Taking Science to Taking Science to School: Learning and School: Learning and Teaching Science in Teaching Science in

Grades K-8Grades K-8 Heidi Schweingruber, NASHeidi Schweingruber, NAS

Used with permissionUsed with permissionSee:See:http://www.national-academies.orghttp://www.national-academies.org

With Implications for TexasWith Implications for TexasDelivered at TSELA, April 24, 2007Delivered at TSELA, April 24, 2007

Irene Pickhardt Irene Pickhardt

Background on the StudyBackground on the Study

30-Month NRC Consensus Study -- five 30-Month NRC Consensus Study -- five meetings beginning in November, 2004 meetings beginning in November, 2004

Related NRC Studies:Related NRC Studies:– How People LearnHow People Learn, , Adding it Up, Starting Out Adding it Up, Starting Out

Right Right

Sponsors: NSF, NICHD, Merck Institute Sponsors: NSF, NICHD, Merck Institute for Science Education for Science Education

Committee ChargeCommittee Charge

What do we know about how children What do we know about how children learn science?learn science?

What does this mean about how we What does this mean about how we should teach science?should teach science?

What further research is needed?What further research is needed?

Key FindingsKey FindingsStudents in grades K-8 can do more in Students in grades K-8 can do more in science than is currently asked of themscience than is currently asked of themScience standards and curricula contain Science standards and curricula contain too many topics given equal emphasistoo many topics given equal emphasisScience classrooms typically provide few Science classrooms typically provide few opportunities for students to engage in opportunities for students to engage in meaningful sciencemeaningful scienceGood science teaching requires more than Good science teaching requires more than expert knowledge of science contentexpert knowledge of science content

What Is Science?What Is Science?Science is built up of facts as a house is of stones, but a Science is built up of facts as a house is of stones, but a

collection of facts is not more a science than a pile of collection of facts is not more a science than a pile of stones.stones.

Science involves:Science involves:– Building theories and modelsBuilding theories and models– Constructing argumentsConstructing arguments– Using specialized ways of talking, writing and Using specialized ways of talking, writing and

representing phenomenarepresenting phenomena

Science is a social phenomena with unique norms for Science is a social phenomena with unique norms for participation in a community of peersparticipation in a community of peers

Scientific Proficiency: Scientific Proficiency: The Four StrandsThe Four Strands

Students who understand science:Students who understand science:1.1. Know, use and interpret scientific Know, use and interpret scientific

explanations of the natural world.explanations of the natural world.2.2. Generate and evaluate scientific Generate and evaluate scientific

evidence and explanations.evidence and explanations.3.3. Understand the nature and development Understand the nature and development

of scientific knowledge.of scientific knowledge.4.4. Participate productively in scientific Participate productively in scientific

practices and discourse.practices and discourse.

Important Ideas in the StrandsImportant Ideas in the Strands

The four strands are interwoven in learning. The four strands are interwoven in learning. Advances in one strand support advances in the Advances in one strand support advances in the others. others. The strands emphasize the idea of “knowledge The strands emphasize the idea of “knowledge in use” – that is students’ knowledge is not static in use” – that is students’ knowledge is not static and proficiency involves deploying knowledge and proficiency involves deploying knowledge and skills across all four strands.and skills across all four strands.Students are more likely to advance in their Students are more likely to advance in their understanding of science when classrooms understanding of science when classrooms provide learning opportunities that attend to all provide learning opportunities that attend to all four strands.four strands.

How Children Learn ScienceHow Children Learn Science

ConclusionConclusion: Children starting : Children starting school are surprisingly competentschool are surprisingly competent

Children entering school already have Children entering school already have substantial knowledge of the natural world substantial knowledge of the natural world much of it implicit. much of it implicit.

Young children are NOT concrete and Young children are NOT concrete and simplistic thinkers. simplistic thinkers.

