January 8, 2014First Class - Agenda
• Introduction 5 min• Sign-in for attendance 5 min• Discuss Syllabus and Tentative Schedule 20 min• Discuss Research 10 min• What is Sustainability? 15 min• Data Gathering 30 Min
• Survey/Concept Map• 3 X 5 cards – Info
• Science as a Culture 15 min• Nature of Science 15 min• Design Challenge Activity 45 min
The NEW Basics for Education
1. AWARENESS of problems we may face.
2. Ability to ACCESS information.
3. Ability to ANALYZE information.
4. Ability to APPLY information.
5. Ability to THINK CRITICALLY and SOLVE PROBLEMS.
Preparing Sustainability Literate K-6 Teachers: Utilizing Activity Theory during On-campus and School-based Experiences
George O’Brien Ph.D.Kathy Sparrow Ph.D.Jennifer MoralesJason Clayborn
Purpose• Institutions across the United States are becoming aware of
the role sustainability plays in demonstrating the interdisciplinary holistic model is best addresses across the curriculum versus being a single topic based lesson (Nolet, 2009). • It is widely accepted that elementary science teachers are lacking
the self-efficacy and content need to address inquiry based science teaching in today’s classroom.
Purpose• Therefore, this research will investigate the influences of providing
content knowledge, pedagogical content knowledge, and application needed to increase pre-service science teachers’ self efficacy and dispositions in including sustainability in education.
Operational Definitions • Sustainability education is the act of presenting knowledge to
the current generation to meet their needs without jeopardizing the needs of future generations.
3 X 5 Card
Last Name, First Name
(nickname)
Email address
Mailing address (snail mail)
Contact phone number
Quick-Click Style
LEARNINGCYCLE - 5 Es
SUSTAINABILITY EDUCATION
SCIENCEEDUCATION
SCIENCE CONTENT NGSSS & NGSS
HABITS OF MIND
CONSTRUCTIVIST LEARNING
SCIENCEEDUCATIO
N
Chapter 1 TopicsThe Culture of Science
Scientific Habits of Mind
Images of Teaching
Teaching for the Purpose of Learning
Science within the School Curriculum
Who is Included in “Science for All”?
Exploring Reasons for Science Achievement Gaps
Cultures In and Of the Classroom
©Routledge/Taylor & Francis 2012
The Culture of Science
Group norms, certain materials and specific actions = A culture
Cultures suffer from stereotypes, including for scientists
Scientific worldview: Seeking to explain patterns
Science can confer power, control, influence and strength
Some people may find science difficult because nobody took the time to explain the workings of the scientific culture.
©Routledge/Taylor & Francis 2012
Scientific Habits of Mind
Traditional and unique ways of thinking and perceiving
Indicators of the cultural aspects of science
Curiosity
Openness to New Ideas
Skepticism
©Routledge/Taylor & Francis 2012
Images of Teaching
Yellow school bus, red pencil, an apple, desks in rows
Images shape our beliefs about who we are as teachers
MYTHS ABOUT TEACHING
Everything depends on the teacher
The teacher is the expert
Teachers are self-made
REALITIES ABOUT TEACHING
Many sources of expertise are needed — including families and the children themselves
There is too much to know to expect one person to be “all knowing”
The best compromise is that teaching combines natural talent with learned skills
©Routledge/Taylor & Francis 2012
Teaching for the Purpose of Learning
Teachers as Instructional Planners
Key: Develop YOUR Science Learning Confidence
Then Acquire Skills for Teaching Confidence
Emphasize Students’ Learning, Not Teacher Theater
©Routledge/Taylor & Francis 2012
Science within the Curriculum
Knowing Science Empowers Children
Science Knowledge Opens Career Opportunities
Good Citizens Rely on their Science Knowledge
Science is Our Cultural Heritage to Pass Along
©Routledge/Taylor & Francis 2012
Scientific Literacy
More than knowing how to read and write science
Specialized combination of knowledge and skills
Familiar with the natural world
Know science concepts and principles
Employ scientific reasoning
Recognize the human aspects
Apply science to decision-making
from Science for All Americans
©Routledge/Taylor & Francis 2012
Who Gets to Learn Science When we say “Science for All”?
All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy. ~ National Research Council
©Routledge/Taylor & Francis 2012
Factors Contributing to Science Achievement Gaps
Deficit Mentality: belief that some children just can’t learn science.
Self-fulfilling Prophecy: lowered expectations lower performance, and expectations are “verified”
Inadequate Supplies and Materials, Lack of Qualified and Caring Teachers, Too Much Focus on “Basics”
The Culture of Science May Be Too “Foreign” to Some Students—Until the Teacher Acts as the Diplomat
©Routledge/Taylor & Francis 2012
Cultures In and Of the Classroom
The Tools of a Culture: The Objects that are Used
The Actions of a Culture: Behaviors and Interactions
Membership in Multiple Cultures: Families, Careers, Friendships, Entertainment, etc.
