Science Methods Week 2 Fall 14, Luft

Announcements and checking in  Practicum? Have people who can, contacted their teachers?  Interested in concept mapping? Novak and Gowin is uploaded under readings.  Other items?

A bit of history about science education Continued 1996 NSES 1997, 1995 PISA TIMSS 2001 NCLB

A bit of history about science education Continued 1996 NSES 1997, 1995 PISA TIMSS 2001 NCLB

TIMSS  Initially, Third International Mathematics and Science Study, and is now Trends in Mathematics and Science Study  TIMSS data have been collected in 1995, 1999, 2003, 2007, 2011  TIMSS collects data on 4 th and 8 th graders  countries; over 60 countries

Science Scores Grade fourGrade eight Country Average scoreDifference 1 1 Country Average scoreDifference Singapore *Lithuania * Latvia *Colombia * Iran, Islamic Rep. of *Slovenia * Slovenia * Hong Kong SAR 3, * Hong Kong SAR *England Hungary * United States 4, England *Korea, Rep. of * Australia Russian Federation New Zealand505504Hungary United States 4, Australia Japan *Cyprus452 # Netherlands Japan554 Austria * Iran, Islamic Rep. of Scotland *Scotland Czech Republic *Romania Norway *Singapore Czech Republic * Norway * Sweden *

Findings  Most famous finding about curriculum  A mile wide and an inch deep  Most famous finding about professional development  Lesson study

PISA  PISA data has been collected in 2000, 2003 (mathematics), 2006 (science), 2009 (literacy), 2012  Each administration of the test includes, literacy, mathematics, and science.  Assesses 15 year old students  Has grown from 43 to 65 countries that are participating  Uses real world examples

Differences /Problems  TIMMS- has a cost to participate, while PISA takes “partners’  TIMMS tends to be more factual, while PISA focuses on concepts  Context for schooling is different  Methodologies are not always public  Difference in the sampling age

How is science taught in the US in light of the international studies and the Horizon report? What are suggestions for you as a science teacher, in light of these reports?

Summary points (a few)  Classroom instruction in the US could focus on developing student conceptions  Fewer topics should be covered in-depth  Teachers need to work together  Classroom activities should allow students to explore phenomena and make explanations about natural phenomena

A bit of history about science education Continued 1996 NSES 1997, 1995 PISA TIMSS 2001 NCLB

NCLB, 2001  Established guidelines for teacher certification  Established state regular state assessments for students in reading, mathematics, and science

A bit of history about science education Continued 2003 Emphasis on educational research 2012 NGSS ? Teacher assessments – EdTPA -Teacher Keys

An Example Middle School: Chemical Reactions See tab: How to Read the NGSS; Topics Page 40

Content and Practice Work together to Build Understanding Understanding content is inextricably linked to engaging in practices Learning practices are inextricably linked to content! Content and practices co- develop! Core Ideas Practices Crosscutting Concepts

BREAK

How do students learn?  There should be one graduate student in each group, who can discuss the Posner et al. paper  Discuss the papers and how they represent student learning

Model of student learning

What does student learning entail?

In light of the Horizon report, TIMSS data, and student learning, what should science teachers do to support student learning?

Understanding learning  Assignment – observations  Observation 1  Observation 2  Observation 3

Next Friday  Begin your observations  Observation 1 is due September 21  Read:  Teaching with Purpose (2005) -Chapter 1&2 –Penick & Harris  Barnum, Barnum, & Miller, 1996  Write a two-page critique of Barnum et al.