1. Science Teaching Methods طرق تدريس العلوم Maryland, New York, Virginia

2. National Science Education Standards المعايير الوطنية الأمريكية لتعليم العلوم n Shifted from textbook style to hands-on experiences التوجه للتعليم بواسطة الخبرات المحسوسة بدلا من التعلم من الكتب المدرسية التوجه للتعليم بواسطة الخبرات المحسوسة بدلا من التعلم من الكتب المدرسية n “The program of study in science should be developmentally appropriate, interesting and relevant to students’ lives: emphasize student understanding through inquiry, and be connected in their classroom to teach science.”يجب أن يكون البرنامج التعليمي مشوقا وله علاقة بحياة الطلاب ويركز على الفهم من خلال القيام بالبحث ويتناسب مع المرحلة العلمية

3. National Science Education Standards n “Learning science is a process that students do, and not something that just happens to them.”عملية تعلم العلوم هي العملية التي يقوم فيها الطالب بالعمل وليست شيء يقدم لهم n “Science is not only hands-on, it is ‘minds-on’ as well.” العلم ليس فقط خبرات يدوية مباشرة بل أنها خبرات فكرية مباشرة أيضاً

4. What are some science teaching methods? بعض طرق تدريس العلوم n Hands-on experiences خبرات يدوية مباشرة خبرات يدوية مباشرة n Inquiry بحث n Guided inquiry بحث موجه بحث موجه n Discovery اكتشاف n Cooperative Learning تعليم تعاوني n Field Trips رحلات حقلية

5. What are some science teaching methods? n Videos n Speakers n Connecting to real life n Aid of a text n Manipulatives n Technology

6. Science Teaching Methods in Maryland

7. MSPAP and the methods of teaching science n “Science is a body of knowledge developed through the process of investigating that is combined with thoughtful reflections guided by critical thinking skills.” n “The learning experience is further enhanced when students are required to use their newly acquired information in a real world, problem solving situation.”

8. MSPAP and the methods of teaching science n Hands-on experiences help children “experience the true nature of science.” الخبرات اليدوية المباشرة تساعد الطلاب على أن يخبروا طبيعة العلم الحقيقية

9. What do MD teachers say? n Hands-on experiences n Cooperative learning n Videos n Field trips

10. What do MD teachers say? n Speakers n Connections to real life n Inquiry n Guided inquiry

11. What do internet sources say? n From “Methods for Teaching Science” –Discovery with hands on experiences –Class discussions about experiments

12. What do internet sources say? n Extensions of reading –encyclopedias –bulletins –journals –magazines –newspapers –photographs

13. What do internet sources say? n From “Helping Children Learn Science” –Inquiry –Guided inquiry –“Learning demands curiosity and openness, a willingness to make mistakes, and recognition that no answer is ever final.” (Bruce)

14. Maryland methods of teaching science n Teachers agree with the standards that students learn the best with hands-on experiences and concrete examples with real world connections.

15. Maryland References –Bruce, Chip. (1997). Helping Children Learn Science. Retrieved February 9, 2000 from the World Wide Web: http://www.ed.unic.edu –Martin, D.J. (2000). Elementary Science Methods: A Contructivist Approach. (2nd Ed.). Belmont, CA: Wadsworth.

16. More references –National Academy of Sciences. (1995). “National Science Standards.” Available: http://www.nap.edu/reading/books/nases/ html

17. More references –Parker, W. & Jarolimek, J. (1997). Social Studies in Elementary Education. Upper Saddle River, NJ: Prentice Hall. –Scienctists’ and Engineers’ Guide. (1997). “Methods of Teaching Science.” Retrieved February 29, 2000 from the World Wide Web: http://wings.usdavis.edu/guide/methods.ht ml

18. Science Teaching Methods in Virginia “Science will touch children if you let them get their hands on it.”

19. VA SOL’s and Teaching Methods n Develop and use an experimental design in scientific inquiry. n Use the language of science to communicate understanding. n Apply scientific concepts, skills, and processes to everyday experiences. n Investigate phenomena using technology.

20. SOL’s Continued n Experience the richness and excitement of scientific discovery of the natural world through the historical and collaborative quest for knowledge and understanding. n Make informed decisions regarding contemporary issues. n Explore science-related careers and interests.

21. What do VA teachers say? n Hands-on activities and student participation in the place of lecture. n Connecting science to real-life. ex. eating grubs (yummy…right, Julie and Alexa?) n Use text to supplement hands-on activities, not as the sole basis for instruction.

22. Teachers Continued n Projects - focus on student accountability (we want to know what the students can do, not what their parents can do). n Integration of subjects. ex. science journals

23. What do resources and journal articles say? n From “Readings for Teaching Science in Elementary and Middle School” --The Learning Cycle: experiment with hands-on activities before being taught new material. --The Learning Cycle: experiment with hands-on activities before being taught new material. n From “Instruction: A Models Approach” --cooperative learning strategies --mixed ability

24. Resources Continued n Websites http://www.lessonplanspage.com/index.htm http://curry.virginia.edu/curry/class/edi s/590s4/Lessons.html http://www.exploratorium.edu

25. VA References VA References n Barman, C. and Kotar, M. “The Learning Cycle.” Readings for Teaching Science In Elementary and Middle Schools. Kendall/Hunt. 1996. Pp.165-167. n Bowers, R. “Effective Models for Middle School Science Instruction.” Readings for Teaching Science In Elementary and Middle Schools. Kendall/Hunt. 1996. Pp.175-180.

