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Chapter 7: The Nature of Science Chapter 3: Planning to Teach Science
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Turn-in Chapter Review Questions Discussion: Differentiated Instruction (later tonight) Unit Plan Summary (later tonight) Science Teaching Inventory (p 11) Share answers and thoughts with class.
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Warm-up Question: What is the common perception of science today? What do we already know about science? Science Disciplines? Scientific Method? Questioning Nature & Phenomena? Trail & Error? Accurate Conclusions v. Hypothetical Evaluations Making the ABSTRACT become CONCRETE Chapter 7
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Science is … To discover nature Using scientific methods Process of finding out Study of universe Organizing facts into theories Method of discovery Body of organized knowledge Problem solving Search for truth Skills necessary … Critical thinking skills Problem-solving skills Cognitive abilities Intuition Curiosity ‘Gut’ Feelings Thoughts/Emotions Past Experiences Common Sense Chapter 7
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Normal Science Chemical Reactions, Cell structure, quantum mechanics, planetary movements, plate tectonics Nonscience (as quoted from text) Creationism, Remote Viewing, Astrology, Alien Abduction, UFOs, Freudian psychoanalytic theory, and recovered memories Borderlands Science Superstring theory, Inflationary cosmology, theories of consciousnesss, search for extraterrestrial intelligence, chiropractics Can all of this be useful in class discussions? Can WE build from public misconceptions & misperceptions about society and nature and life? Chapter 7
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SCIENTIFIC INQUIRYINVESTIGATING Beliefs Curiosity Imagination Reasoning Cause-&-Effect Relationships Self-Examination & Skepticism Objectivity & Open- Mindedness 1. Observing 2. Collecting Data 3. Developing a Hypothesis 4. Experimenting 5. Concluding ExperimentationStrategy ReasonIntuition ChanceObservations HypothesisSerendipity Overcoming Difficulties Chapter 7
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Content & Society -> Relevancy & Relationships Questioning Prior Knowledge Questioning Misconceptions Experimentation (Hands-on Learning) Anything else??? Chapter 7
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Who is your target Audience? (p.31) What are you teaching? (Unit & Daily Topic) What is/are the objective(s)? What is/are the lesson outcome(s)? What is the overall function/purpose? ‘Why do I need to know this?’ ‘When will I ever use this?’ Chapter 3
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Bloom’s Taxonomy Printout Differentiated Instruction Information Fig 3.1, p. 33 – Teaching Comparison Fig 3.2, p. 34 – Student Engagement Overview Fig 3.3, p. 37 – Elements of a Science Course Fig 3.7, p. 44 – Week Overview Example Chapter 3
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The Science Learning Environment Creating a positive learning environment Guiding student learning Addressing student misbehavior Learning Activities Auditory, Visual, Kinesthetic Gardner’s Multiple Intelligences Learning Outcomes Questions that ask for depth of understanding (explanations, practical applications, relationships) NO yes/no questions, NO either/or questions … Chapter 3
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Examples Fig 3.6, p.43 My personal Lesson Plans – Thermochemistry http://scienceforallages.wikispaces.com/Science+Methods+3011 Discuss Unit Summary Writings What is your focus & style? Content over Practical Knowledge Sit & Listen over Active Learning Paper/Pencil Tests over Performance-Based Assessments Lesson Planning
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THINGS TO KEEP IN MIND WHEN PLANNING … KEY POINTS OF A LESSON PLAN Teacher-Centered? Student-Centered? Activities? Active Learning Hands-on Demonstrations Experimentations Connections FLOW FLOW FLOW Topic/Concepts Covering Objectives & Standards Materials & Resources Lesson Outline (w/ timing) Anticipatory Activity Information Session Activity Lesson Evaluation Teacher Role Student Role Informal & Formal Checks for Understanding (Assessments) Closure / Homework ‘Ticket-out-the-door’ Lesson Reflection Lesson Planning
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Text Questions Chapter 7: # 3, 4 (p. 116) Chapter 3: # 1, 5, 6 (p. 45) Write your Day 1 Lesson Plan Focus: Introductory activity, overview of unit, assessing prior knowledge, what new knowledge will you be teaching, new concepts, hands-on activities Structure for 90 minute class, 28 students, full lab, full resources Be prepared to PERFORM your Anticipatory Activity (brief 5-10 minute warm-up activity) for the class next week.
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