Teaching Science to Every Child: Using Culture as a Starting Point Chapter 8 Varied Approaches to Science Instruction © 2018 Taylor & Francis

Discovery Teaching and Learning Chapter 8 Topics Discovery Teaching and Learning Teaching Science through Inquiry The Conceptual Change Approach Science Teaching and Student Diversity Accommodating English Language Learners © 2018 Taylor & Francis

The Discovery Approach Allowing “messing about” as scientists felt they learned Discovery pushed in the 1960s to produce more scientists Desire to make science active Provide children with materials Increase confidence in science Future scientists will rise to the top Science not thought to be for everyone © 2018 Taylor & Francis

Science Learned by Inquiry Learning to think scientifically must be taught and practised Posing questions, gathering data, and interpreting results Teacher varies the level of “openness” (Schwab 1960) Inquiry can be “open” or “guided” or “structured” Often inquiry is used as a contrast to teacher-centered Inquiry updated in National Science Education Standards The five essential features of inquiry © 2018 Taylor & Francis

Conceptual Change Approach Novice learners don’t think like “little experts” Rather than exposure, a focus on learning by children Assumes children hold initial (if naïve) ideas Learning displaces old ideas with scientific concepts Teaching supports students’ sense-making efforts Clear emphasis upon fixing misconceptions Requires a blending of activities and discussions © 2018 Taylor & Francis

Conceptual Change Teaching © 2018 Taylor & Francis

Approaches in Diverse Classrooms Draw upon background children’s experiences It may be necessary to encourage skepticism Offer clear explanations about the culture of science Help all students access the material: be specific Talking and reading in groups assist science learning Make efforts to demystify how science is done © 2018 Taylor & Francis

Essential Actions for Science Learning and Language Success (WIDA) © 2018 Taylor & Francis

Chapter 8 Summary Discovery provides very little structure Inquiry can offer varying amounts of direction Conceptual change addresses misconceptions Teaching requires adjusting for diversity Science can support language development © 2018 Taylor & Francis