26. More VA References n Flick, L. “The Meanings of Hands- On Science.” Readings for Teaching Science In Elementary and Middle Schools. Kendall/Hunt. 1996. Pp. 181- 188. n Gunter, M., Estes, T., and Schwab, J. Instruction: A Models Approach. Allyn and Bacon. 1999. Pp. 59-317.

27. More VA References n Lorsbach, A. and Tobin, K. “Constructivism as a Referent for Science Teaching.” Readings for Teaching Science In Elementary and Middle Schools. Kendall/Hunt. 1996. Pp. 193-196.

28. New York Teaching Methods

29. Two Teaching Methods Based on interviews, research, and experience, two main teaching methods that we have discovered to be used most frequently are: I. Direct Methods II. Indirect Methods

30. Direct Methods and the Traditional Theory for Teaching Science Traditional Theory: Teaching theory based on teacher-talk and textbook derived lessons with an emphasis on curriculum proficiency and correct answers. Views students as passive learners with ‘blank slates.’

31. Interview with Primary School Teacher Jamesville Elementary School n Prefers traditional methods n Feels young children need structure to be successful n Does not believe in whole language n Uses hands-on learning and cooperative groups for some subjects

32. Interview with Primary School Teacher Cont’d n Sees her role as one of instructor, mediator, and friend n Compelled to abide by principle’s request to utilize traditional teaching methods

33. Indirect Methods and the Constructivist Theory for Teaching Science Constructivist Theory: A teaching theory about knowledge and learning that is based on results from current research in cognitive psychology. Supports the construction of knowledge by drawing from past experiences and incorporating activities that promote active learning through exploration.

34. Interview with College Education Instructor State University of Cortland آراء أساتذة جامعة كورتلاند n Prefers constructivism n يفضلون البنائية n Engages in problem solving n يستخدمون أسلوب حل المشكلات n Fosters development of thinking strategies n يساعدون على تطوير إستراتيجيات التفكير n Encourages exploration, reflection, and discussion n يشجعون على التأمل والاستكشاف والمناقشة

35. Interview with College Education Instructor Cont’d n Feels traditionalists teach rules without promoting understanding n Sees her role as one of facilitator, conceptual educator, and continual learner

36. The Learning Cycle EvaluateEngage ExploreElaborate Explain

37. Methods Teachers use to Support the Learning Cycle Should: n Create interest n Generate inquisitiveness n Raise questions and elicit responses n Facilitate cooperative learning n Refer to and include previous experiences as they relate to new concepts n Incorporate alternative assessments

38. Teaching Methods Should Allow Students to: n Show interest by asking questions n Use inquiry to explore or investigate new concepts n Form predictions and hypotheses n Formulate experiments with alternatives n Record ideas and observations n Use various resources to seek explanations

39. Teaching Methods Should Allow Students to (cont’d): n Make connections between prior knowledge and new concepts n Self-evaluate

40. New York References: n Bartz, D. & Miller, L. (1995). Twelve Teaching Methods to Enhance Student Learning. Washington, D.C. National Education Association. n Hameyer, U., Van Den Akker, J., Anderson, D. R., & Ekholm. (1995). Portraits of Productive Schools. New York: New York Press

41. More New York References: n National Research Council (1996). National Science Education Standards. National Academy of Sciences: Washington, D.C. Available: http://www.books.nap.edu/html/nses n Odom, A. L., & Kelly, P. (April 1998). Making Learning Meaningful. Science Teacher, 33-36.

42. More New York References: n Shapiro, L. B. (1994). What Children Bring to Light. New York: Columbia. n Spraque, D., & Dede, C. (September 1999). If I Teach This Way, Am I Doing My Job? International Society for Technology in Education. Retrieved February 12, 2000 from World Wide Web: http://206.5823320/L&L/archive/vol27/nol/ feature/

43. Conclusion

44. Direct Methods n Positives???? n Negatives????

45. Indirect Methods n Positives???? n Negatives????

46. Common Theme Among All Three States n A shift from rote learning methods to methods that foster hands-on learning through discovery using science process skills

47. Variety is Key التنويع مفتاح النجاح n Howard Gardner’s Theory of Multiple Intelligences نظرية قاردنر للذكاء المتعدد n John Dewey and “serious fun” جون ديوي واللعب الجاد n “No one method will work in every situation for each student, teachers must use their professional judgment in matching methods with numerous other variables such as students’ needs and available resources.” (Bartz and Miller, 1991, p. 28) ليس هناك طريقة واحدة تصلح في كل الحالات لجميع الطلاب. فعلى المعلمين أن يستخدموا حسهم المهني لمقاربة طرق التدريس مع العديد من المتغيرات مثل حاجات الطلاب والموارد المتاحة