Curricular Innovations in Science

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Curricular Innovationsin Science

• Joe Gizzo
• Teri Bravomejia

2
Innovations in the field of science

• Standards Based
• Technology Innovations
• Hands-on / Minds-on / Authentic Learning
• Textbooks

• Aligning Across Curriculum/ Disciplines
• Accountability Assessment
• Teacher Prep. Professional Development

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Standards Based

• Content Standards raise expectations
• Common set of skills, knowledge, and motivation
• What is most important?
• More holistic approach to science curricula
• Emphasize the processes of science

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Standards Based

• A Nation At Risk (1983)
• American Association for the Advancement of
  Science (AAAS) launches Project 2061
• Science for all Americans (1989)
• Benchmarks for Science Literacy (1993)
• Goals 2000 Educate America Act (1994)
• National Science Teachers Association (NSTA)
  National Research Council National Academy of
  Sciences National Science Education Standards
  (NSES), 1996

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Standards Based

• National Science Education Standards
  http//www.nap.edu/books/0309053269/html/index.htm
  l
• Benchmarks for Science Literacy
  http//www.project2061.org/tools/benchol/bolintro.
  htm
• California Science Content Standards
  http//www.cde.ca.gov/be/st/ss/scmain.asp
• Poway Unified School District Standards
  http//powayusd.sdcoe.k12.ca.us/teaching/standards
  /default.htm

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Technology Innovations

• Educational Technology Use of computers and
  related devices
• Technology Education Use of technology in the
  form of design
• Can change classroom environments and restructure
  schools to promote more engaged and powerful
  learning
• Internet is an important tool for promoting
  engaged learning
• Student View Kelly High School in Chicago,
  Illinois
• Teacher View Dr. Offie Hobbs, principal at
  Madison Middle School 2000

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Technology Innovations

• First Technology Uses in the Classroom
• Spreadsheets
• Word Processing
• Microcomputer-based laboratory probes
• NOW
• Internet, Internet, Internet!

• Stages of Teacher Technology Usage
• Entry
• Adoption
• Adaptation
• Appropriation
• Invention

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Technology InnovationsExamples

• WEBQUEST http//www.webmonkeyplus.com/bats/index.
  htm
• SIMULATION http//www.froguts.com/flash_content/i
  ndex.html
• INFORMATION ACTIVITIES http//earthquake.usgs.g
  ov/4kids/

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Providing Hands-On, Minds-On, and Authentic
Learning Experiences in Science

• Different from many traditional
  conceptualizations
• Emphasizes engagement
• Outcome is a higher level of student achievement
• Constructivist teaching and learning model

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Providing Hands-On, Minds-On, and Authentic
Learning Experiences in Science

• Hands-On Students are actually allowed to
  perform science as they construct meaning and
  acquire understanding.
• Minds-On Activities focus on core concepts,
  allowing students to develop thinking processes
  and encouraging them to question and seek answers
  that enhance their knowledge and thereby acquire
  an understanding of the physical universe in
  which they live.
• Authentic Students are presented with
  problem-solving activities that incorporate
  authentic, real-life questions and issues in a
  format that encourages collaborative effort,
  dialogue with informed expert sources, and
  generalization to broader ideas and application.

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Goals of Hands-On, Minds-On, and Authentic
Learning Experiences in Science

• Actively engaged in constructing own
  understanding of science, technology, and the
  world
• Good research habits students learn skills
  needed for meaningful scientific investigation
• Gain understanding of knowledge and concepts that
  enable continued study of science
• Student will grow into an informed citizen who
  will understand the relationship between human
  actions and the environment.

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TEXTBOOKS

• NEW
• Large Kits
• Colorful
• Full of Resources supplements
• Tech Integration
• Connections
• Performance based activities
• Assessments Rubrics

• OLD
• Drab
• Black White
• Stand alone
• Based on rote facts

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Aligning and Integrating Science Across the
Curriculum and Among Other Disciplines

• The traditional curriculum model assumes that
  students should first learn fundamental facts and
  skills, then combine them at some later point to
  solve problems. This approach has led to
  curricula that emphasize facts, laws, and rote
  learning. It also conflicts with the goals of
  education for the 21st century, when citizens
  increasingly will need to think critically and
  strategically to solve real-world problems using
  knowledge from multiple disciplines.

