1

S

T E M !

.1 32"

University of Georgia

27 27 2557

2

. - . . . . . /

/ . . . . . 4 1. 2. TPR 3. 4. 1. 1.1 How to mentor new Science Teacher : Project Focus and Culture Dr. Julie A. Luft Workshop on Strengthening and Supporting Newly Hired Teachers of Science

3 4 5 (Select a postcard that your group feels best represents your first year of teaching Science) .

I choose this picture because the picture like lack of supply/resource so dry up but show can feel the strongest of picture

KruPumBiO in Georgia class. Luft prior knowledge () (Prior knowledge = What you know about something, what they bring in our classroom) New teacher (New to teaching) - New to teaching a field = - New to a grade level =

4 2 (Pre-service) (In-service) 5

Pre-service teacher

Induction teacher

(1-5 years of experince)

In-service Teacher

Luft 4

- (mentor)

- 6 ( ) 1

- - 1 - 1 -

5 2 5 PCK (P = Pedagogical, C = Content, K = Knowledge)

PCK PCK

Category 1 - - -

Category 2 - -

( limited Advance misconcept ) My favorite teaching lesson is Genetics Prior knowledge : Easy for seeing empirical evidence such as they can see some characteristic from their parent. Variety to learning : - Modeling - WEWT - Inquiry - Role play ( ) Build knowledge how to teaching

6

( )

-

7

HRASE, H = history, R=Relationship A = application S = Speculation E = Evaluate. - 1. Action Research Data Team Analysis 2.

- - Which one is the mother? - How do you know? - What do you get when you cross this plant in the first generation? - What is a genotype? - What is a phenotype? - What dose a P stand for? - If this is the offspring, what might the parents be? why? - How can you diagram two organism mate? - What dose it mean to heterogenous? - What dose it mean to homogenous? - Put that down! - Yes, that is right. Canyou tell me how you made that conclusion? -Yes. - No this is wrong. Now do it again. - What would happen to the offspring if this parent was Rr instead of RR. - Is that dominat? - Is that recessive? - What is the chance of having an rr offspring in the first generation?

8 1.2 Project FOCUS : Fostering Our Communitys Understanding of Science David Knauff (pure science) 14 40 1. 2. (Service-learning) (Volunteer) 1 :

1.

2. Lesson plan 3. 4. active

1. 2. Service Learning

9 3. Service mind 1 1.3 Workshop on Innovative Case Studies in Science Education by Georgia Hodges Transformational Science today Hodges

Good :D Bad :( 1. Give student many opportunity to face simulation. 2. Modeling 3. Research 4. Visual 5. Analysis data 6. Share 7. Collaborate

1. Eliminate interaction of students. 2. Eliminate good hand on activities 3. Plagiarism 4. Too much information

www.cogenteducation.com/studentsignup SABLE System 6ab365be Krupumbio@gmail.com 54010563001 - Flipped - Discovery - Summative assessment

Diffusion Animation (case) (knowledge) ( PISA) (process) (Role play) (decision making)

Osmosis (Engineering) ()

10

National Center for Case study Teaching in Science.

TPACK

3 1. 2. 3.

1.

11 1.4 Workshop on American Science education standards : How they are being implemented with hands on activities by Professor Dr. Michael Padilla

grade 9-12 2 : American Science Education Standards : How they are begin implemented with hands on activities ( : Cartoon is the best to present Science Classroom) : 10 1. 1 1-9 2. 5 3. 3 4. 5. 5 5 5 4 6. 2 7. 6 8. 1 A, 2 B, 3 C 9. 10. 2 11.

Backward design Forward Desin

12 Scientific Inquiry 1. Question 9. Hypothesis 17. Explore 25. Curiosity 2. Search 10. Conclusion 18. Discovery 26. Student-

center 3. Investigate 11. Observe 19. Hard-on 27. Experiment 4. Analyze 12. Induction 20. Discovery 28. Prove 5. Collecting data 13.Communication 21. Synthesis 30. Design 6. Formulation 14. Collaboration 22. Creativity 7. Explanation 15. Engagement 23. Problem-

Solving

8. Predict 16. Evaluation 24. Action-learning

What are the Next Generation Science Standard? 3 (Practices) (Concepts) (Disciplinary Core Ideas) 3 1. (Scientific and Engineering Practices) 1. () () 2. 3. 4. 5. 6. () () 7. 8.

