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Chapter 11:

Resources for Best PracticesChapter 11:

Resources for Best Practices

Central concepts:

beliefs shape program development model programs yield conclusions about

effective practice effective practice increases pupils' science

achievement, skills, and attitudes supported assumptions shape new

program development

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The 1957 Soviet launching of the satellite Sputnik initiated science education reform in the United States.

In the twenty-five years since Sputnik the United States has spent more than $2 billion in the development of elementary and secondary mathematics and science curriculum with the goal of preparing future scientists and engineers.

Early elementary science curriculum reform was known as the alphabet soup era named for the three lead programs SAPA, SCIS, and ESS.

Early Efforts in Science ReformEarly Efforts in Science Reform

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Science A Process Approach, Science Curriculum Improvement Study, and Elementary Science Study were designed and field-tested during the 1960’s, revised in the 1970’s, and underwent changes in the 1980’s and 1990’s. SAPA II materials are still in use in the 2000’s.

They were successful in that they were developed based on assumptions about learning drawn from prominent learning theories.

Each project was developed from teaching strategies consistent with how children learn best.

The students played and active role each in curricula, with the teachers serving as facilitator and guide for learning.

The Alphabet SoupThe Alphabet Soup

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Specific science processes or content areas were selected for each project, thus narrowing the field of topics to a specialized few.

Attention was given to the basic ideas of science, the concepts and theories.

All equipment for science activities were packaged with the curriculum materials.

Mathematical skills were emphasized. Science process skills were embedded within all activities.

The emphasis was placed on doing science, not merely talking about what scientists do!

The Alphabet Soup (cont.)The Alphabet Soup (cont.)

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What Works?What Works?

Hands-on, minds-on approaches can be superior to direct, prescriptive approaches:produce greatest gains in achievement,

processes, and attitudes (Table 11.1)

benefit disadvantaged learners improve thinkingprovide intrinsic rewards improve retention

Science Program Gains Table 11.1 Science Program Gains Table 11.1

Performance Area

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ESS

Percentage Points Gained

SCIS SAPA

Achievement

Attitudes

Process skills

Related skills

Creativity

Piagetian tasks

4

20

18

*

26

2

34

3

21

8

34

5

10

15

36

4

10

12

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Supported AssumptionsSupported Assumptions

Effective science programs:» Favor a wholistic view of science

» Includes features that aim to improve student’s science attitudes, skills, and content knowledge.

» Promote inquiry-based, hands-on curriculum and teaching approach.

» Attempt to cover less material, but have the learners do more to learn at a greater depth

Selecting and Using TextbooksSelecting and Using Textbooks

Even with the reform of science curriculum from the 1960’s the research shows that 21st century classrooms still rely on a single textbook as the basis for science instruction.

Science textbooks still contain some shortcomings in the areas of gender bias, persons of color, people with disabilities, and science vocabulary continues to be emphasized much more than science concepts.

Texas, California, Florida and North Carolina all have statewide adoption of textbooks.

» Their student population account for 25% of school students in the United States.

» Textbook selection committees of these states tremendously influence the content that most publishers choose to put into their textbooks.

» Thus a few states tend to determine the content and features offered to the rest of the nation.

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The teacher can enhance the textbook to include more effective learning activities and interesting information.

This can be done by: Selecting relevant supplements from web-based materials.

Identifying local resources such as school and community professionals, local businesses, parks and recreation facilities, libraries, and museums to serve as rich resources for classroom speakers and field trips.

Selecting evaluation devices that reflect the preferred outcomes.

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Enhancing the TextbooksEnhancing the Textbooks

The textbook’s chapter order and organization may not be what is best for your students. Resequencing may bring improvements in achievement, attitudes, and interest to help your learners make clearer and stronger conceptual connections. See Table 11.2.

Resequencing material so ideas relate in ways that make more sense to the learner adds meaning.

Concept mapping is a method of sequencing of ideas of a lesson, a version of this can be used to sequence the text effectively.

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Changing the SequenceChanging the Sequence

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Selecting the Best TextbookSelecting the Best Textbook

When screening texts one should ask: What does the book expect my students to do? What should the students be able to do after they study

the textbook that they could not do before? Does the text include important content and related

information? With every activity or student project what kind of thinking

is required? How does this address the National Standards?

Will this text help my students reach the goals I have set for them?

See Table 11.3

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Using Trade BooksUsing Trade Books

Trade books use children’s literature as another way to bring content-focused science materials to the classroom.

The trade book can provide an aesthetic or emotional dimension to learning.

Can involve a wider audience and offer an applied setting for learning science.

Trade books include biographies, reference books on science phenomena, may use fictional characters to illustrate specific science concepts.

The annual March issue of the NSTA publication Science and Children lists the most outstanding science trade books for children.

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Using Trade Books (cont.)Using Trade Books (cont.)

Trade books have their limitations.

May be used to introduce or complement a lesson or to support vocabulary and help develop the concept.

Teachers must carefully scrutinize trade books just as they would a textbook.

Some researchers have found that many trade books contain factual errors, or information and illustrations that encourage the formation of misconceptions.

Best PracticesBest Practices

“Best practice” is a term used to convey a clearly defined basis for making an evaluation about a resource’s or a practice’s impact on learning.

A “best practice” consists of superior teaching materials that are used with effective teaching methods.

Choosing and using a “best practice” should result in a significant impact on student learning.

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A best practice resource will:» Be aligned with specific content, teaching and

assessment standards.» Have a research base.» Have accurate content that is developed in a way

that promotes student understanding.» Implicitly or explicitly support equity.» Engage the interests of most students using

methods of inquiry and require active participation for learning to occur.

Identifying Best PracticesIdentifying Best Practices

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A best practice resource will:» Frame the content in a learning context that is meaningful

and significant to the learner.» Be adaptable to a variety of learning settings and promote

discourse which leads to constructed understanding.» Use appropriate technology in highly effective ways.» Include tools to help teachers conduct assessments of

increased student learning.» Innovate, motivate, and hold high expectations for learners.

A web-based science resource used to identify hundreds of “best practices” science resources is the Ohio Resource Center for Mathematics, Science and Reading (ORC) found at http://www.ohiorc.org

Identifying Best Practices (cont.)Identifying Best Practices (cont.)

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Current resources strive to serve the needs and interests of all learners, not just the intellectual elite.

New programs emphasize conceptual development through constructivist techniques, use multiple teaching methods to fill multiple student interests, and incorporate multiple views on

human diversity. See table 11.5.

Continued classroom testing of materials and lessons and frequent revision through formative evaluation reduce conceptual flaws and expand the supported assumptions about learning.

Resources for Best PracticesResources for Best Practices

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Numerous small-scale efforts to produce the next generation of science programs. Some that have endured rigorous evaluation include:

AIMS – Activities Integrating Mathematics and Science; Delta Science Modules; Earth Systems Education; Project Learning Tree; Project WILD and Aquatic Project WILD

The Lawrence Hall of Science in Berkeley, CA has developed and still distributes the Full Option Science System (FOSS), Primary Exploration for Adults, Children and Educators in Science (PEACHES), Science Education for Public Understanding Program (SEPUP), and Science Activities for the Visually Impaired/Science Enrichment for Learners with Physical Handicaps (SAVI/SELPH).

Resources for Best Practices (cont.)Resources for Best Practices (cont.)

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Human Resources colleagues are readily available and often ignored,

they can expand the teaching experience community volunteers can provide expertise in a

variety of areas (Table 11.6)

volunteers can help in many capacities; not all will feel comfortable getting up in front of a group of students (Table 11.7)

Resources for Best Practices (cont.)Resources for Best Practices (cont.)