T 3.0 Chapter 3: Inquiry for All Children Chapter 3: Inquiry for All Children Central concepts:  science is for all irrespective of differences in culture, language, gender, learning style, or exceptionality  all children can learn and benefit from science if taught in a way that is consistent with their capabilities  parents can help teachers meet children's special needs

T 3.1 Science For All Children Science is essential for:  developing basic skills  bridging cultural differences  constructing or strengthening language  overcoming gender stereotypes  accommodating multiple intelligences and learning (style) preferences

T 3.2 Multiple Cultures Among Children Include differences respective to: race religion ethnicity economics language gender

T 3.3 NSTA (2000) Position Statement on Cultural Differences Provide programs that nurture all children academically, physically, and in development of positive self-concept. Provide equitable access for children of all cultures to quality science education experiences. Incorporate contributions in the curriculum made to science from many cultures. Know and use culturally related ways of teaching and learning. Involve all children in career opportunities. Respect the differences that students bring based on their cultures.

Language Differences  try “Demonstrate - Group Investigate – Individual Investigate” teaching model (Table 3.1)  focus instruction and assignments on “language functions” (Table 3.2)  encourage use of study aids to help students help themselves  stimulate physical learning  reduce test anxiety T 3.4

T 3.5 unequal access, sex-role stereotypes cultural disincentives, insufficient background teachers influence sex-role stereotypes “Expectations Model” for overcoming stereotypes based on gender (Fig. 3.1) steps for overcoming gender inequality - grouping - expectations - role models - stronger preparation - aware of bias Gender T 3.5

Gender Equity (Figure 3.1) Expectation: Expect all students to do well, despite gender Self-motivation: Motivate females toward higher levels through positive and successful experiences Influence through attention: Boost females’ self-esteem and increase their confidence about their capabilities in science Perception: Perceive no difference in capability of students, irrespective of gender Feedback: Encourage females to take the lead, manipulate equipment, and make decisions T 3.6

Multiple Intelligence Focused on content or products of learning. Linguistic Logical-mathematical Spatial Bodily kinesthetic Musical Inter-personal Intra-personal Naturalist T 3.7 MI are:

T 3.8 Learning Styles Learners’ styles may be classified as: visual - "show me!" auditory - " tell me!" bodily kinesthetic - "let me do it!" oral expressive - "let me tell you!" written expressive - "I'll write it for you!" sequential - "step-by-step!" global - "I have the big idea!” individual learner - "let me do it by myself!" group learner - "let us do it!"

Teaching Tips for Helping All Learners Teaching Tips for Helping All Learners T 3.9 approach each topic in many different ways provide abundant opportunities for hands-on experiences and use to stimulate inquiry support vocabulary and reading development

T 3.10 be organized and actively supervise use cross-cultural buddy systems and cooperative groups use visual and listening aids maintain high expectations for all Teaching Tips for Helping All Learners, continued Teaching Tips for Helping All Learners, continued

T 3.11 Exceptional Learners Learning Disabilities Intellectual Disabilities Physical Disabilities Talents and/or Intellectual Gifts Table 3.4 provides suggestions for adapting: the class environment, materials, teaching methods, assessment Include children who have :

T 3.12 employment opportunities income career advancement quality of life life-long learning Encourage Parents to Help Children Learn Science Encourage Parents to Help Children Learn Science Science is important because those who have a background in science usually experience greater: