Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 6 Using Theory to Explain and Understand Science Learning ©Routledge/Taylor & Francis 2012

Chapter 6 Topics Features of Science LearningValue of Learning Theory to Science TeachingTheory of Behavior ModificationTheory of Memory FormationPersonal Construction of Knowledge TheoryTheory of Socially Constructed Knowledge ©Routledge/Taylor & Francis 2012

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 ©Routledge/Taylor & Francis 2012

Role of Theory Deep understandings through theoryTheory helps shape our reflectionsTheory aids the diagnosis of mistakesTheories help to explain, predict, and interpretTheories shape interpretations and responseWithout theory our decisions are aimless ©Routledge/Taylor & Francis 2012

Modifying Behaviors as One Theory about Science Learning Operant Conditioning: Feedback Loop Specify desired behavior you want students to display Respond with 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 studentBehaviorism cannot explain learning beyond the target actions ©Routledge/Taylor & Francis 2012

Memory Theory and Science Learning Working Memory connects what is already known (from long- term memory) to new experiences from the environment ©Routledge/Taylor & Francis 2012

Applying Memory Theory to 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 the significance of activities to so students store information in ways consistent with what you intended Avoid packing in too much. Look for indications that you are exceeding students’ working memories ©Routledge/Taylor & Francis 2012

Theory of Individual Knowledge Construction 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 that 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 ©Routledge/Taylor & Francis 2012

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 ©Routledge/Taylor & Francis 2012

Chapter 6 Summary Learning Science Explained by TheoriesWe can Improve our Teaching with Learning TheoriesTheory 1: Behavior Modification (Feedback Loops)Theory 2: Memory (Working Memory)Theory 3: Personal Constructivism (Schema)Theory 4: Social Constructivism (ZPD) ©Routledge/Taylor & Francis 2012