CHAPTER 1: THOUGHTS & ACTIONS OF BEGINNING SCIENCE TEACHERS CHAPTER 2: THE PURPOSE OF SCIENCE TEACHING CHAPTER 6: THE SCIENCE LEARNING ENVIRONMENT Class #1 Critical Thinking in the Science Classroom

Introductions Jason Gable, Adjunct Professor  Chemistry/Forensic Science Teacher – CB South  7+ years experience  Bachelors of Science in Education – Chemistry & Gen Science  Masters of Education – sole focus on Science Education  Post-Masters Credits in Educational Theory & Practice College Teaching Experience  Elementary Science Methods – Temple U  Multicultural/Special Education – Del Val College You?

Necessary Outside Materials Syllabus & Required Texts  ‘Science Instruction’ course text  ‘A Short History of Nearly Everything’ by Bill Bryson  ‘The First Days of School’ by H. & R. Wong (optional) Pennsylvania State Teaching Standards for Science Bloom’s Taxonomy Pyramid Personal Philosophy of Education  Focus: Philosophy of SCIENCE Education Ideas for Unit Plan

Quick Overview of Course Responsibilities …  Being present for all of each and every single class (BE ON TIME)  All readings in the ‘Science Instruction’ text  All information presented on the PowerPoints and discussed in class  Since class is only once a week, you will have several weekly assignments  Late Assignments will receive a deduction of 10% for each day late (= deduction of 1 letter grade)  EXTREME importance (both academically & professionally) will be placed on the in-class lessons, unit plan, & portfolio

Time for Personal Reflection So why do you want to be a SCIENCE teacher? Think about what it was like to be a high school science STUDENT …  What do you remember?  What did you do? (active or passive learning)  What did your teacher do?  How did you learn? (less grades & more practical knowledge)  How were you assessed?  What impact has ALL of your prior education had on you?

Why is science education important? 1 st – Why is education important? 2 nd – What subjects (traditionally) get the greatest priority? 3 rd – Why the shift to science? What can you / we do to show the importance of science today? All Encompassing Thoughts

Science Illiteracy What is it? Why does it matter? What is the practicality of making students science – literate? But where & HOW does this start … All Encompassing Thoughts

We start here … in practicum & student teaching Big Educational Names:  Freud  Piaget  Vygotsky  Gardner  Leonard Sax (Gender Matters)  Bloom (there’s more obviously) All Encompassing Thoughts

Cognitivism v. Constructivism theories.com/cognitivism. html theories.com/cognitivism. html Require active participation Beyond Behaviorism (not to be programmed) m.edu/IFI/resources/con structivistlearning.html m.edu/IFI/resources/con structivistlearning.html Build on prior knowledge All instruction/learning is connected Which approach are you going to take? Similarities & Differences? All Encompassing Thoughts

How to Start Lesson Focus: 1. Purpose  Less is more … inch wide / mile deep 2. Assessment  Improving instruction, reinforcing outcomes, & evaluating understandings and skills 3. Planning  Blueprint gives vision, organization, & coherence to instruction and learning  Rigor, Relevance, & Relationships 4. Teaching  Connects prior knowledge with new abilities & content 5. Management  Classroom procedures & routines Chapter 1

Informed & Uninformed Science Teaching Overall Purpose of the Lesson Plan Focusing on the objectives & assessments Managing the Learning environment Table 1.1, p.10 – Beginning v. Experienced Figure 1.1, p.11 – Science Teaching Inventory Chapter 1

The Purpose of Teaching Science Project 2061 (p. 19) National Science Education Standards (p. 20) Table 2.1, p. 21 – Recommendations for Teaching Science TIMSS (p. 22) Figure 2.1, p. 24 – NSTA Standards Chapter 2

The Science Learning Environment Changing Emphasis (Table 6.1, p.84) Instructional Practices (Table 6.2, p. 85) Cultural Influences Relationships – Rapport (p. 89)  Listen, respect, caring, opportunities to share thoughts & ideas  Verbal & nonverbal interactions  Feedback and reflective exercises Chapter 6

Classroom Practices & Setting Democratic Classroom 1. Act in a safe and healthy way. 2. Treat all property with respect. 3. Respect the rights and needs of others. 4. Take responsibility for learning. Setting …  During instruction?  In lab?  In small-group instruction / activities?  Independent / cooperative learning groups?  Movement / flow?  Needed (availability) resources? Chapter 6

Motivation & Engagement Instruction & Curriculum Student Readiness Relevance of Learning Experiences Inappropriate Behavior (Fig. 6.3, p.96)  Extrinsic v. Intrinsic Motivation  Grades v. Experiences  Rote Knowledge v. Knowledgeable Citizens Chapter 6

For Next Week Monday 19 th Classroom Management Plan  What would your rules and regulations be for your lab science classroom? Write a Lesson Plan for Day 1  Ice Breaker  Introduction to Course  1 st learning activity related to your concentration