models of science teaching chapter 8 models of science teaching
TRANSCRIPT
Models of Science Teaching
Case to Consider: Descent from Innocence
• After reading the chapter 8 case, discuss these questions:
• Do you think Michael’s expectations were too high for his students’ ability to do inquiry-based lab activities?
• What specific suggestions would you offer Michael to help him improve the lesson?
Models of Science Teaching
How to Read this Chapter
This chapter presents models of teaching based on the learning theories discussed in Chapter 7. The models presented here are the scaffolding that you will find helpful as you begin to plan lessons, and create an environment in your classroom that fosters active student involvement. Underlying all of the models presented here is the notion that students must be actively engaged.
You can start anywhere in the chapter. The models presented here have their own protocols, and it is suggested that you work with one model at a time. The best way to understand these models is to use them in a specific teaching context and reflect on what works and what you will want to modify.
Models of Science Teaching
Invitations to Inquiry
• What is a model of teaching?• When and under what conditions should different models of teaching be used?• What is the relationship between models of teaching and theories of learning?• What are the elements of the conceptual-change teaching model?• What is the learning cycle? On what paradigm is the learning cycle based? • In what way is project-based teaching a sociocultural model? What
characterizes this approach?• What is the role of cooperative learning in helping students understand science
concepts?• How does scientific inquiry compare to inquiry teaching and inquiry learning?• How does your teaching role vary with guided, coupled, and open inquiry?• What are some effective ways to organize content for direct/interactive
teaching?
Models of Science Teaching
Models of Teaching: How can they be of help?
• The models of teaching presented in this chapter are rooted in teacher-centered, Sociocultural, and Constructivist perspectives.
• In our view, the models support different instructional goals and suggest teaching actions that serve corresponding objectives. Your understanding of these models will grow as you apply them to a variety of instructional objectives and student learning needs.
Models
Teacher-CenteredDirect/Interactive
SocioCultural:Cooperative Learning
& Project-based
Constructivist:Learning Cycle &Inquiry Features
Models of Science Teaching
Key Elements
1. Invitation-prior knowledge2. Exploration-activity to explore
phenomena3. Explanation-help students propose &
compare4. Taking Action-personal and/or social
action-assessment
Models of Science Teaching
Constructivist Models
• In this book, the constructivist model (CM) is shown as a 4 stage model. We use the learning cycle model and the conceptual-change model interchangeably with the constructivist model shown here and on the next slide.
• In this section you will find two sample lesson plans based on the CM. If you can teach either of these lessons, do so and evaluate the efficacy of the CM model.
Models of Science Teaching
Examples of Conceptual Change Teaching
Science Teaching Gazette*
• Lesson 8.1: What can be learned from skulls?
• Lesson 8.2: What caused the water to rise?
*These lessons are located on the Companion Website
Models of Science Teaching
Sociocultural Models: Cooperative Learning
• Elements of Cooperative Learning– Positive Interdependence– Individual Accountability– Interaction and Social Skills– Group Processing
• Cooperative Structures– Think-pair-share– Pairs Check– 3-step Interview– Constructive controversy– Numbered Heads Together– Roundtable– Co-op Cards & Send a Problem– 10-2– Think Aloud– Jigsaw II
Models of Science Teaching
Using Cooperative Structures
Teaching Function Cooperative Structure
Pre-Lab
Laboratory activity
Post-Lab
Review Session
Lecture
Demonstration
Homework
Small-group Discussion
Introducing a New Concept
Textbook Reading
Researching and Debating Controversial Ideas & Issues
Numbered Heads Together
Roundtable or Circle of Knowledge
Roundtable, Pairs Check
Numbered Heads Together, Think-Pair-Share
Think-Pair-Share, Pairs Check, 10-2
Think-Pair-Share, Pairs Check
Circle of Knowledge
Talking Chips, Roundtable
10-2, Numbered Heads Together
STAD, Jigsaw
Constructive Controversy
Models of Science Teaching
2 Cooperative Learning ModelsJigsaw & Group Investigation
• This model of cooperative learning is very powerful when you want to “cover-the-ground” and involve students in small group learning.
• In Jigsaw, each student in a team becomes an “expert” on a chunk of content. Working with other “experts” on the same content to master the information, the “experts” return to their home team and teach their teammates what they have learned.
• Group Investigation is an inquiry oriented and problem solving model of cooperative learning. It is described in detail, and is a powerful model to involve teams of students in science investigations.