PowerPoint Presentation Avi Hofstein's EDUC 512 PowerPoint

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The Curricular Process
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Goals and Objectives
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Blooms Taxonomy
Cognitive Domain
Knowledge-Recall knowledge of information
Low Level Skills

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High Level Skills
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Affective Domain
Receiving
Responding
Valuing
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Psychomotor

• Manipulation

• Imitation

• Articulation - Sequencing

• Precision

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Basic Goals of Science Education
1. Goals should be comprehensive enough to
include the generally accepted objectives of
teaching science
2. Goals should be understandable for other
teachers, administrators and parents.
3. Goals should be neutral that is, free of bias
and not oriented toward any particular view
of science teaching.
4. Goals should be few in number.
5. Goals should be differ in concepts and
abilities from each other.
6. Goals should be easily applicable to
instructional and learning objectives.
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Science Content in National Standards for the
United States
? Science as Inquiry
? Science Subject Matter
? Science and Technology
? Science in Personal and Social Perspectives
? History and Nature of Science
? Unifying Concepts and Processes
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Content of Science The High School Science
1960s and early 1970s Golden age of Science
Curriculum
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History of Science Curricula Development and
Implementation The 60s
Main Goal
Preparing the next generation of
? Scientists
? Medical Doctors and
? Engineers
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Goals for Teaching Science in the 60 s AAAS 1962
1. Science Education should present to the
learner a real picture of Science to
include theories and models.
2. Science Education should present an authentic
picture of a scientist and his method of
research.
3. Science Education should present the
scientific method, research method and its
limitations.
4. Present Science as a Structure of
Discipline. As a result
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The Structure of the Discipline
PSSC - Physical Science Study Committee
HPP - Harvard Project Physics
BSCS - Biological Sciences Curriculum Study
SMSG - School Mathematics Study Group
CBA - Chemical Bond Approach
CHEMS - Chemical Education Materials Study
SCIS - Science Curriculum Improvement Study
ESS - Elementary Science Study
Nuffield Projects - in the UK
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Some Features In Physics (PSSC) 1960s
? Fewer topics at greater depth,
? Greater emphasis on laboratory work,
? More emphasis on basic physics,
? Less attention to technological applications,
? Development approach showing origins of
basic ideas of physics, and
? Increased difficulty and rigor of the course.
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Harvard Project Physics 1970s
The philosophy of this course is emphasized in
eight points.
1. Physics is for everyone.
2. A coherent selection within physics is
possible.
3. Doing physics goes beyond physics.
4. Individuals require a flexible course.
5. A multimedia system simulates better learning.
6. The time has come to teach science as one of
the humanities.
7. A physics course should be rewarding to take
8. A physics course should be rewarding to teach.
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Chemistry
Programs CBA CHEMSTUDY 1960s Schools
10 40 of schools
CHEMStudy Highly based on Experimental Work