Children can use a wide range of Children can use a wide range of reasoning processes that form the reasoning processes that form the underpinnings of scientific thinkingunderpinnings of scientific thinking

Children’s Knowledge of the Children’s Knowledge of the Natural WorldNatural World

Some areas of knowledge may provide more robust Some areas of knowledge may provide more robust foundations to build on than others. foundations to build on than others. – Physical mechanicsPhysical mechanics– BiologyBiology– Matter and substanceMatter and substance– Naïve psychology (theory of mind)Naïve psychology (theory of mind)

These appear very early and appear to have some These appear very early and appear to have some universal characteristics across cultures throughout the universal characteristics across cultures throughout the world.world.

Earth science and cosmology – not early and universalEarth science and cosmology – not early and universal

Physical MechanicsPhysical Mechanics

Strong roots in infancy (e.g. Baillargeon)Strong roots in infancy (e.g. Baillargeon)

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are needed to see this picture.

ConclusionConclusion: Prior knowledge and : Prior knowledge and experience are criticalexperience are critical

Competence is NOT determined simply by Competence is NOT determined simply by age or gradeage or grade

What children can do is contingent on prior What children can do is contingent on prior opportunities to learnopportunities to learn

Knowledge and experience influence all Knowledge and experience influence all four strands of proficiencyfour strands of proficiency

Prior knowledge can be both a resource Prior knowledge can be both a resource and a barrier to emerging understandingand a barrier to emerging understanding

Prior knowledge and Prior knowledge and “misconceptions”“misconceptions”

Children’s understandings of the world Children’s understandings of the world sometimes contradict scientific explanations. sometimes contradict scientific explanations. These often described as misconceptions to be These often described as misconceptions to be overcome.overcome.

Students’ prior knowledge also offers leverage Students’ prior knowledge also offers leverage points that can be built on to advance students’ points that can be built on to advance students’ science learning.science learning.

Emphasis on eradicating misconceptions can Emphasis on eradicating misconceptions can cause us to overlook the knowledge they bringcause us to overlook the knowledge they bring

ConclusionConclusion: Proficiency in science : Proficiency in science is more than knowing factsis more than knowing facts

Students need to know facts and Students need to know facts and concepts, how these ideas and concepts concepts, how these ideas and concepts are related to each other, and their are related to each other, and their implications and applications in the implications and applications in the discipline.discipline.This is NOT a simple accumulation of This is NOT a simple accumulation of informationinformationOften involves large-scale reorganization Often involves large-scale reorganization of knowledge (major conceptual change)of knowledge (major conceptual change)

SummarySummary

Young children are more competent than we Young children are more competent than we think. They can think abstractly early on and do think. They can think abstractly early on and do NOT go through universal, well defined stages.NOT go through universal, well defined stages.Focusing on misconceptions can cause us to Focusing on misconceptions can cause us to overlook leverage points for learning.overlook leverage points for learning.Developing rich, conceptual knowledge takes Developing rich, conceptual knowledge takes time and requires instructional support.time and requires instructional support.Conceptual knowledge, scientific reasoning, Conceptual knowledge, scientific reasoning, understanding how scientific knowledge is understanding how scientific knowledge is produced, and participating in science are produced, and participating in science are intimately intertwined in the doing of science.intimately intertwined in the doing of science.

Supporting Science LearningSupporting Science Learning

ConclusionConclusion: Sustained exploration of core set of scientific : Sustained exploration of core set of scientific ideas is promising approachideas is promising approach

Many existing curricula, standards and assessments in the US contain too many Many existing curricula, standards and assessments in the US contain too many disconnected topics given equal priority.disconnected topics given equal priority.

Need more attention to how students’ understanding of core ideas can be supported Need more attention to how students’ understanding of core ideas can be supported and enhanced from grade to grade.and enhanced from grade to grade.

Core ideas should be central to a discipline of science, accessible to students in Core ideas should be central to a discipline of science, accessible to students in kindergarten, and have potential for sustained exploration across K-8.kindergarten, and have potential for sustained exploration across K-8.