3. (Discipline Core Ideas = DCI code) Physical Science PS1 : Matter and its interactions PS2 : Motion and stability: Fprces and interactions PS3: Energy PS4: Waves and their applications in technologies for informaton transfer Life Sciences LS1: From Molccules to Organisms: Structures and Process LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits

2. (Crosscutting concept) 1. 2. ,

13 3. 4. 5. : 6. 7.

LS4:Biological Evaluation: Unity and Diversity Earth and Space Science ESS 1 : Earths place in the univrse ESS 2 : Earths system ESS3 : Earths systems Engineering, Technology, and the Applications of Science EST1 : Engineering design EST2: Links among engineering, technology, science, and society

Inquiry/Practices Task

1. 2. () 3.

4.

Scientific Inquiry Scientific Engineering Practices

/

1.

--- (Manipulated/independent) --- (Responding/dependent) --- (Control)

2. 3. 4. 5. 6.

14 NGSS 1. Core idea Crosscutting Concepts 2. - Model ... (grade 5) - ...() - ...() - ...() - ....() - ...() 3. Engineering practice

1. Asking question.

2. Asking students to justify their answer. 3. Encouraging students to elaborate answer. 4. Giving students hints and suggestion. 5. Promoting students to cite evidence for their claim. 6. Using silence and wait time 7. Using neutral responses to encourage elaboration. 8. Having students write justifications. 9. Stimulating student to student questions and interaction. Scientific Inquiry is Core The Teacher is the key.

1. Students have to think about the science they study. 2. Inquiry must be the focus every day, every lesson, all the time! 3. Teachers have to challenge their students to think. 4. A diverse set of teaching strategies is critical. Using Every Opportunity to Stimulate Thinking! We have to learn how to incorporate inquiry into: 1. Analysis of lab result. 2. Reading the text. 3. Discussing current events 4. Answering questions from the book. 5. Making sense of complex content. 6. Homework review.

15 TIMSS lesson Analysis Study 1. Emphasize depth of understanding vs. correct answers. 2. Allow students to focus on their doubts and predictions. 3. Encourage creative and individual ideas. 4. Promote exchange of opinions among students. 5. Utilize methods to support and facilitate student thought. 1.5 Elementary Science Teaching Method Course : Professor Dr. Deborah Tippins 3 Dr. Deborah Tippins 24 (Life Cycle) Dr. Deborah Tippins Alexa Fritzsche Monarch 4 (egg) 4 (Larva/ caterpillar) 8 (Pupa/Chrysalis) 9 (Adult) 5 4

( : : : :

: : )

16 Milkweed 4 3 OE (OE Ophryocytis Elektroscirrha) ( ) ( http://www.monarchlab.org/mitc/)

Dr. Deborah Tippins (Life Cycle) Magic book () 1.

17 2. 8

3. 4 /

18 1.6 The language of Science inquiry practices by Professor Dr. Cory Buxton (What makes the language of Science unique?) 3

3 1. Technical nature of scientific vocabulary prefixes suffixes 2. Abstrat and depersonalized nature of Scientific language distillation Nominalization passive voice 3. Dense clause in Scientific text ( ) Dense clause (bassball : ) (multiple pre modifier) ( the

19 net force applied : ) post-modifiers (under accelaration : ) 3 Good science cannot be done without good theories Unless an idea is teasble it is of little or no use Formal and informal networking among scientists is crucial for the success of scientific research 3 9 Abstract Dense clouse

observation, Scientific research, generalizations testable Abtract and depersonalized Idea is testable. Formal and informal. Science begin with observation with lead to generalizations. Dende clauses : Seeing is believeing. Unless an idea is testable it is of little or on use. Scientific knowledge is always objective and self-correcting. Zoobs technical writing 2 (writer) Zoobs ( 17 ) Builder Doer writer

20 ( )

- - - Abstract Dense clouse language Boosters Classrom Norms for Supporting the Language of Science 1. - - - - -

21 2. - - - // 3. - - 4. - - -// 1. 2. 3. flask 4. 5. 1. 2. 3. flask 4. 5. 3 Cause () (Effect) If......happaens, then the effect will be ..... because ......

