Introduction to Critical Exploration – example Eggs & Chickens
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Critical Exploration Pedagogy in Science Education
through the lens of the structure of an elementary education graduate class (EEDUC 5135)
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Begin by looking at eggs (because they embody many complex scientific concepts, they
are common, most people have prior experiences with them and think they know a lot
about them.)
Put learners in groups of 2-4. Present an initial question that “levels the playing field”
intentionally providing access to everyone regardless of prior knowledge, experience, or
skill. In this case” what do you notice?”
Start without talking, each learner observing alone with pencil and paper. Push the
boundaries of silence, allow learners to struggle to look again and again at the
eggs. Quietly invite them to touch them if they have not done so, offer a hand lens – keep
them silently looking for more.
When 90% -100% of the room seems at a loss of what to do next, invite them to begin
sharing verbally with their neighbor. Invite learners to share what they noticed as a way to
begin to expand thinking.
Provide additional materials and questions to keep learners thinking and observing always
grounding ideas in the evidence – the eggs by asking “can you show me?”
Bring groups together to further expand thinking and challenge ideas/assumptions.
Gather questions – look for moments of Aha, insight, doubt
Bring class together to investigate questions as a group.
Return to small groups with new materials and questions - grounding ideas in the
evidence – the eggs.
Introduce live chickens to deepen the complexity of the observation
Practice in following the same process outlined eggs fieldwork with additional familiar
materials that embody complex scientific concepts that align with STEM standards. (water, seeds,
rocks, flowers, mirrors, balls and ramps, construction, simple machines, engineering design)
 Participate in fieldwork – process experience
 Observe professor working with children in class – process observation
 Practice prescribed fieldwork with individual or small groups of children
 Document experience in a report
 Map all student engagement back to STEM standards
 Process experiences in class
 Receive detailed feedback focused on keeping learners engaged, learning to ask quality
questions.
o The majority of feedback focuses on looking for what is working rather than
changing what isn’t.
o Letting go of why and how in favor of
 can you show me?
 Can you tell more about that?
 Is there a way we can test that idea out with what we have here?
Expand content understanding
Susan Rauchwerk, Nicole Weber, and Berri Jacque
April 2015
Science Notebooks are elf-driven hands-on exploration of a science topic of choice requiring
at least 50% time with hands on materials. 6 sessions, 4 prior to SCF, 2 while engaging kids in
a self-designed critical exploration
Collaborative exploration and construction of understanding
is used as a community data gathering, like the moon, the way leaves change, or climate
change
 Releasing responsibility- student lead discussions.
 Use primarily the discussion board
 In class discussions to
o decide on goal setting and content focus
o share, discuss and debate learnings
o practice leadership
Our Research Process…
Develop a Science Curriculum Fieldwork that draws upon all course learning and
experiences to develop and implement a CE.
 Science notebooks – content – being able to identify materials that embody complex
scientific ideas
 In-class and practice fieldwork – modeling of questions and hands-on inquiry
 STEM standards – keeping in mind what we hope to teach
 Collaborating with colleagues
o challenges and opportunities of designing effective instruction
o observing/teaching/supporting
o coordinating schedules
o pacing/timing
o out materials and instruction
o Trouble shooting challenges
 Listening to learners
 Reflection on teaching practices
 Documentation of student learning for the purpose of informing instruction
 Developing instruction based on student engagement with materials AND potential
of materials
Guided Questions for Journals:
1. Describe a highlight from the session in detail, what happened, why
did it stand out for you?
2. How was the students’ prior understandings revealed, used and or
expanded?
3. What surprised you?