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Aligning and Integrating Science Across the
Curriculum and Among Other Disciplines

• Standards for science require educators to align
  their science curricula with standards for other
  disciplines.
• Present science holistically, linking concepts
  and processes across disciplines, educators will
  need broad content knowledge and a new vision for
  science learning .
• Science programs will relate common learning
  skills and processes to all of the disciplines of
  science as well as to other disciplines.

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Aligning and Integrating Science Across the
Curriculum and Among Other Disciplines

• BENEFITS
• Better understanding of knowledge and connections
  between
• Greater curriculum and instructional efficiency
• Higher Motivation for students

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Assessment and Accountability

• Performance based, Authentic, or Alternative
  Assessments
• Teachers will use a variety of alternative
  assessment tools to allow students to demonstrate
  their understanding of science by solving
  authentic, real-life problems.

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Assessment and Accountability

• Assessment programs must be combined with high
  performance standards and must encourage and lead
  learning--not just measure it.
• Knowledge gained from assessment must drive
  improvement and growth--for programs as well as
  for individual students.
• Assessment must measure what is valued--not just
  those skills that are quick and easy to measure.
• Assessment should be carefully and thoughtfully
  embedded in instruction. It should be part of the
  learning rather than conclude learning.
• Assessment must be fair and equitable as well as
  valid and reliable. The assessment must have a
  clear, precise connection with the expected
  learning and give students an opportunity to
  demonstrate performance (not just knowledge and
  skills) and use alternatives in demonstrating
  their mastery.
• Teachers must be involved in the design of
  assessment programs and the interpretation of the
  data. In addition, teachers should be responsible
  for making adjustments to programs and strategies
  in order to improve learning.

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Teacher Preparation Professional Development

• Standards Based
• Science Content Science Pedagogy
• Revitalizing Teacher Preparation in Science
  (1993) NSTA criteria
• Experience investigative nature of science
• Classroom Lab experience in biology, chemistry,
  earth space sciences, physics
• Science disciplines are interrelated
  connections to other disciplines
• Scientific content thinking processes in
  context of relevant issues in society
• Nature of learning relation to science
• Variety of teaching experiences grade levels,
  socioeconomic, cultural settings

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Teacher Preparation Professional Development

• Science is ever-changing
• Necessity for regular professional development
• Effective Professional Development criteria
• Driven by effective classroom teaching
  learning
• Opportunity to develop knowledge skill
  broaden approaches
• Mirror methods to be used with students with
  educators
• Build strengthen the learning community
• Prepare support teachers in leadership roles
• Provide links to other parts of educational
  system
• Continuous assessment

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Resources

• Benchmarks for Science Literacy . Retrieved June
  13, 2004 from http//www.project2061.org/tools/be
  nchol/bolintro.htm
• California Science Content Standards . Retrieved
  June 13, 2004 from http//www.cde.ca.gov/be/st/ss
  /scmain.asp
• Critical Issues in Science. Retrieved June 11,
  2004 from http//www.ncrel.org/sdrs/areas/sc0cont.
  htm
• Major Trends in Science Education. (1999).
  Curriculum Handbook, Section II pp 3-19.
• National Science Education Standards. Retrieved
  June 13, 2004 from http//www.nap.edu/books/030905
  3269/html/index.html
• Pinto, Dr. Roser (2002). Understanding Innovation
  in Science Teaching. New Perspectives for
  Learning, pp 1-4.
• Poway Unified School District Standards .
  Retrieved June 13, 2004 from http//powayusd.sdco
  e.k12.ca.us/teaching/standards/default.htm
• SCIENCE-EDUCATION bookmarks. Retrieved June 12,
  2004 from http//suhep.phy.syr.edu/other/SCIENCE-E
  DUCATION.html
• Trends and Issues Web Page. Retrieved June 11,
  2004 from http//www.educ.kent.edu/mweinste/ci611
  33/