SCE 4310 SPRING, 2015

Teaching Elementary ScienceInstructor Dr. George O’Brien

The NEW Basics for Education

1. AWARENESS of problems we may face.

2. Ability to ACCESS information.

3. Ability to ANALYZE information.

4. Ability to APPLY information.

5. Ability to THINK CRITICALLY and SOLVE PROBLEMS.

Preparing Sustainability Literate K-6 Teachers: Utilizing Activity Theory during On-campus and School-based ExperiencesGeorge O’Brien Ph.D.Kathy Sparrow Ph.D.Jennifer MoralesJason Clayborn

Purpose• Institutions across the United States are becoming aware of

the role sustainability plays in demonstrating the interdisciplinary holistic model is best addresses across the curriculum versus being a single topic based lesson (Nolet, 2009).

• Therefore, this research will investigate the influences of providing content knowledge, pedagogical content knowledge, and application needed to increase pre-service science teachers’ self efficacy and dispositions in including sustainability in education.

Operational Definitions • Sustainability education is the act of presenting knowledge to

the current generation to meet their needs without jeopardizing the needs of future generations.

LEARNINGCYCLE - 5 Es

SUSTAINABILITY EDUCATION

SCIENCEEDUCATION

SCIENCE CONTENT NGSSS & NGSS

HABITS OF MIND

CONSTRUCTIVIST LEARNING

SCIENCEEDUCATIO

N

Chapter 1 TopicsThe Culture of Science

Scientific Habits of Mind

Images of Teaching

Teaching for the Purpose of Learning

Science within the School Curriculum

Who is Included in “Science for All”?

Exploring Reasons for Science Achievement Gaps

Cultures In and Of the Classroom

©Routledge/Taylor & Francis 2012

The Culture of Science

Group norms, certain materials and specific actions = A culture

Cultures suffer from stereotypes, including for scientists

Scientific worldview: Seeking to explain patterns

Science can confer power, control, influence and strength

Some people may find science difficult because nobody took the time to explain the workings of the scientific culture.

©Routledge/Taylor & Francis 2012

Scientific Habits of Mind

Traditional and unique ways of thinking and perceiving

Indicators of the cultural aspects of science

Curiosity

Openness to New Ideas

Skepticism

©Routledge/Taylor & Francis 2012

Images of Teaching

Yellow school bus, red pencil, an apple, desks in rows

Images shape our beliefs about who we are as teachers

MYTHS ABOUT TEACHING

Everything depends on the teacher

The teacher is the expert

Teachers are self-made

REALITIES ABOUT TEACHING

Many sources of expertise are needed — including families and the children themselves

There is too much to know to expect one person to be “all knowing”

The best compromise is that teaching combines natural talent with learned skills

©Routledge/Taylor & Francis 2012

Teaching for the Purpose of Learning

Teachers as Instructional Planners

Key: Develop YOUR Science Learning Confidence

Then Acquire Skills for Teaching Confidence

Emphasize Students’ Learning, Not Teacher Theater

©Routledge/Taylor & Francis 2012

Science within the Curriculum

Knowing Science Empowers Children

Science Knowledge Opens Career Opportunities

Good Citizens Rely on their Science Knowledge

Science is Our Cultural Heritage to Pass Along

©Routledge/Taylor & Francis 2012

Scientific Literacy

More than knowing how to read and write science

Specialized combination of knowledge and skills

Familiar with the natural world

Know science concepts and principles

Employ scientific reasoning

Recognize the human aspects

Apply science to decision-making

from Science for All Americans

©Routledge/Taylor & Francis 2012

Who Gets to Learn Science When we say “Science for All”?

All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy. ~ National Research Council

©Routledge/Taylor & Francis 2012

Factors Contributing to Science Achievement Gaps

Deficit Mentality: belief that some children just can’t learn science.

Self-fulfilling Prophecy: lowered expectations lower performance, and expectations are “verified”

Inadequate Supplies and Materials, Lack of Qualified and Caring Teachers, Too Much Focus on “Basics”

The Culture of Science May Be Too “Foreign” to Some Students—Until the Teacher Acts as the Diplomat

©Routledge/Taylor & Francis 2012

Cultures In and Of the Classroom

The Tools of a Culture: The Objects that are Used

The Actions of a Culture: Behaviors and Interactions

Membership in Multiple Cultures: Families, Careers, Friendships, Entertainment, etc.

The Value of Treating Science as a Culture and Not Simply as a Body of Knowledge

©Routledge/Taylor & Francis 2012

Scientific Communication

• Read the handout (both sides) Strategies to Reveal, Support, and Challenge Student Thinking

• Discuss with your tablemates the information and how it applies to this class and teaching science.

What is SUSTAINABILITY?

• At your tables, discuss among you what you think SUSTAINABILITY EDUCATION is.

• Then, individually, create a concept map to illustrate what concepts are included in this big idea.

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

WHY HABITS OF MIND?

TRANSDISCIPLINARYAS GOOD FOR ADULTS AS THEY ARE FOR

STUDENTS

FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

SUPPORT 21ST CENTURY SKILLS AND COMMON CORE STANDARDS

THINKING SKILLS

EFFECTIVE THINKING REQUIREMENTS:

THINKING VERBS FOUND IN COMMON CORE STANDARDS

ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DIAGRAMDISCUSS

ELABORATEEXPLOREIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT

REASONREPRESENTRESPONDSIMPLIFYSOLVESUMMARIZESUPPORTVERIFYVISUALIZE

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

LEARNING TASKS

Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

RICH TASKS REQUIRING SKILLFUL THINKING

HABITS OF MIND

The Habits of Mind

1. Persisting

2. Managing Impulsivity

3. Listening with Understanding and Empathy

4. Thinking Flexibly

5. Thinking about Thinking

6. Striving for Accuracy

7. Questioning and Posing Problems

8. Applying Past Knowledge to New Situations

9. Thinking and Communicating with Clarity and Precision

10. Gathering Data Through All Senses

11. Creating, Imagining, Innovating

12. Responding with Wonderment and Awe

13. Taking Responsible Risks

14. Finding Humor

15. Thinking Interdependently

16. Remaining Open to Continuous Learning

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

Engineering Design Process

Class 1 & 2 BUILD A CAR

Materials2 - 8 X 11.5 paper

2 - plastic straws

4 - Life Savers

2 - index cards

2 - large paper clips

4 - straight pins

3 feet masking tape

• PROBLEM: Design a vehicle that will move all the way across your table without your touching it.

• Brainstorm in your group how to design, build and power your car.

• Work together to come up with the best design.

• Construct your car and test it.• Conditions:

• You can only use the materials provided.

• You cannot touch the car to move it.• You cannot touch any object that

touches the car to make the car move.