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- Teaching High School Science
The Science of Teaching ScienceA video workshop for K-8 teachers; 8 ninety-minute video programs, workshop guide, and Web site; graduate credit available The Science of Teaching Science encourages K-8 teachers to explore ways to improve their teaching practices. Each program takes an in-depth look at a real classroom, so that teachers can focus on the issues involved in teaching science. Observing other teachers in unrehearsed situations will provide new and veteran teachers with the confidence to try new approaches to teaching. Produced by the Harvard-Smithsonian Center for Astrophysics and Massachusetts Corporation for Educational Telecommunications (MCET). 1995. ISBN: 1-57680-130-6 Individual Program Descriptions1. Workshop 1. Preparing To Teach Science (90 min.) Most K-8 teachers have not had many science and math courses and often feel as though they didn't get much out of the courses they did have. How can they be expected to teach science topics for meaningful understanding when they themselves are not sure they understand the topics? We'll look at a variety of strategies teachers use to learn as much as possible about a science topic before they teach it. 2. Workshop 2. Eliciting Students' Prior Knowledge (90 min.) Why begin a lesson by eliciting students' prior knowledge? Because as many teachers know, it is essential to know what students believe at the outset in order to provide the instruction necessary to help them move toward a more scientific understanding. There are many ways of eliciting prior knowledge, including strategies such as concept mapping, pretests, and interpretation of a demonstration by students. This program will examine many of these strategies. 3. Workshop 3. Creating a Context for Learning: Observing Phenomena (90 min.) In our videotapes of teachers in classrooms, we sometimes see a teacher open a science kit and ask students to start working on it without any framing or introduction. Students need time to assimilate a problem and make it their own. It helps if they can relate the problem to experiences in their everyday lives, and even better if they can formulate the questions. We will see video clips of teachers trying to incorporate student questioning into their lessons. 4. Workshop 4. Supporting Good Data Collection (90 min.) One of the things that sets science activities apart from other endeavors is the care with which observations are made and data is recorded. If it is possible and relevant, a scientist will measure and quantify: How long did it take? How many are required?, etc. Children need support in collecting careful data. Thinking through the entire process in advance and making sure to provide the students with good tables and charts prepared for data collection can make the task much more manageable. We will look at ways to do this. 5. Workshop 5. Summarizing, Comparing, and Interpreting Results (90 min.) Although students generally work together in small groups in hands-on science classes, there are times when all-class discussions are valuable. Summarizing, comparing, and interpreting often involves the whole class. We will see examples of teachers using both small-group and whole-class approaches to teaching science, and discuss when each may be appropriate. 6. Workshop 6. Special Considerations (90 min.) Hands-on science classes involve all the challenges of regular classrooms with some additional ones besides. This program will focus on some of the things we must think about in teaching science: Working with diverse student populations Stimulating interest in science among minorities and girls Using scientific vocabulary, only as necessary Helping students believe their voices are valued Promoting student discussion yet keeping it focused Eliminating sexism and racism Treating students with respect Facilitating learning with multiple learning modalities 7. Workshop 7. Specific Instructional Strategies (90 min.) We will discuss problem-based learning as one way to approach science teaching in the context of student interests. The problems may range from finding particular information in the library to examining the effects of pollution on animal and plant life. 8. Workshop 8. Assessing Student Understanding (90 min.) Embedded assessment means building assessment into the activities and classroom processes in an integral and natural manner. We will see teachers integrating many different forms of assessment into their lessons. Teaching High School ScienceA video library for high school teachers; 6 video programs (from 30 to 55 minutes in length) and guide Asking questions, making discoveries, gathering data, analyzing explanations, and communicating scientific arguments are key ingredients in a classroom where vibrant inquiry is taking place. The Teaching High School Science library will help new and veteran science teachers integrate national science standards and inquiry learning into their curricula. Showing science classrooms around the country, the modules cover topics in life science, physical science, Earth and space science, and integrated science. They also show a range of teaching techniques and student/teacher interaction. Produced by WGBH Boston. 2000. ISBN: 1-57680-187-X Individual Program Descriptions1. Introduction 2. Thinking Like Scientists Classroom footage and new footage of scientists in the field explain and illustrate the concept of inquiry. 3. Chemical Reactions Students in a ninth-grade Principles of Science and Technology class formulate and explore their own questions about a chemical reaction. 4. Investigating Crickets Ninth-grade biology students design and conduct experiments about crickets. 5. Exploring Mars Students in an 11th-grade integrated science class explore how the Mars landscape may have formed. 6. The Physics of Optics An 11th- and 12th-grade physics class looks at light, lenses, and the human eye. Directory: Uploads Uploads -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 Uploads -> Department of science and humanities department of mathematics part-a questions and answers Uploads -> The Case Against the nypd’s Quota-Driven ‘Broken Windows’ Policing What Is It? 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