how children learn science

8/7/2019 How Children Learn Science

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How Children Learn Science

1. The brains unique

structure and the functionit plays in learning

2. Brain-based learning.


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A Fish Story


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A Fish Story


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Traditional Views about HowChildren Learn Science

There are two traditional and verybroad ways of thinking about howchildren learn.

One is known as behavioral theory,and

the other is known as cognitivetheory.
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Ifyou wish to be successful in

teaching children science, you

will need to use elements ofboth and integrate these ideaswith constructivism


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Behavioral Theory

The behavioral approach suggests that what achild does, and consequently what a child learns,depends on what happens as a result ofthe child'sbehavior. From this perspective, your job as ateacher is to create a classroom in which good

things happen when children work with sciencematerials, interact with one another in cooperativegroup work, and complete science projects. Ifchildren enjoy these experiences, receive praisefrom peers and the teacher, and are successful,

they will be learning and developing a positiveattitude. In order to have more experiences andreceive more praise, they will continue to workhard.


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Behavioral Theory

From the behavioral perspective, the teacher's jobis to create a science-learning environment inwhich certain behaviors and the acquisition ofknowledge, concepts, and skills are increased and

reinforced. Tangible reinforcersinclude receivinggood grades, winning certificates and prizes inscience fairs, earning points for free time, earningthe privilege oftaking care ofthe classroomanimals for a week, and so forth. Intangible

reinforcersinclude recognition ofgood work andpraise from the teacher and the child's peers andparents.


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Cognitive Theory

Cognitive theorists believe that whatchildren learn depends on theirmental processes and what they

perceive about the world aroundthem. In other words, learningdepends on how children think and

how their perceptions and thoughtpatterns interact.
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Cognitive Theory

To understand the cognitivist view, trythis: Look at the drawing on the right.What does it look like? Now ask other

people to look at the drawing. Whatdo they believe it is?


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The Brains unique structure


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What kind of students are bestserved by brain-based learning?

Children of all learning styles benefit from this kindof learning. In fact, children with a variety oflearning disabilities find that brain-based learninghelps them apply what they know to what is being

learned in class in non-traditional ways. They areable to take the same information and use it in away that if befitting to them. Without theconstrains of pencil and paper only, students arefreed up to express and freely exchange ideas

with other students. This kind of learning,encourages this students as well as providessuccessful experiences.


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What kind of students are bestserved by brain-based learning?

Also receiving benefits from brain-based learning,is the gifted student. The gifted student also seesthings in a different ways. They need theopportunity to explore and accomplish tasks in

non-traditional forms. They can become easilybored which often leads to disciplineproblems. Teachers have been known to "bribe" astudent to complete an otherwise boringtask. Students no matter their learning styles are

not generally motivated by extrinsic motivationgenerally show less long term interest in theactivity than those who are intrinsically motivated.


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Brain-based learning

DefinitionThis learning theory is based on thestructure and function of the brain. As

long as the brain is not prohibitedfrom fulfilling its normal processes,learning will occur.


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Brain-based learning

DiscussionPeople often say that everyone canlearn. Yet the reality is that everyone

does learn. Every person is born witha brain that functions as animmensely powerful processor.Traditional schooling, however, often

inhibits learning by discouraging,ignoring, or punishing the brain'snatural learning processes.


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BBL

The core principles of brain-based learning statethat:

The brain is a parallel processor, meaning it canperform several activities at once, like tasting and

smelling.Learning engages the whole physiology.

The search for meaning is innate.

The search for meaning comes through patterning.

Emotions are critical to patterning.The brain processes wholes and partssimultaneously.


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BBL

Learning involves both focused attentionand peripheral perception.Learning involves both conscious andunconscious processes.

We have two types of memory: spatial androte.We understand best when facts areembedded in natural, spatial memory.

Learning is enhanced by challenge andinhibited by threat.Each brain is unique.

Th h i i l h i


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The three instructional techniques

associated with brain-based

learning are:Orchestrated immersion--Creating learning

environments that fully immerse students in

an educational experienceRelaxed alertness--Trying to eliminate fear

in learners, while maintaining a highlychallenging environment

Active processing--Allowing the learner toconsolidate and internalize information byactively processing it


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How Brain-Based LearningImpacts Education

Curriculum--Teachers must design learningaround student interests and make learningcontextual.Instruction--Educators let students learn in teamsand use peripheral learning. Teachers structurelearning around real problems, encouragingstudents to also learn in settings outside theclassroom and the school building.Assessment--Since all students are learning, theirassessment should allow them to understand their

own learning styles and preferences. This way,students monitor and enhance their own learningprocess.


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What Brain-Based LearningSuggests

How the brain works has a significantimpact on what kinds of learningactivities are most effective.

Educators need to help students haveappropriate experiences andcapitalize on those experiences.


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What Brain-Based LearningSuggests

Teachers must immerse learners in complex, interactiveexperiences that are both rich and real. One excellentexample is immersing students in a foreign culture to teachthem a second language. Educators must take advantage ofthe brain's ability to parallel process.

Students must have a personally meaningful challenge.Such challenges stimulate a student's mind to the desiredstate of alertness.

In order for a student to gain insight about a problem, theremust be intensive analysis of the different ways to approachit, and about learning in general. This is what's known as the"active processing of experience."


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A few other tenets of brain-basedlearning include:

Feedback is best when it comes fromreality, rather than from an authority figure.People learn best when solving realisticproblems.

The big picture can't be separated from thedetails.Because every brain is different, educatorsshould allow learners to customize their

own environments.The best problem solvers are those thatlaugh!


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Designers of educational tools mustbe artistic in their creation of brain-friendly environments. Instructorsneed to realize that the best way tolearn is not through lecture, but by

participation in realistic environmentsthat let learners try new things safely.


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The teacher is not only acommunicator but a model. Tocommunicate knowledge and to

provide a model of competence, theteacher must be free to teach andlearn

-- Jerome Bruner, The Process ofEducation
http://www.britannica.com/seo/j/jerome-seymour-bruner/http://www.britannica.com/seo/j/jerome-seymour-bruner/


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We think we learn from teachers, and wesometimes do. But the teachers are notalways to be found in school, or in great

laboratories. Sometimes what we learndepends on our own powers of insight.Moreover, our teachers may be hidden,even the greatest teacher.

-- Loren Eiseley, "The Hidden Teacher" inThe Star Thrower
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