagineering Model
244-246
top related