Cause Effect flask

flask flask

22 flask

flask flask

flask

CO2

1. prefixes suffixes 2. Abtract and depersonalized nature ( 2 ) 3. 4. 5. 6. 7. 1.7 Workshop on Interdisciplinary Science Teaching and Learning by Professor Dr. Deborah Tippins 1. Magic Sand Hydrophobic materials Hydro Phobia 2. Violatating Detecting Bread 7 1

23 Violatating Detecting Bread Ultraviolet SPF SPF 3. () Interdisciplinary Bird Beak Adaptations: Bird Banquet Leopold Education Project* Aldo Leopold (January 11, 1887 April 21, 1948) 4.00 . 05.15 . ( A Sand County Almanac (1949) ) ()

** Dr. Tippins Citizen Science Projects Aldo Leopold Citizen Science Projects (Disciplines) NestWatch , Hummingbirds at Home, Neighborhood Nestwatch, Great Backyard Bird Count (http://gbbc.birdcount.org/about/)

24 Citizen Science Projects http://en.wikipedia.org/wiki/List_of_ citizen_science_projects http://www.scientificamerican.com/citizen-science/ (** ) 4 1 1 () 1

(Gull) (Red-tailed Hawk) (Warbler) (Duck) (Predictions) 4 (Fish Macaroni) (Seeds ) (Meat Marshmallows) 10 run (Actual results) Look at the data should one relationship we might graph ( )

Magic book ( Magic Books http://www.teachertreasures.com/ Magic_Book.html)

25 1.8 Elementary Science Teaching Methods course by Professor Dr. Deborah Tippins Idea of movement Integrated with Mathematics and Language Animal and Food chain Movement of Mammal Whats animal to day? Mamals of the woods Math Game 9 , , , , , Opossum, Skunk, (Coyote), 8 7 7 (8 furry creatures. From her nest with babies eleven. The rabbit hops across the meadow. Now there are 7) - 6 (7 fluffy mamals, Away bear goes, poking under logs and stricks, Looking for honey. Now there are 6) - 6 5 (6 hairy animals, frisky and alive, The porcupine shuffles away, Now there are 4) - 4 (5 woodland mamals, One is near the shore. The beaver dives into the lake. Now there are 4) - 3 (4 forest creatue. Just look and see. The raccoon crawls into a hollow log. Now there are 3) - Opossum 2 (3 odd mamals. In the distance is heard, Ah-yoo. The frightened opossum hudes in a hold. Now there are 2)

26 - Opossum 2 1 (2 Critters left. Theres no need to run. The brave skunk ambles away. Now there is 1) - (1 lone coyote, watching the setting sun, Soon disappears over the crest of the hill. Now there are none.)

The rabbit is one. The bear is two. The porcupine is three. The beaver is four. Take a deep breath....here come some more. The raccoon is five. The opossum is six. The skunk is seven. The coyote is eight. The group is all here today. So, one more, they all take off each going a separate way. Over in the lake, hear the beavers tail thump. Theres nothing left here but the big, old stump. 2 -.2

27 1. (behind) 2. 3. 4. 5. 6. 7. 8. 9. ... (over) ... (under) ... (above) ... (to the right of) ... (to the left of) Food Chain Game Food chain Georgia (producer) 1 (primary consumer) 2 (secondary consumer) 3 (tertiary consumer) (scavenger) (decomposer) 1. 8 2. 1 2 3 ( +25 ) (-50 ) 3. 5. Food chain 6. 50 25 50 3 Ocean Food chain game Life cycle

28

Music/Drama/Theater (2) 1. 3 (chetah) 3 3 2. Stay Close to me Pam Blanchard Music Makes Me happy An old gazelle got sick. No longer was he quick. ( 3 1 ) And he couldnt help but lag behind the herd. () Well, a cheetah was qownwind, and he struck and took the breath from him. ( ) The cheetah ate his meal while the herd ran away. ( ) Stay close to me, my little one. For theres danger if you go out there alone. In the middle of the heard. Well surround you and youll be. So much safer if youre close to me. ( 3 ) A pack of hyenas smelled the blood of the gazelle. () And they searched until they found that cheetah eating very well. ()) So they fought and they hit and they chased the cheetah for from it. ()

29 The cheetah could only watch while the pack ate his prey. ()

() 1. 2. 1. Imagine a clean river as it meanders through a protected wilderness area. In this river lives Fred the fish. How Does Fred Feel? Frea has lived in this stretch of the river all of his life. But now he decides to go on a adventure and explore the area downdtream. 2. Fred swims into farm country. He passes a freshly plowed river bank. It begins to rain and some soil erodes into the river. () How does Fred Feel? 3. Fred nears a suburban housing development. Some fertilizer from the farms and lawns have washed into made the plants in the river grow very fast and thick. Eventually the river couldnt furnish them with all the nutrients they needed. They died and all strated to decay. Their decomposition is using up all Freds oxygen.() How does Fred feel? 4. Fred swims under a highway bridge. Come cars traveling across the bridge are leaking oil. The rain is washing the oil into the river below. () How does Fread feel? 5. During a recent cold spell, iceformed on the bridge. Conutry tracks spread salt on the roads to prevent accidents. The rain is now washing salty slush onto the river. () How does Fread feel?