Learning ProgressionsLearning Progressions

Findings from research about children’s Findings from research about children’s learning and development can be used to learning and development can be used to map learning progressions in science. map learning progressions in science. Steps in the progressions are constrained Steps in the progressions are constrained by children’s knowledge and skill with by children’s knowledge and skill with respect to the four strands. respect to the four strands. Reaching the hypothetical steps in the Reaching the hypothetical steps in the progressions is also dependent on progressions is also dependent on teachers’ knowledge and the effectiveness teachers’ knowledge and the effectiveness of their instructional practice.of their instructional practice.

Growth: First GradeGrowth: First Grade

Growth: Third GradeGrowth: Third Grade

Growth: Fifth GradeGrowth: Fifth GradeShifts in Distribution Signal Transitions in Growth ProcessesShifts in Distribution Signal Transitions in Growth Processes

ConclusionConclusion

Students learn science by actively Students learn science by actively engaging in the practices of science. [This] engaging in the practices of science. [This] includes scientific tasks embedded in includes scientific tasks embedded in social interaction using the discourse of social interaction using the discourse of science and work with scientific science and work with scientific representations and tools. representations and tools.

Teaching Science as PracticeTeaching Science as PracticeAll major aspects of inquiry, including posing All major aspects of inquiry, including posing scientifically fruitful questions, managing the scientifically fruitful questions, managing the process, making sense of the data, and process, making sense of the data, and discussing the results may require guidance.discussing the results may require guidance.

To advance students’ conceptual understanding, To advance students’ conceptual understanding, prior knowledge and questions should be prior knowledge and questions should be evoked and linked to experiences with evoked and linked to experiences with phenomena, investigations, and data.phenomena, investigations, and data.

Discourse and classroom discussions are key to Discourse and classroom discussions are key to supporting learning in science.supporting learning in science.

Tensions with current practiceTensions with current practiceScience argument is rare in classrooms but central to Science argument is rare in classrooms but central to science; teaching focuses on recall rather than model-science; teaching focuses on recall rather than model-based reasoningbased reasoning

Classroom norms (teacher, textbooks provide answers) Classroom norms (teacher, textbooks provide answers) in tension with building scientific models from evidencein tension with building scientific models from evidence

Curricula and standards “mile wide, inch deep” Curricula and standards “mile wide, inch deep” (TIMSS)(TIMSS)

Variation in standards works against coherent learning Variation in standards works against coherent learning progression; marketplace realities lead to modularity.progression; marketplace realities lead to modularity.

ConclusionConclusion: Many K-8 teachers : Many K-8 teachers lack sufficient knowledge lack sufficient knowledge

To achieve effective instruction requires:To achieve effective instruction requires:– knowledge of science,knowledge of science,– knowledge of how students learn science,knowledge of how students learn science,– knowledge of how to plan effective instruction. knowledge of how to plan effective instruction.

Professional Development: Supporting Professional Development: Supporting Effective Science InstructionEffective Science Instruction

Develops teachers’ knowledge of science, of Develops teachers’ knowledge of science, of students’ learning, and of pedagogy in sciencestudents’ learning, and of pedagogy in science

Is on-going, rooted in the science that teachers Is on-going, rooted in the science that teachers teach, and relevant to their classroom contextsteach, and relevant to their classroom contexts

Provides opportunities to think and work Provides opportunities to think and work collectively on instructional problemscollectively on instructional problems

Sensitizes teachers to the capabilities of all Sensitizes teachers to the capabilities of all learners and provides them with strategies for learners and provides them with strategies for reaching a diverse student populationreaching a diverse student population

http://www.nap.edu

Report on-line

BOSE Website

http://www7.nationalacademies.org/bose/

What Does this Mean for Texas?What Does this Mean for Texas?

Potential Areas of impactPotential Areas of impact

– #1 TEKS Revision#1 TEKS Revision

– #2 Professional Development#2 Professional Development

– #3 Classroom Practice#3 Classroom Practice

#1 TEKS Revision Implications#1 TEKS Revision Implications

Opportunity for richer content at Primary Opportunity for richer content at Primary GradesGrades

Systematic growth throughout gradesSystematic growth throughout grades

Differentiation of process skillsDifferentiation of process skills– Include expectation for robust exchange of Include expectation for robust exchange of

ideas ideas – Increasing sophistication in developing Increasing sophistication in developing

modelsmodels

How You Can Be Involved inHow You Can Be Involved inScience TEKS Review Science TEKS Review NOW!

