1. The Art of Teaching Science: A Reconnaissance
Chapter 1
The Art of Teaching Science:
A Reconnaissance
The Art of Teaching Science: A Reconnaissance

2. How to Read This Chapter
This chapter offers a reconnaissance of the secondary science teaching profession.
You might get the most out of this chapter by skimming the main sections, and then coming back to deliberately move through the chapter.
Concepts and activities in this chapter will help you construct an understanding of science teaching based on your past and present experiences with school science.
The Art of Teaching Science: A Reconnaissance

3. The Art of Teaching Science: A Reconnaissance
Introduction
Review the four parts of the Art of Teaching Science, and select one chapter from that part of the book.
Preview content by looking over the main headings. Identify the Inquiry Activities in the chapter and examine one of them in depth. What is the essence of the activity?
Note the elements contained in the Science Teaching Gazette section of the text and companion website.
Which of the following elements did you find?
Science teacher talk; Research matters column; Science education literature; Problems and extension; International connections; Readings; On the web.
What is the point of the chapter?
The Art of Teaching Science: A Reconnaissance

4. The Art of Teaching Science: A Reconnaissance

5. Invitations to Inquiry
 What are your current views about science teaching? How do these compare with the views of experienced science teachers?
 In what ways might science teaching be an art? Do you think that there is artistry to teaching?
 What are some major conceptual ideas about science teaching?
 Why do you want to be a science teacher?
 What is science and what are some of the important characteristics of science?
Is inquiry teaching a valid method in secondary science classrooms? What fosters scientific inquiry?
Do scientists and students represent two cultures? If so, how can these two cultures be bridged?
What are the characteristics of an effective science teacher?
The Art of Teaching Science: A Reconnaissance

6. The Art of Teaching Science: A Reconnaissance
Chapter 1 Map
The Art of Teaching Science: A Reconnaissance

7. Case to Consider: A First Year Teacher’s Dilemma
Read the chapter 1 Case
Joan, a beginning teacher, disagrees with the department chair’s position that “kids are like scientists”.
What are the pros and cons of this position?
What do you think? Who do you agree with? Are kids just like scientists?
The Art of Teaching Science: A Reconnaissance

8. The Artistry of Teaching
Teaching is professional artistry
Professional artistry is inherently related to human imagination and creativity and one’s willingness to experiment and play
Developing professional artistry suggests that teachers need to develop their own knowledge claims about teaching and learning rather than simply adopting the knowledge claims of others
The Art of Teaching Science: A Reconnaissance

9. The Artistry of Teaching: Questions
Is teaching professional artistry?
How is teaching related to human imagination and creativity?
What forms of creativity might you express as a science teacher?
The Art of Teaching Science: A Reconnaissance

10. Core Ideas of Science Teaching
Stewards of student learning
Pedagogical content knowledge specialist
Facilitators of student learning
Lifelong learners and inquirers into one’s own teaching
Members of a community of practice
The Art of Teaching Science: A Reconnaissance

11. Inquiry 1.1: Initial Ideas about Teaching
Select randomly one of the themes in Table 1.1, e.g. The Nature of Science, Inclusion, Goals, etc. Print the next slide, cut it into the twelve themes, & select themes randomly.
Read the associated “Problem Situation” for the theme.
Use the the leading questions to assess your initial ideas.
How do your initial ideas compare with
other students in your class?
the core ideas discussed earlier?
How were your initial ideas challenged in this activity?
The Art of Teaching Science: A Reconnaissance

12. The Art of Teaching Science: A Reconnaissance
Conceptual Themes
Nature of Science
Inclusion
Goals
Curriculum
Learning
Models
Planning
Assessing
Strategies
Management & Facilitation
Science, Technology, Society
Technology
The Art of Teaching Science: A Reconnaissance

13. Science Teaching Career Choice
Interest in subject matter
Abilities are well suited to teaching
Opportunity to work with young people
Contribute to the betterment of society
The Art of Teaching Science: A Reconnaissance

14. Inquiry 1.2 Microteach: Reflective Teaching
Objective: What do you want students to learn?
Assessment: How will you know if students have learned?
Activity: What will students and you do in the lesson?
The Art of Teaching Science: A Reconnaissance

15. Wisdom of Practice: Science Teachers Talk
Select one teacher and use the companion website to find some of their insights.
What can you discern about this teacher’s beliefs about science teaching?
How does the teacher’s view compare with yours?
The Art of Teaching Science: A Reconnaissance