30 6. Fred swims past the city park. Some picnickers did not throw their trash away. The wind is blowing it into the river. () How does Fred feel? 7. Several factories are located downriver from the city. Although regulations limit the amount of pollution the factories are allowed to dump into the river, the factory owners dont always abide by them. () How does Fred feel? 8. The citys Wastewater Treatment plant is also located along this stretch of the river. The pollunation regulations are not as strict as they should be and a section of the plant has broken down. () How does fred feel? 9.Finally, Fred swims past a hazadous waste dump located on the bank of the river. Rusty barrels of toxic chemicals are leaking. The rain is washing these poisons into the river. ( 1 ) How does Fred feel? Great. dirty sleepy, salty sad, dead

() 3 STEM

31 Cooperative learning 4 1. Manager = 2. Dropper = 3. Catcher = 1 4. Recorder = 1. 2 ( )

2. 3. Combination Predictions Test Scores Test Mean Test range

1. ABC 2. DEF 3. AEC 4. DBC 5. ABF 6. DEC 7. AEF A : B : 1 C : () D : E : 2 F :

32 1. 25 low 25 High Prediction 2. 4 7 3. Dropper Catcher Manager Recorder Test Scores 4. Test Mean 5. - Test range

Nature of Science 1.9 Astronomy Observational Astronomy with a Small-Medium Telescope by Professor Dr. Loris Magnani Blackbody Blackbody Thermal radiation (Blackbody radiantion) Spectum Blackbody plasma dense 4 - Temperature - Mass - Radian - Luminosity

dropper

Catcher

Recorder

Manager

33 .Magnani http://www.physast.uga.edu/~loris/astr2030l/syllabus_ASTR1110L_fa14.htm 21.00 (Cassegrains) ()

1.10 Workshop on Inquiry and nature Science by Professor Dr. Barbara Crawford . Crawford Scientific Inquiry Problem Solving Whats inquiry teaching Scientific Inquiry 4

Question Method Solution/Answer 1.Confirmation

2. Structured

3. Guide - -

34 Question Method Solution/Answer

4. Open - - -

Inquiry teaching as the way of Science work, how the Scientist do, I let students do. Begin with how to let them think about it.

inquiry 4 1. How to do inquiry? 2. How to use inquiry to develop deep understandings if science concepts? 3. Whats science is and what science is not? 4. How to think critically? 1. (pedagogy) (the method of engaging students in designing and carring out investigations) 2. (Learnig outcomes)

35 2.1 (learning science subject matter by engaging in investigations.) 2.2 (learning about the nature of Science inquiry and nature of Science) Engaging students in using critical thinking skills, that includes asking questions designing and carring out investigations, interpreting data as evidence, creating arguments, building models, and communicating findings, in pursuit of depending their undestanding by using logic and evidence about the natural world. 1. (All science subject matter should be taught through inquiry) 2. (True inquiry occurs only when students generate and pursue their own question) 3. (Inquiry teaching occurs easily though use of hand-on or kit-based instructional materials) 4. (Student engagement in hand-on activities gurautees that inquiry teaching and learning are occuring) 5. (Inquiry can be taught without attention to subject matter) (NSES, NRC, 1996) 13 1. 4-5 2. 3. ( )

36

(

)

4. (History of Science)

1. 2. 3.