Contact SBOE MembersContact SBOE Members

They make They make Recommendations for Recommendations for ScienceScienceTEKS Review TEKS Review CommitteeCommittee

http://www.tea.state.tx.us/http://www.tea.state.tx.us/sboe/board/index.htmlsboe/board/index.html

Give input on Give input on suggestions via e-mail suggestions via e-mail to science staff. to science staff. Suggestions will be Suggestions will be made available to TEKS made available to TEKS Review Committee Review Committee members.members.

Chris.Comer@tea.state.tx.usChris.Comer@tea.state.tx.us

Irene.Pickhardt@tea.state.tx.usIrene.Pickhardt@tea.state.tx.us

TEKS Alignment and Refinement TEKS Alignment and Refinement OpportunitiesOpportunities

Panel member—SBOE AppointeePanel member—SBOE Appointee

Public inputPublic input

Knowledge of changesKnowledge of changes

Provide input to members of TEKS Provide input to members of TEKS committee committee

Dear Educators, The refinement and alignment process of the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading is underway and we need your assistance. As professionals you have worked with the TEKS on a daily basis in your classrooms and may have suggestions for improving the clarity and continuity surrounding specific knowledge and skill statements and/or student expectations. We solicit your input and ask that you use the following template to aid us in capturing all suggestions. Grade Level/Name of Course Knowledge and Skills Number Student Expectation Letter Suggestion for Refinement and/or Alignment

Opportunities for InputExample of Correspondence relating to English Language Arts and Reading TEKS refinement and alignment process

# 2 Professional Development# 2 Professional Development

Give Give every educatorevery educator the experience of the experience of building science knowledge building science knowledge

Increase content knowledgeIncrease content knowledge

Examine student work to develop Examine student work to develop expectations on students’ capabilitiesexpectations on students’ capabilities

We used to say: “Science Benefits Oral Language We used to say: “Science Benefits Oral Language Development”Development”

Oral presentationsOral presentations

Academic Content Academic Content Language Development Language Development

Word wallsWord walls

Posing questionsPosing questions

Association of Association of vocabulary to items in vocabulary to items in real worldreal world

Vocabulary grows Vocabulary grows most effectively when most effectively when

experiencing concepts, experiencing concepts, objects, etc.objects, etc.

Now we say: “Oral Language Now we say: “Oral Language Benefits Science!”Benefits Science!”

G/T CreditG/T Credit

Professional Development (excerpted http://www.tea.state.tx.us/gted/GifTal.html)School districts shall ensure that: (1) teachers who provide instruction and services that are a part of the program for gifted students have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students;

Gifted and Talented CreditGifted and Talented Credit

Did you know that your district may have Did you know that your district may have established its own criteria for determining established its own criteria for determining which workshops may count for G/T which workshops may count for G/T credit?credit?

Keep in MindKeep in Mind

(3) teachers who provide instruction and services (3) teachers who provide instruction and services that are a part of the program for gifted students that are a part of the program for gifted students receive a receive a minimum of six hours annually of minimum of six hours annually of professional development in gifted educationprofessional development in gifted education

ARE WE OFFERING SCIENCE-BASED G/TARE WE OFFERING SCIENCE-BASED G/TPD?PD?

Workshops Offered for G/TWorkshops Offered for G/T

Workshop presenters offering G/T credit Workshop presenters offering G/T credit should beshould be– Experienced in working with gifted and Experienced in working with gifted and

talented studentstalented students– Knowledgeable about the education of gifted Knowledgeable about the education of gifted

and talented youth, orand talented youth, or– Expert in an academic field, e.g. a botanist Expert in an academic field, e.g. a botanist

offering a botany workshopoffering a botany workshop– Most desirable, is a presenter who meets all Most desirable, is a presenter who meets all

three of the above criteriathree of the above criteria

http://http://www.txgifted.orgwww.txgifted.org

The Texas The Texas Association for Gifted Association for Gifted and Talented (TAGT) and Talented (TAGT) has a process for has a process for obtaining their obtaining their endorsement for a endorsement for a workshop. Some workshop. Some districts find this districts find this useful. useful. TAGT can be reached TAGT can be reached atat http://http://www.txgifted.orgwww.txgifted.org. .