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ASSUMPTIONS 1950-1960
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Common Elements of the Golden-age Curricula
1. There was less emphasis on social and
personal applications of science and
technology than in the traditional courses.
2. There was more emphasis on abstractions,
theory, and basic science - the structure of
scientific disciplines.
3. There was increased emphasis on discovery -
the modes of inquiry used by scientists.
4. There was frequent use of quantitative
techniques.
5. There were newer concepts in subject matter.
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Common Elements of the Golden-age Curricula
6. There was an upgrading of teacher competency
in both subject matter and pedagogical skills.
7. There were well integrated and designed
teaching aids to supplement the courses.
8. There was primarily an orientation toward
college-bound students.
9. There were similarities in emphasis and
structure in the high school and junior
high school programs.
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IAC Interdisciplinary Approach to Chemistry
Units (Modules)
? Reactions and Reason (Introductory),
? Diversity and Periodicity (Inorganic),
? Form and Function (Organic),
? Molecules in Living Systems (Biochemistry),
? The Heart of the Matter (Nuclear),
? Earth and its Neighbors (Geochemistry),
? The Delicate Balance (Environmental), and
? Communities of Molecules (Physical).
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Early 80s A Nation at Risk
300 different Reports were published raising a
Concern about School Science
? Content (Knowledge)
? Practice (experiences provided)
? Goals
? Equity (minorities and Gender issues)
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Yager and Harris in Project Synthesis Call for
Identifying new Goals for Teaching and Learning
Science
Science for
? Personal needs
? Societal issues
? Career awareness
? The preparation of Future Scientists
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Historical Overview of Goals for Science
Teaching The 80s
Teaching Science for
? Scientific Knowledge
? Scientific Methods (Process)
? Societal Issues
? Personal Needs (Personal Development)
? Career Awareness
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Multidimensional approach to School Chemistry
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It took more than 15 years for a new reform
Major differences between the 60s 90s
The 90s Scientific Literacy for All
One of the Key features STS
Science and Technology are enterprises that
shape, and are shaped by, Human thought and
social actions
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National Standards and Scientific Literacy
New Standards in
? Content (K-12)
? Pedagogy
? Assessment
? Professional Development
? Organization of Teaching and Learning
Science
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Standards for Science Education Towards the 21st
century
Less emphasis on
? Knowledge of concepts just for the
presentation of Structure of a certain
discipline.
? Learning subject with out connections
(separation of chemistry and biology
chemistry and physics).
? Separation of Knowledge from process
(inquiry).
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More emphasis on
Learning concepts in the context of
? STS (Science -Technology - Society)
? Integration of key scientific concepts
(e.g. Energy, Food, Natural Resources)
? Learning Science using inquiry (asking
questions, hypothesizing)
? Science as personal and societal issues
? History and nature of science
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Global Science
1. The Grand Oasis in Space Students build
an understanding of ecosystems.
2. Basic Energy/Resource Concepts Students
develop an understanding of the laws
governing energy and mineral resource use.
3. Mineral Resources Students learn how
mineral deposits are formed, where they are
located, and how they are mined.
4. Growth and Population Students learn
about exponential growth and population
issues.
5. Food, Agriculture and Population Interactions
Students examine nutrition and the
fundamentals of food production, modern
agricultural practices, and the world food
situation.
6. Energy Today Students build
understandings of the energy sources for
modern societies.
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Recommendations 2061
The National Councils recommendations address
the basic dimensions of science literacy, which,
in the most general terms are
Being familiar with the natural world and
recognizing both its diversity and its unity
Understanding key concepts and principles of
science
Being aware of some of the important ways in
which science, mathematics and technology depend
upon one another
Knowing that science, mathematics, and technology
are human enterprises and knowing what that
implies about their strengths and limitations.
Having a capacity for scientific ways of thinking

Using scientific knowledge and ways of thinking
for individual and social purposes
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Discovery vs. Inquiry
Discovery is included in the inquiry

• Observing
• measuring
• Predicting
• Inferring
• classifying

• Formulating a problem
• Hypothesizing
• Design an experiment
• Synthesizing knowledge
• Demonstrating attitudes (curiosity)

Inquiry
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Welch A general process by which human beings
seek information or understanding. Broadly
conceived, inquiry is a way of thought.
Inquiry teaching is a way of developing the
mental process of curiosity and investigation
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Content
? Unifying Concepts and Processes
? Science as Inquiry
? Physical Science
? Life Science
? Earth and Space Science
? Science and Technology
? Science in Personal and Social
Perspectives
? History and Nature of Science
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Decision making on

• Health

• Population

• Resources

• Environment

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Changes of ideas

• Evidence

• Scientific arguments

• Criticism

• Endeavor

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STSP
Science
Personal
Technology
Society
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Questions
Science What do I want to discover?
Technology What will I do with it?
Society How would we use it?
Personal How would it affect me?
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Science for all Americans Benchmarks for
Scientific Literacy Project 2061
- More emphasis on the content
- Covers an array of topics
- The more is less
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The treatment of topics (cell, structure of
matter, communication) differs from traditional
approach by
? Softening boundaries
? Connections are emphasized through the use
of important conceptual themes
- Systems
- Evolution


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More specifically it includes - Benchmarks
? The nature of science
? The nature of mathematics
? The nature of technology
? The physical science
? The living environment
? The human organism
? Human Society
? The designed world
? The mathematical world
? Historical perspectives
? Habits of mind
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Recommendations 2061
The National Councils recommendations address
the basic dimensions of science literacy, which,
in the most general terms are
Being familiar with the natural world and
recognizing both its diversity and its unity
Understanding key concepts and principles of
science
Being aware of some of the important ways in
which science, mathematics and technology depend
upon one another
Knowing that science, mathematics, and technology
are human enterprises and knowing what that
implies about their strengths and limitations.
Having a capacity for scientific ways of thinking

