Teaching Science to Every Child: Using Culture as a Starting Point Chapter 5 Using Theory to Explain and Understand Science Learning © 2018 Taylor & Francis

Chapter 5 Topics Features of Science Learning Value of Learning Theory to Science Teaching Theory of Behavior Modification Theory of Memory Formation Personal Construction of Knowledge Theory Theory of Socially Constructed Knowledge © 2018 Taylor & Francis

From “Taking Science to School” Know, use, and interpret scientific explanations of the natural world Generate and evaluate scientific evidence and explanations Understand the nature and development of scientific knowledge Participate productively in scientific practices and discourse © 2018 Taylor & Francis

Role of Theory Deep understandings through theory Theory helps shape our reflections Theory aids the diagnosis of mistakes Theories help to explain, predict, and interpret Theories shape interpretations and response Without theory our decisions are aimless © 2018 Taylor & Francis

Modifying Behaviors Operant Conditioning: Feedback Loop Specify desired behavior you want students to display Supply positive reinforcement when behavior happens Give positive reinforcement for each correct behavior Continue reinforcing to link behavior to consequences Reduce reinforcements as behavior becomes routine Rewards from the outside are “extrinsic” “Intrinsic” rewards come from within the student Behaviorism cannot explain learning beyond target actions © 2018 Taylor & Francis

Memory Theory and Science Learning Working memory connects what is already known (from long-term memory) to new experiences from the environment © 2018 Taylor & Francis

Memory Theory and Science Teaching Exploit the value of presenting material using multiple senses Activate students’ prior knowledge in advance of presenting them with new information Support students to reorganize knowledge by having them produce concept maps, journals, or drawings Discuss activities’ significance so students store information in ways consistent with your intentions Avoid packing in too much. Look for indications that you are exceeding students’ working memories © 2018 Taylor & Francis

Individual Knowledge Construction Theory Knowledge is not stored but connected with other ideas into frameworks called “schema” New experiences that fit into an existing schema are “assimilated” New experiences that required the schema to be reconfigured to fit the new material is called “accommodation” Piaget claimed the capacity to learn increasingly abstract concepts was based upon the individual’s development Stage theory suggests that certain concepts (such as “energy”) are too abstract for younger students © 2018 Taylor & Francis

Theory of Socially Constructed Knowledge Learning happens via support from others who are more knowledgeable Learning takes place in the zone of proximal development ZPD: between what can be done alone and what cannot be done without help Supports for learners are scaffolds that are removed by “fading” Science teaching will push students into ZPD and then fade as their competence expands © 2018 Taylor & Francis

Chapter 5 Summary Learning science explained by theories We can improve teaching with learning theories Theory 1: Behavior modification (feedback loops) Theory 2: Memory (working memory) Theory 3: Personal constructivism (schema) Theory 4: Social constructivism (ZPD) © 2018 Taylor & Francis