The Value of Treating Science as a Culture and Not Simply as a Body of Knowledge
©Routledge/Taylor & Francis 2012
Explaining the Nature of Science
The complexity of science can be appreciated by viewing science as if it is a culture
Science culture: Underlying tendencies and unspoken assumptions that guide the actions of scientists
In addition to the “stuff” of science, students should also learn the hows and whys of the science culture
The knowledge created by science is shaped by the culture of science that produced it
©Routledge/Taylor & Francis 2012
Developing Scientific KnowledgeEmpirical: Knowledge comes from Observational Data
Evidence (Data) is used to Produce Explanations
Science Processes and Interpretations Benefit from Creativity
Subjectivity: Our Perspectives Shape what we Perceive
New Evidence is Used to Test the Explanation
Evidence Explanations
©Routledge/Taylor & Francis 2012
Science as Social and Tentative
The “steps of the scientific method” is a myth
Teaching children that science as a recipe is misleading
Scientists work with others and knowledge is deliberated
Allowances made for new explanations of the evidence
Tentativeness of science knowledge is a cultural norm
©Routledge/Taylor & Francis 2012
Making Explanations from Evidence
Evidence of Continental Drift eventually led to the Explanation of Plate Tectonics
©Routledge/Taylor & Francis 2012
Scientific Theories
Theories Explain Phenomena, Laws Describe Patterns
Theories have the Power to Predict
Theories are Not as Simple as Hypotheses
©Routledge/Taylor & Francis 2012
Science as a Way of Knowing
Science is One Perspective
Characteristics of THIS Way of Knowing: Empirical, Creative, Social, and Tentative
Science is Insufficient for Understanding Some Experiences
Science and Technology are Not One and the Same
©Routledge/Taylor & Francis 2012
Limits of Science
The scientific study of a work of art, say a picture, may give an exhaustive account of the chemical constitution of the pigments, the wavelengths of the light they reflect, their reflection factors, masses and physical distributions. But such a scientific account has hardly begun to say much of interest to the viewer or to the artist. … It is not that pictures cannot be described in terms of chemicals, or mental activities in terms of brain functions—they can. What is wrong to assert … is that these scientific accounts are the only valid ones there are. ~ Michael Poole
©Routledge/Taylor & Francis 2012
Nature of Science and Diversity
Since science is one way of knowing, it should not be used to demean or displace other perspectives
Treating science as a special culture suggests that a teacher can help to demystify the world of science
The capacity to learn science is unrelated to gender, language, ethnicity, or physical abilities
Learning to function and be comfortable within the science culture requires participating in it
©Routledge/Taylor & Francis 2012
Chapter 2 SummaryThe Nature of Science Explains its Culture
Scientific Knowledge: Process of Evidence Explanation
Socially Derived and Tentatively Applied: No Single Method
Theories Serve as Tools for Explaining, Not Speculating
Science Offers One Way for Understanding
Treating the Nature of Science as Cross-Cultural
©Routledge/Taylor & Francis 2012
Scientific Communication
• Read the handout (both sides) Strategies to Reveal, Support, and Challenge Student Thinking
• Discuss with your tablemates the information and how it applies to this class and teaching science.
What is SUSTAINABILITY?
• At your tables, discuss among you what you think SUSTAINABILITY EDUCATION is.
• Then, individually, create a concept map to illustrate what concepts are included in this big idea.
THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
EFFECTIVE THINKING REQUIREMENTS:
CONTENT
THINKING SKILLS
WHY HABITS OF MIND?
TRANSDISCIPLINARYAS GOOD FOR ADULTS AS THEY ARE FOR
STUDENTS
FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS
SUPPORT 21ST CENTURY SKILLS AND COMMON CORE STANDARDS
THINKING VERBS FOUND IN COMMON CORE STANDARDS
ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DIAGRAMDISCUSS
ELABORATEEXPLOREIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT
REASONREPRESENTRESPONDSIMPLIFYSOLVESUMMARIZESUPPORTVERIFYVISUALIZE
LEARNING TASKS
Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.
The Habits of Mind
1. Persisting
2. Managing Impulsivity
3. Listening with Understanding and Empathy
4. Thinking Flexibly
5. Thinking about Thinking
6. Striving for Accuracy
7. Questioning and Posing Problems
8. Applying Past Knowledge to New Situations
9. Thinking and Communicating with Clarity and Precision
10. Gathering Data Through All Senses
11. Creating, Imagining, Innovating
12. Responding with Wonderment and Awe
13. Taking Responsible Risks
14. Finding Humor
15. Thinking Interdependently
16. Remaining Open to Continuous Learning
THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
EFFECTIVE THINKING REQUIREMENTS:
CONTENT
THINKING SKILLS
BUILD A CAR
Materials2 - 8 X 11.5 paper
2 - plastic straws
4 - Life Savers
2 - index cards
2 - large paper clips
4 - straight pins
3 feet masking tape
• PROBLEM: Design a vehicle that will move all the way across your table without your touching it.
• Brainstorm in your group how to design, build and power your car.
• Work together to come up with the best design.
• Construct your car and test it.• Conditions:
• You can only use the materials provided.
• You cannot touch the car to move it.• You cannot touch any object that
touches the car to make the car move.
Assignments1. Purchase your subscription to the NSTA
Learning Center (see handout for info).2. Thoroughly read Syllabus Part 1 (class) & Part 2
(email) —Write down any questions or concerns.
3. Bring your bound composition book (100 pages) to class. Have pages numbered from 1-200 (front & back)..
4. Read: