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 awareness of Natural Science Education Standards and understand that the science standards can guide you as you prepare to teach.

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

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

5. Draw a Scientist Working... Patterns? Insights? Questions?

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

7. Draw a Scientist Results

8. What are implications the results of the “Draw a Scientist” research for teachers?

9. 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.

10. Implications: While teaching science …. Incorporate communications with scientists and teachers via the Internet. Invite scientists to the classroom or visit them at their place of work. Show videos of scientists on expeditions.

11. Why Teach Science? Why Should Children Learn Science?

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

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

14. Is science important in your life? If so, how? How have you been affected personally by science?

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

16. Why Teach Science? Scientific literacy is needed for citizenship, for employment, and every day living. - Workforce demands - Workforce demands - Global economy - Global economy - National security - National security - Informed decision-making about everyday - Informed decision-making about everydayissues (Source: Krueger and Sutton, p. 82) (Source: Krueger and Sutton, p. 82)

17. What is Science? 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, honesty

18. 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 Bass et.al., p. 7

19. 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

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

21. When teaching science, include engineers and technologists. 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

22. 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

23. 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.

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

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

26. 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