the very best methods for the secondary science
TRANSCRIPT
The Very Best Methods of Instruction for the Secondary Science Classroom
By: Jovanne M. Cole
Univer
sity o
f Tur
ku, 2
008
Students want REAL SCIENCE!!!
Graveyard shift website, 2009
Allhealthcare, 2010
Uni
vers
ity o
f Bat
h, 2
010 Leeds SCITT website, n.d.
UNB website, n.d.
NOT WORKSHEETS, W
ORKSHEETS
WORKSHEETS!!!!!
The Problem
There is a need for the incorporation of a variety of instructional methods in secondary science classrooms.
We must be changing our instructional methods from day to day to tend to the needs of all the different types of learners!
Look! This is how realScientists do it!!!
Allhealthcare, 2010
“Participation rates in senior secondary school science, as a percentage of the Year 12 cohort, have declined over the last 30 years and university enrolments in the natural and physical sciences have remained static since 2001” (Ainley, Kos & Nicholas, 2008).
“Generating higher levels of participation in science-related studies at university appears to be partly dependant on strengthening science education in schools” (2008).
OH NO!!! OUR FUTURE
SCIENTISTS ARE LOSING
INTEREST!!!!
“A number of reviews and reports on secondary scienceeducation (Goodrum, Hackling & Rennie 2001; Tytler 2007) have highlighted problems with engaging students' interestin the study of science and have suggested that thecurriculum should be reformed so that it is more inquiry-oriented, provides greater opportunity for students toengage in practical science investigations and givesthem a more authentic experience of science” (Hackling 2009).
YAY!!!REAL SCIENCE!
My Research Statement
The goal of this research is to refine our current understanding of the best instructional methods for secondary science classrooms.
This is what happens when I mix
these together!!!
University of Bath, 2010
Significance
This research will be a review of popular, new, and effective teaching methods and resources that can greatly improve the quality of instruction in the science classroom.
It will also point out other instructional methods to avoid…
A GREATRESOURCE!
Hands-OnLabs
CreativeLessonPlans
ProblemSolving and
Analysis
Relevanceto
Real World
CollaborationAnd
Networking
SecondaryScience
Education
Methods of Instruction Worksheets!!!
Hands-on, problem solving labs are the best way to give students the best idea of what real scientists do.
“…secondary science education needs to be more inquiry-oriented and involve authentic and practical investigations to develop scientific literacy and better engage students in learning science” (Hackling 2009). GROUP WORK!!!
Real Science!
Click this picture!Leeds SCITT website, n.d.
Professional Development
Consider mentors: Scientists mentoring
science teachers
Consider professional associations: National Science Teachers
AssociationCORD website, 2010
Stressing Relevance Teach students how information
relates to the real world!
Teach them about real scientists!
Use every opportunity to get students involved with scientists in their community.
Consider video tours as a free classroom “field trip”.
Look! This is how real
Geneticists do it!!!
NOAA website, 2007
Challenge Students
Always be challenging students to achieve the highest cognitive domains of Bloom’s taxonomy: analyze, evaluate, and create.
Consider programs where students are working with scientist mentors.
UNB website, n.d.
Get Creative
There are resources all over the internet: Use a scientist’s real data!
Get students up and moving with science skits: Act out the electron transport
chain!
Art4me, 2010
Things to Avoid! Avoid using worksheets every day!
Don’t let Power Point take over your classroom!
There are concerns, “…about the lack of relevance and engagement, and the chalk and talk nature of secondary science education...”(Hackling 2009).
Conclusions
Give students the feel of what it is like to work in a real laboratory!
Always be trying to improve your teaching strategies through professional development!
Look for ways to get students involved with their community to add real world elements to your classroom!
Conclusions
Really push your students with challenging activities that allow them to discover and analyze information!
Get creative! There are many online resources for teachers to get your students moving around and involved in the science they are learning!
Avoid doing the same thing every day! Possible future scientists may be losing interest in science! Demonstrate passion and enthusiasm for science to make students want to find out more!
Your task…. Never stop researching how to improve your classroom
teaching strategies!
Collect resources and talk with coworkers and other professionals to get new ideas!
Create a memorable experience for your students with exciting activities that challenge them!
Give your classroom a real-world feel with inquiry-based instruction that allows them to make their own discoveries!
BibliographyAinley, J., Kos, J. & Nicholas, M. (2008). Participation in science, mathematics
and technology in Australian education. ACER research monograph, 63. Camberwell, Victoria: ACER.
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Diego: School of Medicine website: http://mstp.ucsd.edu/program/Pages/community.aspx
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Bibliography
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website: http://www.thefutureschannel.com/
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BibliographyPegg, J., Schmook, H., & Gummer, E. (2010, February 1). Scientists and science
educators mentoring secondary science teachers. School Science and Mathematics, 110(2) 92.
Prudent prospective on powerpoint. (2009). Retrieved June 23, 2010, from the Minnesota State University: Mankato website: http://www.mnsu.edu/cetl/teachingresources/articles/rebuttaltopowerpoin
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Bibliography
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University of Turku. (2008). Retrieved June 23, 2010, from the University of Turku: Department of Biology website: http://users.utu.fi/rezzah/zahiri_contactme.html