1. Teaching Science to Every Child: Using Culture as a Starting Point
Chapter 8
Varied Approaches to Science Instruction
© 2018 Taylor & Francis

2. Discovery Teaching and Learning
Chapter 8 Topics
Discovery Teaching and Learning
Teaching Science through Inquiry
The Conceptual Change Approach
Science Teaching and Student Diversity
Accommodating English Language Learners
© 2018 Taylor & Francis

3. The Discovery Approach
Allowing “messing about” as scientists felt they learned
Discovery pushed in the 1960s to produce more scientists
Desire to make science active
Provide children with materials
Increase confidence in science
Future scientists will rise to the top
Science not thought to be for everyone
© 2018 Taylor & Francis

4. Science Learned by Inquiry
Learning to think scientifically must be taught and practised
Posing questions, gathering data, and interpreting results
Teacher varies the level of “openness” (Schwab 1960)
Inquiry can be “open” or “guided” or “structured”
Often inquiry is used as a contrast to teacher-centered
Inquiry updated in National Science Education Standards
The five essential features of inquiry
© 2018 Taylor & Francis

5. Conceptual Change Approach
Novice learners don’t think like “little experts”
Rather than exposure, a focus on learning by children
Assumes children hold initial (if naïve) ideas
Learning displaces old ideas with scientific concepts
Teaching supports students’ sense-making efforts
Clear emphasis upon fixing misconceptions
Requires a blending of activities and discussions
© 2018 Taylor & Francis

6. Conceptual Change Teaching
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7. Approaches in Diverse Classrooms
Draw upon background children’s experiences
It may be necessary to encourage skepticism
Offer clear explanations about the culture of science
Help all students access the material: be specific
Talking and reading in groups assist science learning
Make efforts to demystify how science is done
© 2018 Taylor & Francis

8. Essential Actions for Science Learning and Language Success (WIDA)
© 2018 Taylor & Francis

9. Chapter 8 Summary Discovery provides very little structure
Inquiry can offer varying amounts of direction
Conceptual change addresses misconceptions
Teaching requires adjusting for diversity
Science can support language development
© 2018 Taylor & Francis