models of science teaching chapter 8 models of science teaching

Models of Science Teaching

Chapter 8Models of Science Teaching


Case to Consider: Descent from Innocence

• After reading the chapter 8 case, discuss these questions:

• Do you think Michael’s expectations were too high for his students’ ability to do inquiry-based lab activities?

• What specific suggestions would you offer Michael to help him improve the lesson?


How to Read this Chapter

This chapter presents models of teaching based on the learning theories discussed in Chapter 7. 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 must be actively 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 these models is to use them in a specific teaching context and reflect on what works and what you will want to modify.


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 elements of the conceptual-change teaching model?• What is the learning cycle? On what paradigm is the learning cycle based? • In what way is project-based teaching a sociocultural model? What

characterizes this approach?• What is the role of cooperative learning in helping students understand science

concepts?• How does scientific inquiry compare to inquiry teaching and inquiry learning?• How does your teaching role vary with guided, coupled, and open inquiry?• What are some effective ways to organize content for direct/interactive

teaching?


Chapter 8 Map


Models of Teaching: How can they be of help?

• The models of teaching presented in this chapter are rooted in teacher-centered, Sociocultural, and Constructivist perspectives.

• In our view, the models support different instructional goals and suggest teaching actions that serve corresponding objectives. Your understanding of these models will grow as you apply them to a variety of instructional objectives and student learning needs.

Models

Teacher-CenteredDirect/Interactive

SocioCultural:Cooperative Learning

& Project-based

Constructivist:Learning Cycle &Inquiry Features


Constructivist Models


Key Elements

1. Invitation-prior knowledge2. Exploration-activity to explore

phenomena3. Explanation-help students propose &

compare4. Taking Action-personal and/or social

action-assessment


Constructivist Models

• In this book, the constructivist model (CM) is shown as a 4 stage model. We use 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.


Examples of Conceptual Change Teaching

Science Teaching Gazette*

• Lesson 8.1: What can be learned from skulls?

• Lesson 8.2: What caused the water to rise?

*These lessons are located on the Companion Website


Sociocultural Models: Cooperative Learning

• Elements of Cooperative Learning– Positive Interdependence– Individual Accountability– Interaction and Social Skills– Group Processing

• Cooperative Structures– Think-pair-share– Pairs Check– 3-step Interview– Constructive controversy– Numbered Heads Together– Roundtable– Co-op Cards & Send a Problem– 10-2– Think Aloud– Jigsaw II


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


2 Cooperative Learning ModelsJigsaw & Group Investigation

• 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.

• 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.

models of science teaching chapter 8 models of science teaching

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