Science . . . Learning For Science . . . Learning For All StudentsAll Students

The National Commission on Science The National Commission on Science Education Standards and Assessment Education Standards and Assessment has based its work on the premise that has based its work on the premise that ALL students can and should learn ALL students can and should learn science.science.

Science . . . Learning For Science . . . Learning For All StudentsAll Students

The Commission’s guiding principle of The Commission’s guiding principle of equity reflects the position that “all equity reflects the position that “all students regardless of age, sex, culture students regardless of age, sex, culture or ethnic background, disabilities, or ethnic background, disabilities, aspirations, or interest and motivation in aspirations, or interest and motivation in science should have the opportunity to science should have the opportunity to obtain high levels of scientific literacy.”obtain high levels of scientific literacy.”

Science . . . Learning For Science . . . Learning For All StudentsAll Students

Impact of NCLBImpact of NCLB MAP & Other Standardized TestsMAP & Other Standardized Tests

Science . . . Learning For Science . . . Learning For All StudentsAll Students

Therefore the question that is at hand Therefore the question that is at hand is . . .is . . .

““How can we teach science to How can we teach science to allall children.” children.”

Science . . . Learning For Science . . . Learning For All StudentsAll Students

General Learning ModalitiesGeneral Learning Modalities VisualVisual AuditoryAuditory TactileTactile KinestheticKinesthetic

An individual has a dominate modality -but An individual has a dominate modality -but depending on the learning situation other depending on the learning situation other modalities will be used.modalities will be used.

However, all 4 modalities should be combined However, all 4 modalities should be combined in each lesson to the extent possible by in each lesson to the extent possible by ensuring that appropriate stimuli are present.ensuring that appropriate stimuli are present.

Science . . . Learning For Science . . . Learning For All StudentsAll Students

Within an elementary science classroom, Within an elementary science classroom, how would you address, or achieve, how would you address, or achieve, student learning using the four learning student learning using the four learning modalities?modalities? VisualVisual AuditoryAuditory TactileTactile KinestheticKinesthetic

Science . . . Learning For Science . . . Learning For All StudentsAll Students

The process-oriented inquiry methodology The process-oriented inquiry methodology is the most appropriate vehicle for is the most appropriate vehicle for accommodation of all three learning accommodation of all three learning modalities because children are able to modalities because children are able to pursue their explorations in the learning pursue their explorations in the learning styles that are most comfortable to them.styles that are most comfortable to them.

Science . . . Learning For Science . . . Learning For All StudentsAll Students

Howard GardnerHoward Gardner Multiple IntelligencesMultiple Intelligences

The 8 IntelligencesThe 8 Intelligences SpatialSpatial Bodily-kinestheticBodily-kinesthetic MusicalMusical LinguisticLinguistic Logical-mathematicalLogical-mathematical InterpersonalInterpersonal IntrapersonalIntrapersonal NaturalisticNaturalistic

Science . . . Learning For Science . . . Learning For All StudentsAll Students

Students With DisabilitiesStudents With Disabilities Individuals with Disabilities Education ActIndividuals with Disabilities Education Act (IDEA) – (IDEA) –

1990, 19971990, 1997 Stipulates that all children with disabilities are to be Stipulates that all children with disabilities are to be

provided a free and appropriate public education in the provided a free and appropriate public education in the least restrictive environment.least restrictive environment.

Science is an excellent vehicle to enable children Science is an excellent vehicle to enable children with disabilities to develop confidence, self-esteem, with disabilities to develop confidence, self-esteem, social skills through group work, problem-solving social skills through group work, problem-solving skills, and cognitive skills.skills, and cognitive skills.

Science . . . Learning For Science . . . Learning For All StudentsAll Students

The constructivist approach embodies those The constructivist approach embodies those factors that are necessary for teaching children factors that are necessary for teaching children with disabilities.with disabilities. Concrete hands-on learning experiencesConcrete hands-on learning experiences Reduced need for reading and writing skillsReduced need for reading and writing skills Involvement in group interactions and group Involvement in group interactions and group

activitiesactivities Providing for individual differencesProviding for individual differences Encourages areas of interest and inquisitivenessEncourages areas of interest and inquisitiveness

Science . . . Learning For Science . . . Learning For All StudentsAll Students

Learning StylesLearning Styles Gregorc Style DelineatorGregorc Style Delineator

Concrete SequentialConcrete Sequential Abstract RandomAbstract Random Concrete RandomConcrete Random Abstract SequentialAbstract Sequential