Unifying Concepts in Science Education A summary of concepts employed in a course of study by Frank Jenkins

Unifying Concepts goals for sci. educ. KSAs in curriculum hidden curriculum STSE components lesson planning interventions curriculum emphases Bloom’s levels awareness- understanding-action natures of science create-test-use-test evidential bases instructional emphases assessment emphases

Instructional Strategies demonstrations laboratory work games projects video Internet computer software field trip constructivist learning cycle lecture (full range) inquiry (Q & A) independent learning STS-issues strategies –library research –classroom discussion –classroom debates –townhouse role playing –public interventions –public hearings –case studies

Natures of Science: as derived from inductive & deductive forms of reasoning Create (inductively: specific to general) –Francis Bacon (1600s) Test (hypothetico-inductively) Test (hypothetico-deductively) –Karl Popper (1930s) Use (deductively: general to specific) –Aristotle (300s BC)

Processes of Problem Solving Purpose (scientific) Problem Hypothesis and/or Prediction –or neither of the above two Experimental Design Materials Procedure Evidence Analysis –empirical answer Evaluation –of evidence –of prediction/authority Synthesis –if authority is restricted, revised or replaced

Designs and Variables manipulated variable –independent variable; e.g., mass responding variable –dependent variable; e.g., time to fall controlled variables –e.g., temperature, gravity, wind, humidity, shape controls –i.e., control group and experimental group

Scientific Knowledge Empirical Knowledge descriptions (observables) empirical hypotheses generalizations empirical definitions laws Criteria describe, explain predict, simple Theoretical Knowledge descriptions (unobservables) theoretical hypotheses theoretical definitions theories Criteria describe, explain predict, simple

Natures of Science Umbrella IH-IH-DD s

Lab Report: Processes PurposeCreate (I) Test (H-I) Test (H-D) Use (D) Problemgeneral specific Hypothesis Xgeneral X Prediction XXspecificX Analysisgeneral specific Eval. 1evidence Eval. 2X hypothesisprediction hypothesis X

Evidential Bases Evidential BaseDescription Laboratory (wet lab) evidence gathered in the laboratory by the students Demonstration (wet lab) evidence gathered in the laboratory by the instructor Lab exercise (dry lab) evidence gathered for the students and put into a lab format Computer simulation evidence provided in a computer simulation/animation format Computer (or not) video evidence provided in a video format (to be analyzed by students)

Scientific = Pedagogic Order empirical  theoretical –observables before nonobservables –laws before theories concrete  abstract –Piaget’s levels of cognitive growth –concrete examples before abstract concepts, especially theoretical concepts –empirical concepts before theoretical concepts create  test  use  test cycle

Natures of Science Cycle Create (inductively (I)) –the origin of accepted scientific concepts Test (hypothetico-inductively (H-I)) &/or Test (hypothetico-deductively (H-D)) –verifying increases the certainty of knowledge Use (deductively (D)) –applying well accepted knowledge Test (H-I or H-D) –falsifying starts the cycle all over again

STSE: Science, Technology, Society & the Environment Curriculum Emphases science technology society environment (See STS monograph.) Components knowledge attitudes skills processes problem solving epistemology –theory of knowledge

Curriculum Emphases: S7 Unit A: Ecosystems B: Plants C: Heat D: Structures E: Earth Science 2221 Tech Society 11 Enviro. 11

KSAs + STS Connections Knowledge –more often called concepts in curricula Skills –often called processes or problem solving Attitudes –attitudes toward something; e.g., science –scientific attitudes; e.g., openmindedness STSE Connections –contexts for learning; relevance; meaningful

Stages of Concept Development Awareness –E.g., awareness of your scientific language Understanding –E.g., understand that it is impossible not to convey a view of the nature of science Action –E.g., act on controlling your language and providing a logical and consistent view of science

Lesson Planning Aoki’s IDAE Model Intents –goals, purposes Displays –resources, materials Activities –see Rosenshine Evaluation –of lesson by teacher Rosenshine’s Activities (based upon classroom research) Introduction Concept Development Guided Practice Closure/Summary Solitary Practice Review/Assessment

Purposes Pedagogic purpose –from program of study, syllabus, curriculum –from teacher’s experience, knowledge, beliefs –e.g., increase students’ confidence or knowledge Scientific purpose –e.g., create, test or use a concept –or an experimental design, material, procedure

Bloom’s Taxonomy Knowledge: observation & recall of info Comprehension: understands meaning Application: use information; solve problems Analysis: seeing patterns; organizing Synthesis: create, relate, generate Evaluation: compare, assess, choose –The latter are “higher order thinking skills”.