Using scientific knowledge and ways of thinking
for individual and social purposes
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Integrated vs Disciplinary Science
Why integrate?
- DNA what is it? A concept in Biology?
Chemistry? Forensic science?
- Energy, is it a different concept in
Chemistry, Biology, Physics?
- Are we refering to nature of Biology,
Physics, Chemistry or Nature of Science?
- How can we teach Photosynthesis without
Physics and Chemistry?
- Making science more relevant for our students
working with meaningful problems and issues in
the real world or in the lab setting.
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The U.S National Science Education Standards
emphasize
Problem solving
reasoning
Making connections with other disciplines and
prior learning
The need for effective communication of ideas and
results.
The need for integration of various areas.
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vs
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Questions asked
? Which one is more interesting for students?
(close to their personal life?)
? Which one is more difficult for the teacher?
(difficult to implement and organize in a
coherent manner)
? Which one presents a more valid picture of
science? (nature of science)
? Which one provides us with more opportunities
to vary the classroom learning environment?
? What are the difficulties in teaching science
by the integrated approach?
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First Option
Applications
_______________________________________ discipline
s in science (concepts) _______________________
________________
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Second option
Concepts
__________________________________________
Application issues ___________________________
_______________
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Questions
Science What do I want to discover?
Technology What will I do with it?
Society How would we use it?
Personal How would it affect me?
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Reasons (Sources) for Misconceptions Learning
Difficulties
? Microscopic nature of phenomenon. (as opposed
to macroscopic).
? Prior-knowledge (indigenous)
? Overload of information on memory
?
Developmental stage
vs
? Models and simulations (abstraction, nature of
models- its limitations)
? Misconceptions transferred from books or
teachers
? Laboratory (practical work)
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Typical Misconceptions
- Structure of matter (particulate nature)
- Optics
- Galaxy
- Structure of molecules
- Bonding
- Cell and its structure
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Matter can be represented in three levels
(Johnston,1991)
?Macroscopic (physical phenomena)
?Microscopic (particles)
?Symbolic (scientific language)
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Learning Models
1. 1960s and 1970s, Piaget. Learning occurs
when the individual
- Interacts with the environment
- Passes through different stages of development
each characterized by the ability to perform a
cognitive task (concrete Vs formal)
In middle school many students are operating at
the concrete level
2 Constructivism Students construct knowledge
by interpreting new experiences in the context of
their prior knowledge.
Teachers and students might have different
interpretations regarding words and concepts
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Instructional techniques in Science education
In teaching science
? Students obtain opportunities to interact
physically with learning materials
? Teachers provide materials for instruction
(concreteness)
? Teachers vary instructional techniques with the
goal in mind to increase effectiveness of teaching
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Instructional strategy refers to the way in which
a science teacher uses
? Materials
? Media
? Settings
? Behaviors
To
Create a learning environment that fosters
desirable outcomes
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Instructional techniques
? Laboratory work (activities)
? Teachers demonstration
? PBL
? Whole class discussions (lectures)
? Small group activities
? Inquiry learning
? Computer simulations
? Questions answers - sessions
? Field - trips
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Teachers role in different instructional
techniques
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Literature contains suggestions about how, in the
context of school science education students
motivation to learn can be enhanced
? Suggestions relating to the nature,
structuring and presentation of subject matter
? Suggestions concerning the nature of
pedagogical procedures and techniques and of the
classroom learning environment
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Motivational pattern
? Achiever ? Curious ?
Conscientious ? Social
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? The need to achieve the achiever
? The need to discharge duty the
conscientious
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This is a call for varying Instruction
Most of the teaching of science is conducted in
heterogeneous classes
We must cater for a variety of students of
different needs and different motivations
This calls for use of a variety of instructional
procedures and techniques
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Relating Instructional Features to Students
Motivational Characteristics
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Questioning Techniques in Science Education
? Questioning , like hitting a baseball, is both
an art and a craft.
? Questioning could transfer classroom
from Traditional lecture setting Into Live
student centered community
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Teachers Questioning behavior Technique
Taxonomies of questioning. Penick, et. al.,
suggested a practical approach.
HRASE
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Theoretical Approach
Using Blooms and Krathwohls Taxonomies To
Classify Questions
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Convergent vs Divergent Questions
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Low Level vs High Level Techniques
Low Level Student Inquiry
Teacher
Higher Level Student Inquiry
Teacher
Allows collaboration
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Comparison of Traditional Classroom with
Students Central Classroom
Comparison of a traditional Lecture Classroom
with a Student-Centered Classroom
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Guidelines
? The materials should be appropriate to
students abilities and interests.
? Use materials aligned with your goals for
teaching.
? Assign a variety of reading sources
- Text books
- Magazines
- Articles (historical and societal significance)
- Newspapers (scientific articles)
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Research Findings Reading Scientific
articles
- Enhance critical thinking
- Enhance ability to solve a problem
- Develop creativity
- Students who were involved in inquiry-type
laboratories developed the ability to ask more
and better questions resulting from reading a
scientific article.
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Assessment of Student Learning
- Measuring the quality of the experiences
provided for the students
- Assessment should have purpose in mind
- Focused on data and content which is most
important to the student
- Assessment task should be authentic
- Assessment should be fair
- All the students experiences should be assessed
- Students should understand (and be involved in)
the assessment
- Students should be aware of the criteria for
assessment (weighting)
- Assessment should be part of the development of
P.C.K. (Pedagogical Content Knowledge)
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Evaluation involves the total assessment of
Students learning to include
- Understanding of NOS
- Subject matter (knowledge understanding)
- Multiple talent
- Attitudes interests
- Skills and abilities (e.g. laboratory)
- Motivation
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Assessment as a tool for improving instruction
e.g. Action Research
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Purpose of assessment
Diagnostic
Formative
Summative
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Decision making on
? Programs (laboratory, etc.)
? Instructional technique
? A book to be selected
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Assessment methods used
? Paper and pencil test (objective testing)
? Oral tests
? Essay-type tests
? Practical tests
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Assessment of practical skills
Continuous Assessment of Students Inquiry
Laboratory in Chemistry Observations and Hot
reports
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Different Tests
Type
Validity
Reliability
Usability
Oral
Essay
Completion test
Multiple choice (American)
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Other assessment techniques not tests
Alternative assessment techniques
- Concept mapping Organize ideas to find
relations between concepts
- Reading a journal (Method discussed in previous
lesson)