16. Nature of Science Teaching
Sample list:*
Try and recall one or more of your “favorite” teachers. What was it about them that made them memorable?
With your team, use your ideas to make a list of the characteristics of these favorite teachers.
Uses examples-live and otherwise
Brilliant- knowledge of teaching
Knowledge of history of science
Multiple ways to communicate
Stories- real life connections
Open inquiry-student exploration
Hands on
Long term projects
Project based
Respect for students- disposition
Enthusiasm
*List generated by students
at Georgia State University
The Art of Teaching Science: A Reconnaissance

17. The Art of Teaching Science: A Reconnaissance
What is science?
…engaging with the unknown is irresistibly exciting.
Lisa Randall
…We do not know what the rules of the game are; all we are allowed to do is to watch the playing.
Richard Feynman
The Art of Teaching Science: A Reconnaissance

18. The Art of Teaching Science: A Reconnaissance
Aspects of Science
Courage
Problem Solving & the Human Mind
Human Values
Democracy
Read any of the above sections & discuss how the aspect was
exhibited by a scientist.
The Art of Teaching Science: A Reconnaissance

19. Inquiry Activity 1.3 Surveying Students’ Views of Science
Method 1: Analyzing students’ essays
Method 2: Analyzing students’ drawings of scientists
Method 3: Analyzing the results of a questionnaire
The Art of Teaching Science: A Reconnaissance

20. The Art of Teaching Science: A Reconnaissance
Draw-a-Scientist
How can you investigate students’ views of the nature of science using drawings as your data?
Plan a brief investigation and carry it out.
Summarize and report your results in the form of a poster report.
The Art of Teaching Science: A Reconnaissance

21. The Art of Teaching Science: A Reconnaissance
Inquiry Outcomes
Understanding of scientific concepts
Appreciation of “how we know” what we know in science
Understanding the nature of science
Skills to become independent inquirers
Disposition to use skills, abilities & attitudes associated with science
Based on the NSES Standards
The Art of Teaching Science: A Reconnaissance

22. The Art of Teaching Science: A Reconnaissance
Inquiry Abilities
Identify questions & concepts that guide science investigations
Design & conduct scientific investigations
Use technology & mathematics
Formulate & revise scientific explanations and models using logic and evidence
Recognize and analyze alternative explanations and models
Communicate and defend a scientific argument
Based on the NSES Standards
The Art of Teaching Science: A Reconnaissance

23. The Art of Teaching Science: A Reconnaissance
Variations on Inquiry
Definition
Role of Teacher
Role of Student
Classroom Example
Guided inductive inquiry
Unguided inductive inquiry
Deductive inquiry
Problem solving
Work with a team & complete the chart
The Art of Teaching Science: A Reconnaissance

24. The Art of Teaching Science: A Reconnaissance
“Life Beyond Inquiry”
Cooperative and Collaborative Learning
Groups of students work together to solve problems and complete learning tasks
Direct/Interactive Teaching
Teacher-directed instruction remains “learner-centered” by promoting dialogue and student interest
The Art of Teaching Science: A Reconnaissance

25. Scientists & Students: Two Cultures?
Make lists of characteristics of scientists and students; Are there two cultures?
What are the implications for teaching?
Scientist
Student
The Art of Teaching Science: A Reconnaissance

26. The Students We Teach: Who are They
How can science teaching contribute to the development of adolescents?
How can science teaching foster the development of healthy persons with positive self-concepts?
How can I share my enthusiasm for science with my students?
The Art of Teaching Science: A Reconnaissance

27. The Art of Teaching Science: A Reconnaissance
Effective Teachers
Clarity
Variety
Task orientation
On-task behavior
Success rate
Using student ideas
Instructional set
Questioning
Enthusiasm
The Art of Teaching Science: A Reconnaissance

28. The Art of Teaching Science: A Reconnaissance
More than words
Read Dr. Richard Feynman’s article, “Science is not words.”
How does Feynman’s view of science stack up with your views? Is this a practical view that might be applied to teaching?
Follow-up with a visit to a Feynman Site:
The Art of Teaching Science: A Reconnaissance

29. The Art of Teaching Science: A Reconnaissance
Interview a Teacher
Interview a science teacher, using one or more of the questions used to interview the teachers for the Wisdom of Practice section of this book.
Select from interview questions provided in chapter 1 of the companion website.
Report your results on the net, and discuss in class.
The Art of Teaching Science: A Reconnaissance

30. Problems and Extensions
What must one know to be an effective science teacher for adolescents?
How does your notion of science compare to that of Bronowski, Feynman, Polyani, Randall, & Sagan?
In what ways can imagination be part of the secondary science classroom?
The Art of Teaching Science: A Reconnaissance