Crawford

37 2. TPR 2.1 Catherine Daila

Teacher Davila Middle School grade 2-7 (. 2-5) 2

2 2 (listen/hear) (movement) 2 I see... You see... Davila I thought myself 20

TPR T : Total P : Physical R : Respond Because you know it, you can do it 2-7 playing as learning

38

1. Stand up 12. The desk 2. Sit down 13. The seat 3. Turn 14. Your stomach 4. Jump 15. Your Nose 5. Two times 16. Your head 6. Three times 17. Walk 7. Squat 18. Fast 8. Touch 19. Slow 9. Scratch 20. I can 10. Return 21. I cant 11. The floor 22. Get 23. With

3 (volunteer) 2 ( volunteer 2 ) Stand up 2 Sit down 2 Stand up slowly Sit down slowly Stand up fast Sit down fast 2 Jump () Jump two times ( 2 ) turn () turn slowly () Touch Scratch your stomach Scratch the door by your stomach () get up on the seat () get down from your desk () ( sit down on Chimpanzee 555) Stand up on the window () I cant () I can

2 ( 16 )

39 2 99

(pattern)

Number two twelve twenty 2 12 20 ()

three thirteen thirty 3 13 30

four fourteen forty 4 14 40

five fifteen fifty 5 15 50

six sixteen sixty 6 16 60

two twenty three thirty

four forty five fifty

4 white board 1 Five minus three (5-3= 2) 2 ****************___________________________________________******************

40

1.

2. ( 2 ) 3. 4. 4 ( 1 ) 5. 6. 2 1

41 2 Big 10 words

October 6, 2014 : English By Mrs. Davila

Wh

When Why 2 Who What Which Where How many/much

* Acting Gonzalez Hectors wife = Hecter Apostrophe s me - mine = we- ours = you-yours = he-his = she-hers = it-its = they-theirs =

1. Needs (to) : 2. Wants : () 3. Has to : 2 () 4. Likes : () 5. Prefers : 6. Is going to (is gonna) : 2 2 () 7. Knows : 8. Thinks : 9. Can :

42 you ( look at ) he she it

90%

October 7, 2014 : English by Mrs. Davila

Runs In the morning Looks at ) Goes to 2 2 Potatoes The boy

The girl

43 At home The Dog The supermarket Puts Pieces () Bread Kitchen ()

() Salad - Everything Eats 5 Buys and

very

The boy *Eugene goes to the supermarket. Its 9:30 in the morning. He buys salad, bread and 25 potatoes. At home, he puts everything in the kitchen. The dog runs to the **table and looks at the bread. He eats 15 pieces of bread. *Eugene : **table =

44 Graphic 1. 2. 2 1

October 13, 2014 : English by Mrs. Davila

1.

When Why 2 Who What Which Where How many/much

45 When is your mother birthday? 2. 2 1 ()

3. throw cucumber Eugene (he) throw the bread in the basket. push Eugene push the table out of the kitchen. TPR 4. 5. The dog throws the bread in the trashcan. 1 2 3 4 5 6 7 8

46 October 14, 2014 : English by Mrs. Davila

1. 2. 2 () 1 Writer 2 drawer 1 ( s, es ) 3. 1 1

4. technique Tense Tense 1

Present Tense 1 2 3 4 5 6

I You He/She/It We You all/Yall

They

To eat To run To play To have

47 To think To scratch To wish To kiss To push To be 5. 4-5 1 6

October 23, 2014 : English by Mrs. Davila TPR concentrate Cover How gave 3 ( ) Break 1 9

- Elephant - Bee - Girl with blue sweater - Red ball - 2 red tulip - Boy with brow hair - The white flower - Fox - Black curly hair boy - Red white blue ball - Hose - Grasshoper - Tiger - Owl - Girl with pink dress - Yellow lemon - Butterfly - Red strawberry - White rabbit - Rectango - Red wagon - Lion - Ant - Small bird

48 3 2 Calendar game 1. 1 ( 31 ) 2. 3. (ordinal number) (Cardinal number) Its Thursday, the 8th of August 1 (First) 2 (Second) 3 (Third) 4 (Forth) 5 (Fifth)

3 Past tense technique Tense Tense 1

Past Tense 1 2 3 4 5 6

I You He/She/It We You all/Yall

They

To eat To run To play To have To think To scratch To wish To kiss To push To be

49 4-5 1 6 be were/was been think thought thought 4 Future Tense Future Tense will is going gonna He gonna play. 2 1 1 = I, 2 = You 3 = She/he 4 = They all 5= We 6 = They 2 play ski, Dance 2 1 1 5 5 2 3 She 5 play volleyball Shes gonna play volleyball. ( )

50 5 Graphic sheet

I see spider. 23 Dont go to bathroom. 26 ()

Story Eugene goes to the store. Do/Dose Dose Eugene go to the store? or Eugene go to the store or University?