• Portfolio Port to carry or move
• Folio paper
• The portfolio includes all the students
  documents, tests, concept- maps, and lab
  assignments.

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It is
? Very comprehensive
? Highly individualized
? Includes all the students achievements
? Continuous
? Dynamic (regarding teacher-student interactions)
? Helps the student to identify weaknesses
? Increases the students responsibility and
awareness
? Students can be involved in building the
content and criteria
? Can include personal reflection
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Problems with the portfolio
A lot of work for the teacher
The bigger the class the more the work
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Characteristics of a good assessment method
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Learning Environment as an Assessment Tool
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Central Question in the Affective Domain
? Do students like what they do?
? Are their feelings affecting their learning?
? How do we develop curiosity?

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Learning Environment is constructed from the
following three interceptions
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Research on Classroom Learning Environment
What does research say about classroom learning
environment?
It influences
? Achievement
? Attitude and interest
? Students behavior.
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Measures of classroom learning environment
Provide eyes behind the classroom
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Are sensitive to
? Different instructional techniques
? Inquiry VS non-inquiry approach
? Student-centered VS teacher-centered classroom
? Big and small classes
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LEI
Assesses the classroom learning environment
using Students Perception
Scales
? Cohesiveness
? Diversity
? Formality
? Speed
? Goal-direction
? Satisfaction
? Organization
? Competitiveness
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Instruments
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The Use of L.E. Measures by the Science Teacher
My Class Inventory includes
? Satisfaction
? Friction
? Competitiveness
? Difficulty
? Cohesiveness
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Features of my Class Instrument
? Easy to administer and respond (yes/no)
? Actual VS preferred L.E
? The ? measures students satisfaction with
current L.E
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Stages in Action-Research
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