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Science PCK Workshop March 24, 2013 Dr. Martina Nieswandt UMass Amherst

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Presentation on theme: "Science PCK Workshop March 24, 2013 Dr. Martina Nieswandt UMass Amherst"— Presentation transcript:

1 Science PCK Workshop March 24, 2013 Dr. Martina Nieswandt UMass Amherst

2 Today’s Schedule 9:00 am – 10 am: Concept map: Learning and teaching in Science and Technology 10 am - 10:45 am: Supporting key pedagogical practices (Part 2): Inquiry-based teaching and learning – lesson plans 10:45 am - 11 am: Break 11 am – Noon: Supporting key pedagogical practices (Part 2): 5-E learning cycle model Noon – 12:30 pm: Lunch 12:30 pm – 1:45 pm: Principles of assessment and designing performance task assessment (joint with Math group) 1:45 pm – 2 pm: Wrap Up: Key “takeaways”, topics for next time, homework, evaluation

3 Concept map Your task: In groups of four create a concept map explaining: How do students learn and how can teachers support their learning in science and technology? Use the terms listed in the word bank below to create the concept map; you don’t have to use all the words:

4 Word Bank Everyday conceptions MisconceptionsConstructivism Conceptual change Learning Prior knowledge Scientific Inquiry Everyday experiences Scientific concepts Meaningful understanding 5-E Learning Cycle ObservationsInferencesHypothesisExperimentingAssessment

5 What is a Concept Map?

6 Essential Features of an Inquiry-based Classroom Learners engage in scientifically-oriented questions Learners give priority to evidence in responding to questions Learners formulate explanations from evidence Learners connect explanations to scientific knowledge Learners communicate and justify explanations (NRC, 1996, p. 29) (NRC, 1996, p. 29) (Probe #12, Vol. 3, pp. 93-100) (Probe #12, Vol. 3, pp. 93-100)

7 Related Ideas about Doing Science Grades 5 to 8 Understanding about Inquiry: Different kinds of questions suggest different kinds of investigations Observing and describing objects, organisms, or events Designing and conducting experiments Seeking information Making models No fixed set of steps but scientific investigations usually involve: Collection of relevant evidence Use of logical reasoning Application of imagination in devising hypotheses and explanations to make sense of collected evidence

8 Related Ideas about Doing Science Grades 5 to 8 History and Nature of Science Scientist formulate and test their explanations of nature using Observations, experiments, and theoretical and mathematical models


10 Inquiry-Based Lesson Plans Pair up with a colleague in your subject area and/or with a technology education colleague. Your task: Remodel the given lesson plan in a way that it reflects an inquiry-based lesson. Use the “Continuum of Scientific Inquiry” as a guideline for changing the lesson plan (p. 5 English, p. 7 Arabic) Or Use the “Essential Features of Classroom Inquiry and their variations as a guideline for changing the lesson plan (p. 6 English, pp. 8-9 Arabic)

11 5 E Learning Cycle E ngage E xplore E xplain E laborate

12 5 E Learning Cycle Engagement - students’ prior knowledge accessed and interest engaged in the phenomenon Exploration - students participate in an activity that facilitates conceptual change Explanation - students generate an explanation of the phenomenon Elaboration - students' understanding of the phenomenon challenged and deepened through new experiences Evaluation - students assess their understanding of the phenomenon

13 5 E Learning Cycle Phase: Engage Role of teacher access students’ prior knowledge help students become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. Role of activity Make connections between past and present learning experiences expose prior conceptions organize students’ thinking toward the learning outcomes of current activities.

14 5 E Learning Cycle Phase: Explore Learners role: complete lab activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. Function of phase: provides students with a common base of activities within which current concepts, misconceptions, processes, and skills are identified and conceptual change is facilitated.

15 5 E Learning Cycle Phase: Explain Role of Teacher: Help focusing students’ attention on a particular aspect of their exploration experiences by providing scientific explanations, introducing important vocabulary, or discussing and clarifying misconceptions. Introducing a concept, process, or skill that capitalizes on the student explanations and experiences from the Explore or Engage parts of the lesson. Phase initiated when students have a distinctive opportunity to articulate their own understanding of the concepts encountered during the lesson cycle thus far.

16 5 E Learning Cycle Phase: Elaborate Role of Teacher: Challenge and extend students’ conceptual understanding and skills through providing of new experiences. Students do: Apply their understanding of the concept by conducting additional activities. Learning outcome: Students develop deeper and broader understanding, more information, and adequate skills.

17 5 E Learning Cycle Phase: Evaluate Teacher role: Evaluate student progress toward achieving the educational objectives. Students do: Assess their understanding and abilities

18 Constructivism A learning theory that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. Ultimately, students begin to think of learning as accumulated, evolving knowledge.

19 Constructivist Teacher/Teaching The Constructivist Teacher… sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Constructivist Teaching … Means working mostly with raw data, primary sources, and interactive material; asks students to work with their own data and learn to direct their own explorations. retrieved March 23, 2013 from:

20 Key “Takeaways” On a piece of paper please answer the following questions in English: What did I learn today? What do I still want to know?

21 Topics for Next Workshop My ideas: Revisiting and deepening 5 E Learning Cycle – Does it work in practice as a model of inquiry-based learning? Levels of representations in Science (macro, micro and symbolic) and students learning difficulties with these levels Best practices in assessment for Inquiry-based teaching Integration of technology in science teaching and learning Engineering design Special Needs students – differentiated instruction Managing the science classroom

22 Topics for Next Workshop Your ideas: …..

23 Homework for next Workshop With your colleagues in your learning circle develop a series of 5-E learning lesson plans (3 to 4 lessons) about a science/technology topic that is difficult for science/technology teachers to teach to their students. Use the 5-E learning lesson template as a guide for your lesson plans as well as other appropriate materials that you received in the workshop. If you have an opportunity, use these lesson plans in your workshops with your teachers.

24 What you liked, found helpful, want more of next time What you did not like or did not find helpful, what you want less of next time Things you found interesting, puzzling, or surprising. Maybe you want more. Evaluation

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