2.2 . Speedy Arnold 26

A H N T B I O U C J P V D K Q W E L R X F M S Y G Z

as in b as in boy basketball n as in Norway t as in tiger d as in dog c as in cat

51 Pronunciation and Syllables

1. Library 3 2. University 5 3. Speedy 2 4. Arnold 2 5. Athens 2 6. Georgia 2 7. Biology 4 8. Curriculum 4

Lowell : A E I O U

Elementary Chocolate Laboratory

Present Past t d 1 (If a word ends in t and d you add an extra syllable to the past tense)

Present Past open 2 opened 2 like 1 liked 1 paint 1 painted 2 need 1 needed 2 love 1 loved 1 stretch () 1 stretched () 1 rent 1 rented 2

He She It

Verb (s)

52 She eats apples. The teacher reads books. Goon rented a bike yesterday. , : ; ! ? 1. Grammar Error 2. Adjective 3. 4. 5 October 10, 2014 : English Class by Speedy Arnold L, R Th (R) (L) (Th) Th S Th Sink Think Sank Thank Sick Thick Tree Three Th Thank you Father Thursday Mother Thief Weather Athens

53 Th Tenth Path 26th 3.03$ Three dollars and three cents. th s

13.30$ Thirteen dollars and thirty cents. 33.13$ Thirty three dollars and thirteen cents. 1,303.33$ One thousand three hundreds and three dollars

and thirty cents. 13,330.33$ Thirteen thousand and three hundreds and

thirty dollars and thirty three cents. 14 40 Fourteen Forty Can you please spell your first (middle/last) name? Can you please repeat your first (middle/last) name? Can you speak slowly please? Can you please repeat the message? 5 For................................................... Date .................................... Time....................

While you were out Caller of Phone Fax Message Best time to call date Taken by

For................................................... Date .................................... Time....................

While you were out Caller of Phone Fax Message Best time to call date Taken by

54 3. 3 October 2014 Secondary Science Teaching Methods Course : Julie A. Luft Life Science 4

2 1 O2 2

1

2 Inquiry 4 1. Confirmation

2. Structured inquiry 3. Guided inquiry 4. Open inquiry (4-5 )

1.What does it mean to learn Science? () 2. Make a point () 3. Are your goals Clearly stated? () 4. How do you support student learning? () 5. Do you have a good balance between what you want to do, and how you

will do? () 6. How will you know if you are achieving your goal?

() 7. Using heading () 8. Focus your paragraphs ( paragraphs) 9. Major rewriting ()

55 1. VDO 2. 5E 1 1 1. 4 Model

2. Phospholipid, Hydrophilic Hydrophobia 3. 4. 5.

Marco : The membrane is solid-nothing move through the membrane Marg- Only animal cells have cell membrane Sally- Small molecules can move through the membrane, but not big molecules Jasmine- The cell membrane likes water Who do you agree with, and why

56

6. 7. 1. History of Science, Collaborative learning Modeling 2. How do I assume that students learn? Model 3. What works, what doesnt work? / 1. What was the concept goal of the lesson? - Conceptual, facts? - Nature of Science - - 2. What makes this content difficult to understand? 3. What did students need to know before the lesson? 4. What can I follow this lesson with?

57 T1-T5

Hodges Demonstrations ____1. Did the presenter begin the demonstration promptly? ____2. Could all of the students in the classroom observe the demonstation? ____3. Was there evidence that the the presenters practiced beforehand, understanding the sequence they should following bow the equipment would work? ____4. Did the presenters engage the class, building anticipation and excitement? ____5. Did the demonstration endanger the health or safety of students? ____6. Did the demonstration fit the topic under study? ____7. Was the demonstration appropriately introduced, carried out and concluded? ____8. Did the students have an opportunity to ask questions, make statements, and give reactions to the experience? ____9. Did the demonstration provide a significant learning experience for the students? ____10. Did the presenters address components of the nature of Science during the demonstration? Overall Comments: feedback / 1 1 3 4 - -

October, 6 2014 : Observing Science Curriculum class. Dr. Georgia Hodges

58 ( )

2 Property of water 4 1 - - - 2 3 5

59 4 3

4 3 Molecules, Membrane and Movement 4 Susan : Jorge : Amanda : Caleb :

60 4 DNA DNA (2 ) DNA PPT 5 ()

