the art of teaching science: a reconnaissance chapter 1 the art of teaching science: a...

The Art of Teaching Science: A Reconnaissance

Chapter 1

The Art of Teaching Science:

A Reconnaissance


How to Read This Chapter

• This chapter offers a reconnaissance of the secondary science teaching profession.

• You might get the most out of this chapter by skimming the main sections, and then coming back to deliberately move through the chapter.

• Concepts and activities in this chapter will help you construct an understanding of science teaching based on your past and present experiences with school science.


Introduction• Review the four parts of the Art of

Teaching Science, and select one chapter from that part of the book.

• Preview content by looking over the main headings. Identify the Inquiry Activities in the chapter and examine one of them in depth. What is the essence of the activity?

• Note the elements contained in the Science Teaching Gazette section of the text and companion website.

• Which of the following elements did you find?

– Science teacher talk; Research matters column; Science education literature; Problems and extension; International connections; Readings; On the web.

• What is the point of the chapter?


Invitations to InquiryWhat are your current views about science teaching? How do

these compare with the views of experienced science teachers?In what ways might science teaching be an art? Do you think

that there is artistry to teaching?What are some major conceptual ideas about science teaching? Why do you want to be a science teacher?What is science and what are some of the important

characteristics of science? Is inquiry teaching a valid method in secondary science

classrooms? What fosters scientific inquiry? Do scientists and students represent two cultures? If so, how

can these two cultures be bridged? What are the characteristics of an effective science teacher?


Chapter 1 Map


Case to Consider: A First Year Teacher’s Dilemma

• Read the chapter 1 Case • Joan, a beginning teacher,

disagrees with the department chair’s position that “kids are like scientists”.

• What are the pros and cons of this position?

• What do you think? Who do you agree with? Are kids just like scientists?


The Artistry of Teaching

• Teaching is professional artistry

• Professional artistry is inherently related to human imagination and creativity and one’s willingness to experiment and play

• Developing professional artistry suggests that teachers need to develop their own knowledge claims about teaching and learning rather than simply adopting the knowledge claims of others


The Artistry of Teaching: Questions

• Is teaching professional artistry?

• How is teaching related to human imagination and creativity?

• What forms of creativity might you express as a science teacher?


Core Ideas of Science Teaching

• Stewards of student learning

• Pedagogical content knowledge specialist

• Facilitators of student learning

• Lifelong learners and inquirers into one’s own teaching

• Members of a community of practice


Inquiry 1.1: Initial Ideas about Teaching

• Select randomly one of the themes in Table 1.1, e.g. The Nature of Science, Inclusion, Goals, etc. Print the next slide, cut it into the twelve themes, & select themes randomly.

• Read the associated “Problem Situation” for the theme.

• Use the the leading questions to assess your initial ideas.

• How do your initial ideas compare with – other students in your class?

– the core ideas discussed earlier?

• How were your initial ideas challenged in this activity?


Conceptual ThemesNature of Science

Inclusion Goals

Curriculum Learning Models

Planning Assessing Strategies

Management & Facilitation

Science, Technology, Society

Technology


Science Teaching Career Choice

• Interest in subject matter

• Abilities are well suited to teaching

• Opportunity to work with young people

• Contribute to the betterment of society


Inquiry 1.2Microteach: Reflective Teaching

• Objective: What do you want students to learn?

• Assessment: How will you know if students have learned?

• Activity: What will students and you do in the lesson?

Learner Satisfaction Form Name_________________________ 1. During the lesson how satisfied were you as a learner? ______________ very satisfied ______________ satisfied ______________ unsatisfied ______________ very unsatisfied 2. What could your teacher have done to increase your satisfaction?


Wisdom of Practice: Science Teachers Talk

• Select one teacher and use the companion website to find some of their insights.

• What can you discern about this teacher’s beliefs about science teaching?

• How does the teacher’s view compare with yours?


Nature of Science Teaching

• Try and recall one or more of your “favorite” teachers. What was it about them that made them memorable?

• With your team, use your ideas to make a list of the characteristics of these favorite teachers.

• Uses examples-live and otherwise

• Brilliant- knowledge of teaching

• Knowledge of history of science

• Multiple ways to communicate

• Stories- real life connections

• Open inquiry-student exploration

• Hands on

• Long term projects

• Project based

• Respect for students- disposition

• Enthusiasm

Sample list:*

*List generated by students at Georgia State University


What is science?

…engaging with the unknown is irresistibly exciting.– Lisa Randall

…We do not know what the rules of the game are; all we are allowed to do is to watch the playing.– Richard Feynman


Aspects of Science

• Courage• Problem Solving &

the Human Mind• Human Values• Democracy

Read any of the above sections & discuss how the aspect wasexhibited by a scientist.


Inquiry Activity 1.3 Surveying Students’ Views of Science

• Method 1: Analyzing students’ essays

• Method 2: Analyzing students’ drawings of scientists

• Method 3: Analyzing the results of a questionnaire


Draw-a-Scientist

• How can you investigate students’ views of the nature of science using drawings as your data?

• Plan a brief investigation and carry it out.

• Summarize and report your results in the form of a poster report.


Inquiry Outcomes • Understanding of scientific

concepts• Appreciation of “how we

know” what we know in science

• Understanding the nature of science

• Skills to become independent inquirers

• Disposition to use skills, abilities & attitudes associated with scienceBased on the NSES Standards


Inquiry Abilities

• Identify questions & concepts that guide science investigations

• Design & conduct scientific investigations• Use technology & mathematics• Formulate & revise scientific explanations and

models using logic and evidence• Recognize and analyze alternative explanations

and models• Communicate and defend a scientific argument

Based on the NSES Standards


Variations on InquiryDefinition Role of Teacher Role of Student Classroom

Example

Guided inductive inquiry

Unguided inductive inquiry

Deductive inquiry

Problem solving

Work with a team & complete the chart


“Life Beyond Inquiry”

• Cooperative and Collaborative Learning– Groups of students

work together to solve problems and complete learning tasks

• Direct/Interactive Teaching– Teacher-directed

instruction remains “learner-centered” by promoting dialogue and student interest


Scientists & Students: Two Cultures?

Make lists of characteristics of scientists and students; Are there two cultures? What are the implications for teaching?


The Students We Teach: Who are They

• How can science teaching contribute to the development of adolescents?

• How can science teaching foster the development of healthy persons with positive self-concepts?

• How can I share my enthusiasm for science with my students?


Effective Teachers

• Clarity• Variety• Task orientation• On-task behavior• Success rate

• Using student ideas• Instructional set• Questioning• Enthusiasm


More than words

• Read Dr. Richard Feynman’s article, “Science is not words.”

• How does Feynman’s view of science stack up with your views? Is this a practical view that might be applied to teaching?

• Follow-up with a visit to a Feynman Site: http://www.amasci.com/feynman.html

http://www.amasci.com/feynman.html

http://www.amasci.com/feynman.html


Interview a Teacher

• Interview a science teacher, using one or more of the questions used to interview the teachers for the Wisdom of Practice section of this book.

• Select from interview questions provided in chapter 1 of the companion website.

• Report your results on the net, and discuss in class.


Problems and ExtensionsWhat must one know to be an effective science teacher for adolescents?

How does your notion of science compare to that of Bronowski, Feynman, Polyani, Randall, & Sagan?

In what ways can imagination be part of the secondary science classroom?

the art of teaching science: a reconnaissance chapter 1 the art of teaching science: a...

Documents

art of teaching science

artistry of teaching

school science

effective science teacher

reconnaissance chapter

reconnaissance slide

secondary science classrooms

reconnaissance case