1. Developing a Philosophy for Science Teaching and Learning How do our personal beliefs compare to standards-based teaching and learning?

2. Goals 1. Confront prior knowledge and experience with science. 2. Examine reasons for teaching science. 3. Develop an understanding of “scientific literacy” and distinguish science, technology, and engineering. 4. Develop an understanding of science standards. 5. To understand how the science standards can guide you as you prepare to teach.

3. Confront Your Prior Knowledge and Experience Patterns? Insights? Questions?

4. What are your beliefs about scientists and their work? What are your beliefs about teaching and learning science?

5. Draw A Scientist Results Barman, C. (1997) Students view of scientists and their work. Science and Children (Sept 1997).

6. Implications: While teaching science …. Present scientists who are women and from under-represented groups Present scientists working in a variety of settings, roles, and as individuals with personal interests beyond their profession.

7. Implications: While teaching science …. Incorporate communications with scientists and teachers via the Internet. See Earthwatch Institute’s “Live from the Field” e.g., Samburu Kenya Wildlife CommunitiesLive from the FieldSamburu Kenya Wildlife Communities Invite scientists to the classroom or visit them at their place of work. Show videos on scientists on expeditions.

8. How are scientists different from technologists and engineers? Scientists discover the world that exists. They develop theories based on a way of thinking. Engineers create the world that never was. Engineers use best practices to design, test, and create human-made products and a way to solve problems. Technologists create the systems and processes to design, operate, manufacture, and repair technological artifacts. Go to National Academy of EngineeringNational Academy of EngineeringSee Carin et. al. P. 29

9. An Example Scientists discover Bernoulli’s principle (fluid ). In fluid flow, an increase in velocity occurs simultaneously with decrease in pressure. Engineers design an airplane that applies Bernoulli’s principle. Technologists create the systems and processes to design, operate, manufacture, and repair the airplane. --See NSES Science and Technology

10. Science is a process, a product, and a set of attitudes. Process = Scientific inquiry and thinking skills Product = facts, concepts, generalization Attitudes = curiosity, desire to know, cooperation, willingness to modify explanations

11. Why Teach Science? Why Should Children Learn Science? See. Carin et. al., p. 6-7

12. Why Teach Science? A. Stimulates curiosity B. Motivates learners C. Context for applying math, reading, and language art (See Carin et. al. pp. 6-9) (See Carin et. al. pp. 6-9)

13. Why Teach Science? And, children can develop scientific literacy needed for citizenship, for employment, and every day living - Workforce demands - Global economy - National security - Informed decision-making about everyday issues - Science knowledge shapes and defines who we are (Source: Krueger and Sutton, p. 82) (Source: Krueger and Sutton, p. 82)

14. What is Scientific Literacy? The knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. --See Carin et.al., pp. 16-32

15. What is Scientific Literacy? Body of knowledge (facts, concepts, generalizations) Body of knowledge (facts, concepts, generalizations) Understanding of nature of science, scientific inquiry Understanding of nature of science, scientific inquiry Understanding of personal and societal implications Understanding of personal and societal implications Knowledge about technology Knowledge about technology Ability to apply knowledge Ability to apply knowledge Everyday situations Everyday situations Personal decision-making Personal decision-making

16. THINK - examples, details PAIR - talk together SHARE - have one person share with whole group

17. Why Teach Science? Group A: Workforce demands Group B: Global economy Group C: National security Group D: Informed decision-making about everyday issues issues Group E: Science knowledge shapes and defines who we are

18. Guiding Principles for Science Teaching and Learning Science is for all students. Science is for all students. Learning science is an active process. Learning science is an active process. Reference: National Academy of Science. (1996). National Science Education Standards. Washington DC: National Academy Press. Reference: National Academy of Science. (1996). National Science Education Standards. Washington DC: National Academy Press.

19. In the National Science Education Standards, the content standards define scientific literacy.

20. Learning science is something students do, not something that is done to them. (NRC, 1996)

21. In science, we don’t know what we’re doing! We know what we’re trying to do.

22. I hear, I forget; I see, I remember; I do, I understand I hear, I forget; I see, I remember; I do, I understand --Chinese Proverb

23. It matters what you believe! Our beliefs are shaped by the way we view the world!

24. It matters what you believe! Do you believe children learn best by Rigidly following the curriculum or Selecting and adapting the curriculum?

25. It matters what you believe! Do you believe children learn best by Treating all students alike or Responding to individual interests, strengths, experiences, and needs?

26. It matters what you believe! Do you believe children learn best by Presenting knowledge by having children read and listen or Guiding students in active and extended scientific inquiry?

27. It matters what you believe! Do you believe children learn best by The teacher maintaining responsibility and authority or Sharing the responsibility for learning with students?

28. It matters what you believe! Our beliefs are shaped by the way we view the world!

29. Are we interested in getting the right answer or getting at the truth?