6 Food Chain 5 5 1 10% 1 100 2 10 3 1 7 Cell membrane 8 Weathering Erosion 1 - Weathering - Erosion 2 app

61 4. 7.15 . East Jackson Comprehensive High School Jackson country system 12 6 2007 300 9-12 4 7 97 1,400 1000 11 3-4 Emily Gunderson 9 (Worksheet) http://sites.jackson.klz.ga.us/ egunderson. youtube, Animation Simulation quite

- green house

62

10 . 5

2

63 Green house () workbook 2 ( 28 ) U 4 8 rubric score 70 2

AP Advance Placement ()

64

Visit Whit Davis Elementary School October 9, 2014

: Mr. King Whit Davis Elementary School () .5 500-600 Mr.King ()

65 2 3

... ( ) 10

Projector " "

66 5 ( 5 ) ""

( ) "" " Evaporation, Condensation" " "

67 ( ) "( ) " STEM conference

How to begin STEM in your classroom

..2003- 2007 5 400% ( . 2555 : 33) ( . 2557 : 4) STEM (NRC, 2011 : 1) 1990 National Science Foundation (NSF) SMET science, mathematics, engineering, and technology smut STEM

68 STEM STEM STEM PISA 2006 (OECD. 2006) 3 1. STEM 1.1 STEM / 1.2 STEM 1.3 STEM 2. / 2.1 STEM 2.2 STEM 2.3 3. STEM 3.1 STEM 3.2 3.3 STEM Bybee (2010 : 31) STEM 4 1. (Acquiring) STEM 2. (Understanding) STEM (Bybee, 2010). 4. (Recognizing) STEM 5. (Engaging) STEM STEM 4 STEM STEM

69 STEM Vasques Snider Comer (2013 : 16-19) 5 1. 2 2. STEM STEM STEM 3. 21 4.

5. Problem based learning Project based learning STEM

Georgia STEM Forum 2013 20 21 2557 the Classic Center STEM Education STEM

1 Pumpkin churning Putting the sizzle in STEM Professor Dr. Cindy Moss Pumpkin fly STEM 1. 2. 3. 4.

70 2. 3. 1. Youtube Discovery 2. 3. 3 1 2 1 4. 5. 6. Youtube ( ) ()

1

STEM 2 Flooding Solution Rigorous STEM Instruction with Problem-based Learning STEM

71 8c. 24.NF.6 : 3/8 1 1/4 1/4 1/8 1/4 5 1 5 2 1/4

2

Problem-Based Learning Project-Based-Learning

- - - 21 - -

1 2 3

4 5

72

Project-Based Learning Problem-Besed Learning ()

/

3 Windmill Georgia Youth Science & Technology Centers Agumentation by Design: Integrating Evidence-Based Argument with STEM Design Tasks

- - - - -

Green Meadow

1. 2. 3. 4.

1. 3 2. ( Manual ) 3. 4. 5. 6. (KruPumBio)

73 1. Matrix 5 Normalize value 3 1 3 0 2

0

2

3

5 (2+3)

5/17 =0.29

3

2 3 8 (3+2+3)

8/17 = 0.47

0 1

3 4 (3+1)

4/17 = 0.23

0 0 0

0 0

5+8+4+0= 17

(KruPumBiO) 2. ( 20 )

74

( 2 ) 2 3

1 2 3 3 0.11 3 0.36

0.11 0.18 0.04 0.06 0.01 0.02

75 4 1 3 3

12.0 15.4 0.8 1.4 0.6 1.0 5

( 4 ) 1 2 3 4

0.06 >0.25 0.10-0.24 0.05-0.09 48 12-47.9 3-11.9

76 4 Boat ability Put the E in STEM education 5x5 3 3

STEM Education 4

STEM Education (Passive Learner)

77 . : Teaching Science and Mathematics through English for Learning skills in 21st century. 2557.

. 33(2) -, 2556. . Future career Future education: ;

, 2555. Bybee, R. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70(1), pp. 30-35. National Research Council. Successful STEM education: A workshop Summary. 2011. OECD. Assessing scientffic, reading and mathematical literacy: A framework for PISA 2006. Vasquez, J.A. Cary S. and M. Comer. Grades 3-8 STEM lesson Essentials integrating Science, Technology, Engineering and Mathematics. Heinemann ; USA. 2013. . . . . / - 1. 2. 3.

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78 ................................................................................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................................................................................

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