# 3 What Should We Look For in # 3 What Should We Look For in the Classroom?the Classroom?

Redefining our ideas about Redefining our ideas about ‘misconceptions—teachers looking for ‘misconceptions—teachers looking for ‘kernel of truth’ and building on it.‘kernel of truth’ and building on it.Increasing attention to students’ prior Increasing attention to students’ prior knowledge, particularly in areas of knowledge, particularly in areas of physical mechanics, biology, matter.physical mechanics, biology, matter.Discourse!Discourse!Specialized communication—evidence-Specialized communication—evidence-based; specific; skeptical based; specific; skeptical

Exemplary Science Requires Well Designed Space!

NEW DOCUMENTNEW DOCUMENTPlanning for Laboratory and Field Facilities for the 4X4 Program

Planning for Laboratory and Field Facilities for the 4X4 Program

* What are the Laboratory and Field Requirements for High School Science Courses?

* What are the basic requirements for High School Science Laboratory Facilities

* What facilities and/or sites does the state recommend for laboratory and field investigations?

* Does TEA’s School Facilities Standards reference outdoor learning areas?

* Safety and Health Considerations

* Can the Texas High School Allotment be used for the construction of new laboratory space?

As schools consider laboratory facilities for 4 As schools consider laboratory facilities for 4 years of Science, TEEAC Recommendations years of Science, TEEAC Recommendations

to to Science Facilities StandardsScience Facilities StandardsChap.# 5 Chap.# 5 OUTDOOR LEARNING AREASOUTDOOR LEARNING AREAS

Creating an Outdoor Learning AreaCreating an Outdoor Learning Area

An outdoor learning area is a natural An outdoor learning area is a natural resource that is available to students for resource that is available to students for conducting field investigations outside the conducting field investigations outside the classroom setting. Although these sites are classroom setting. Although these sites are used primarily for field investigations, they used primarily for field investigations, they provide learning opportunities all across the provide learning opportunities all across the curriculum. curriculum.

§61.1036. School Facilities §61.1036. School Facilities Standards for Construction on Standards for Construction on

or after January 1, 2004. or after January 1, 2004.

(D) a list of any specialized classrooms or (D) a list of any specialized classrooms or major support areas, non instructional major support areas, non instructional support areas, support areas, outdoor learning areasoutdoor learning areas, , outdoor science discovery centersoutdoor science discovery centers, , living living science centersscience centers, or external activity spaces; , or external activity spaces; (5) Instructional space--General classrooms, (5) Instructional space--General classrooms, specialized classrooms, outdoor learning specialized classrooms, outdoor learning areas, and major support areas. areas, and major support areas.

4X4 Issues4X4 Issues

Issue: Additional requests are coming in on Issue: Additional requests are coming in on Provisional Certificates, particularly in Physics Provisional Certificates, particularly in Physics and Chemistry and Chemistry Needed: a list of higher education science Needed: a list of higher education science courses which can count toward a provisional courses which can count toward a provisional certificate in Physics and/or Chemistry.certificate in Physics and/or Chemistry.Requests are coming in from Textbook Requests are coming in from Textbook Coordinators on additional TextbooksCoordinators on additional TextbooksCurriculum directors and Textbook coordinators Curriculum directors and Textbook coordinators may need additional guidance from science may need additional guidance from science coordinator about the possible course coordinator about the possible course configurations in science.configurations in science.

Online Now!

http://www.tea.state.tx.us/curriculum/science/GuidelinesColor.pdf

www.tea.state.tx.us/list/

Science List Serve:Science List Serve:Please Join…Please Join…

Our way of “shouting out” to you when you are busyAnd somethingImportant comesUp for scienceIn Texas…

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