Instructional Emphases (see Dirty Dozen document) Learning styles Multiple intelligences Cognitive level Lab work/inquiry Logical reasoning Communicating Epistemology Consistent assessment Meaningful learning Constructivist Teaching in depth Best practices (Rosenshine) –see lesson plan research –provide procedural prompts; use small steps; think out loud; anticipate potential difficulties; go easy to difficult; provide a cue card; provide questions; provide feedback & corrections; use a checklist; provide independent practice; increase student responsibility; and assess student (to) mastery.

Stages of a Learning Cycle Exploration –concrete and independent exploration, disequilibrium, discrepant event, testing personal conceptions, constructivist, Piaget’s assimilation (awareness) Concept Invention –teacher directed discussion, term introduction creating the concept, logical explanations created, Piaget’s accommodation (understanding) Expansion of the Idea –concept application, repetition and practice, Piaget’s organization (conceptual reorganization) (action)

Types of Learning Cycles Descriptive –E: explore; gather relevant evidence –CI: create description –CA: apply description Empirical Inductive –E: explore; gather evidence to generalize –CI: create explanation –CA: apply explanation Hypothetico-Deductive –E: explore; gather evidence to test a prediction/explanation –CI: evaluate explanation and restrict, revise or replace it, if necessary –CA: apply old explanation with renewed confidence or new explanation (to test its utility

Pedagogic Concepts Dewey (learning through doing) Piaget (constructing knowledge; cognitive stages) Egan (imagination & emotion; stage theory) Vygotsky (zone of proximal dvlpmnt; scaffolding) Constructivism (start from where the students are) Ausubel (meaningful learning; using analogies) Bloom (levels of thought, especially higher levels) Gardiner (multiple intelligences) Learning styles (students (and teachers) learn differently)

Unifying Curriculum & Instruction Curriculum Emphasis science technology society environment Instructional Emphasis create-test-use-test lab work –sci. lang. in classroom systematic trial & error –tech. applications & skills perspectives on an issue –decision making model field trips & co-op learning –forums and interventions

Gardner: Multiple Intelligences visual/spacial musical verbal logical/mathematical interpersonal intrapersonal body/kinesthetic naturalistic Notes: There is a very diverse blend of students in a every classroom. Students have different strengths and weaknesses. Teachers have varying degrees of strength in each of the intelligences. Teachers should respect and cater to all intelligences.

Learning Styles Visual Auditory Tactile/kinesthetic Students are diverse and do not necessarily learn in the same way that other students do or their teacher does. Felder’s Styles active—reflective sensing—intuitive visual—verbal sequential—global Students fit into all four continua somewhere.

Piaget’s Cognitive Stages Sensorimotor: birth to 2 a –sensory & motor capabilities to explore Preoperational: age 2-7 a –respond based upon appearance Concrete operational: age 7-11 a –begin to think logically Formal operations:age 11 & up –think systematically & abstractly

Egan’s Stage Theory Mythic:age 4/5 a to 9/10 a –confuse fantasy & reality; narrative of opposites Romantic:age 8/9 a to 14/15 a –concerned with extremes of experience Philosophic:age 14/15 a to 19/20 a –seek broad general schemes to explain everything Ironic:age 19/20 a and up –the world is broad and complex

Summary The preceding list of pedagogic concepts were presented in a secondary-education curriculum and instruction course. You had to be there to learn the concepts in detail and in practice. This presentation was used as an end of course review by the instructor—to help prepare students for their final exam.