Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 8 Varying Approaches to Science Instruction ©Routledge/Taylor & Francis 2012

Chapter 8 Topics Discovery Teaching and LearningTeaching Science through InquiryThe Conceptual Change ApproachScience Teaching Approaches and Student DiversityAccommodating English Language Learners ©Routledge/Taylor & Francis 2012

The Discovery Approach Allowing “messing about” as scientists felt THEY learnedDiscovery pushed in the 1960s to produce more scientists Desire to make science activeProvide children with materialsIncrease confidence in scienceFuture scientists will rise to the topScience not thought to be for everyone ©Routledge/Taylor & Francis 2012

Science Learned by Inquiry Learning to think scientifically must be taught and practicedPosing questions, gathering data, and interpreting resultsTeacher varies the level of “openness” (Schwab 1960)Inquiry can be “open” or “guided” or “structured”Often inquiry is used as a contrast to teacher-centeredInquiry updated in National Science Education StandardsThe Five Essential Features of Inquiry ©Routledge/Taylor & Francis 2012

Five Essential Features of Inquiry ©Routledge/Taylor & Francis 2012

Conceptual Change Approach Novice learners don’t think like “little experts”Rather than just exposure, a focus on learning by childrenAssumes children hold initial (if naïve) ideasLearning displaces old ideas with scientific conceptsTeaching supports students’ sense-making effortsClear emphasis upon removing science misconceptionsRequires a blending of activities and discussions ©Routledge/Taylor & Francis 2012

Conceptual Change Teaching ©Routledge/Taylor & Francis 2012

Approaches in Diverse Classrooms Draw upon background experiences children possessIt may be necessary to encourage skepticismOffer clear explanations about the culture of science Help all students gain access to the material: Be specific Talking and reading in groups assists science learning Make efforts to demystify how science is done ©Routledge/Taylor & Francis 2012

Language Learner Adjustments Use science to help develop English fluency Attend to conversations among students about their families and the community Adjust instruction in response to questions students ask and comments they express Respect varied styles of communicating: taking turns, using eye contact considerately, overlapping talk, etc. Supply opportunities for students to interact with other students and the teacher Make allowances to promote students’ use of first and second languages as they communicate during activities ©Routledge/Taylor & Francis 2012

Chapter 8 Summary Discovery Provides Very Little StructureInquiry Can Offer Varying Amounts of DirectionConceptual Change Addresses Student MisconceptionsTeaching Science Requires Adjustments for Diversity Science Can Offer ELLs Language Development ©Routledge/Taylor & Francis 2012