How Students Learn Science 364: PRACTICES OF SCIENCE Sally Blake

Class Outline Principle II. What it Means to Do Science Principle III. Metacognition

Traditional Approaches to Teaching Science: 1.Memorizing facts based on what scientists know. Fill in the blank to answer questions. 2. Using the “Scientific Method” to understand how scientists know things. 3. Simplistic activities. (volcanoes, life cycle of a butterfly, ) The Drive Toward Scientific Inquiry

Observation: Are we accurate observers? beddedhttp:// bedded 2010 Perceptions and Observations door

Principle 2: What it Means to do Science Observation Reason Experiment Imagination Engaging in scientific inquiry not recipes for experiments (science fair) Developing Claims Learning content by active engagement in processes of scientific inquiry Processes include imagination WHAT DOES THIS MEAN TO YOU? Talk to your partner and list three things these ideas mean for teaching children science. How People Learn: New Principles About Learning

Principle 3: Metacognition Reflecting on student roles in inquiry Monitoring one’s own work Critiquing one’s own claim Taking particular critical lens through which Scientists view the world Different kinds of questions How People Learn: New Principles About Learning Why do you think this is happening? I think the water turned blue because you blew into it and your breath changed the color.

Metacognition Thinking about one’s own thinking and learning (teaching) Self-assessment-Which of the following do you think indicates a high level of metacognition?

Metacognition Example 1. Overall I think my group did a great job teaching science. All the children had fun. My group really gets along. Everyone did their share and we all worked really hard. We deserve an A. I love it when the light comes on in a child’s eyes. That’s how I know they are learning.

Metacognition Example 2. One group member never came to planning meetings and really didn’t do their share of the work. I ended up doing most of the work in my group but I wanted a good grade so I just did it. The children we tried to teach were really out of control. They wouldn’t listen to me.

Metacognition Example 3. Teaching science was neither what I nor my group had expected. I realized as I was trying to teach about force that I may not know as much about it as I thought I did. I know I did a good job defining force but explaining didn’t seem to work.

Metacognition Example 4. When I tried to ask guiding questions I realized I was expecting dichotomous answers. I really do not understand specific concepts about light. The text suggested teaching colors but I thought about this and do not see the connection to light. I discussed this with my group and we all seem to have similar issues with our thinking. I really need to learn more about this before I teach this lesson again. …………….and so forth

Case Studies: A teaching Approach Each Team will receive a case study. Read the assignment. Prepare answers to the questions. Use internet or books. Prepare presentation for next class. Include your case, your approach to finding answers, justification for your answers (What’s your evidence?)

Questions