Models of Science Teaching Sociocultural Models: Communities of Practice Helping your students form a collaborative community of learners: –Self-organizing via choices & preferences –interdisciplinary and diversity of perspective –Creative activity supported by discussion & argumentation –Problems must interest students –Authentic audience increases motivation

Models of Science Teaching Project-based science teaching Great Explorations in Math and Science (GEMS) for K-8 (GEMS) International Education and Resource Network iEARN iEARN Project examples from beginning teachersexamples Exemplary Projects PBLPBL

Models of Science Teaching Inquiry 8.1: Designing Project-based Learning Activities Table 8.2. Learning Cycle Planning Template Preliminary Decisions: Grade level; concepts (from text or NSES), objectives, grouping of students, materials Invitation Elicit student ideas Exploration Students explore phenomena through focused activity Explanation Help students propose and compare ideas Taking Action Helping students apply or elaborate on their understanding.

Models of Science Teaching Inquiry Teaching Inquiry and the Science Standards What is inquiry? The Challenge of Inquiry The Language of Inquiry –Scientific Inquiry –Inquiry Learning –Inquiry Teaching

Models of Science Teaching Essential Features of Classroom Inquiry (NRC, 2000 p. 29) Learners are engaged by scientifically oriented questions. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions. Learners formulate explanations from evidence to address scientifically oriented questions. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding. Learners communicate and justify their proposed explanations.

Models of Science Teaching Thinking about Inquiry One criticism of inquiry and discovery methods of science teaching is that this approach takes too much time, and students can learn concepts and skills if presented more directly. Debate this criticism by first taking the side of inquiry, and then the side of the criticism. In which were you more convincing? Is there a solution to this problem? Identify two or three additional questions about inquiry as a model of teaching. Using an EEEP to stimulate inquiry

Models of Science Teaching Inductive Inquiry One approach to inductive inquiry is to focus students by using a problem- oriented demonstration (discrepant event or EEEP). An inquiry session follows by encouraging students questions, theory proposing, and experimenting.

Models of Science Teaching Design an Inquiry Lesson Using anyone of the following activities, design an inquiry lesson or session based on the cycle shown here. –Pennies in Water –Wood Sinks & Floats –Coin Drop and Throw –The Double Pendulum –The Balloon in Water

Models of Science Teaching Inquiry 8.2: Science Teaching as Inquiry As a group, discuss and list characteristics of inquiry teaching. Discuss the 4 levels of inquiry in relation to the amount of teacher-direction and student autonomy (after reading Breaking into Inquiry). Log on to the Annenberg Media site and view Case Study in SciEd #21 (Pat)Pat Complete #5 and Minds-on Strategies.

Models of Science Teaching Discovery Learning How can the following help foster discovery learning in your class: Curiosity Structure of content Inductive labs Problem-oriented activities Intuitive thinking

Models of Science Teaching Direct-Interactive Teaching (DIT) Model The DIT model is a dynamic teacher-centered model of teaching. It is effective for teaching science information and skills. There has been much research on the DIT model, and knowing it can facilitate the implementation of the model. The DIT Model is represented here as a cycle of teaching; four aspects stand out: –You will need to develop and implement a variety of learning tasks. –The learning tasks you develop should engage the learner at high levels. –You should strive for high levels of teacher-student, and student-student interaction. You can achieve this by the use of teacher questions, use of hands-on activities and small group work. –Your students should perform at moderate-to-high rates of success.

Models of Science Teaching Direct Interactive Teaching Model

Models of Science Teaching Structuring Content in the DIT Model Another important aspect of the DIT Model is the presentation and structuring of science content. One of the key ingredients is to break content into manageable, teachable and learnable chunks. There are a number of ways to structure new science content. Following are four suggestions that you should find helpful in dividing science content for the DIT model. They include: –Whole-to-Part –Sequential Structuring –Combinatorial Organization –Comparative Relationships

Models of Science Teaching Ways to Structure Content