Class #1
Critical Thinking in the Science
Classroom
C H A P T E R 1 : T H O U G H TS &
ACTIONS OF BEGINNING
SCIENCE TEACHERS
CHAPTER 2: THE PURPOSE OF
SCIENCE TEACHING
CHAPTER 6: THE SCIENCE
LEARNING ENVIRONMENT
Introductions
 Jason Gable, Adjunct Professor
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jgable@cbsd.org, jason.gable@cbsd.org
 Chemistry/Forensic Science Teacher – CB South
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7+ years experience
Bachelors of Science in Education – Chemistry & Gen Science
Masters of Education – sole focus on Science Education
Post-Masters Credits in Educational Theory & Practice
 College Teaching Experience
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Elementary Science Methods – Temple U
Multicultural/Special Education – Del Val College
 You?
Necessary Outside Materials
 Syllabus & Required Texts
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‘Science Instruction’ course text
‘A Short History of Nearly Everything’ by Bill Bryson
‘The First Days of School’ by H. & R. Wong (optional)
 Pennsylvania State Teaching Standards for Science
 Bloom’s Taxonomy Pyramid
 Personal Philosophy of Education
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Focus: Philosophy of SCIENCE Education
 Ideas for Unit Plan
Quick Overview of Course
 Responsibilities …
 Being present for all of each and every single class (BE ON
TIME)
 All readings in the ‘Science Instruction’ text
 All information presented on the PowerPoints and discussed in
class
 Since class is only once a week, you will have several weekly
assignments
 Late Assignments will receive a deduction of 10% for each day
late
(= deduction of 1 letter grade)
 EXTREME importance (both academically & professionally)
will be placed on the in-class lessons, unit plan, & portfolio
Time for Personal Reflection
 So why do you want to be a SCIENCE teacher?
 Think about what it was like to be a high school
science STUDENT …
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What do you remember?
What did you do? (active or passive learning)
What did your teacher do?
How did you learn? (less grades & more practical knowledge)
How were you assessed?
What impact has ALL of your prior education had on you?
Why is science education important?
 1st – Why is education important?
 2nd – What subjects (traditionally) get the greatest
priority?
 3rd – Why the shift to science?
What can you / we do to show the importance of
science today?
All Encompassing Thoughts
Science Illiteracy
 What is it?
 Why does it matter?
 What is the practicality of making students science –
literate?
 But where & HOW does this start …
All Encompassing Thoughts
We start here …
in practicum & student teaching
 Big Educational Names:
 Freud
 Piaget
 Vygotsky
 Gardner
 Leonard Sax (Gender Matters)
 Bloom
(there’s more obviously)
All Encompassing Thoughts
Cognitivism v. Constructivism
 http://www.learning-
 http://www.exploratoriu
theories.com/cognitivism.
html
 Require active
participation
 Beyond Behaviorism (not
to be programmed)
m.edu/IFI/resources/con
structivistlearning.html
 Build on prior knowledge
 All instruction/learning is
connected
Similarities & Differences?
Which approach are you going to take?
All Encompassing Thoughts
How to Start
 Lesson Focus:
1.
Purpose
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2.
Assessment
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3.
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Blueprint gives vision, organization, & coherence to
instruction and learning
Rigor, Relevance, & Relationships
Teaching
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5.
Improving instruction, reinforcing outcomes, & evaluating
understandings and skills
Planning
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4.
Less is more … inch wide / mile deep
Connects prior knowledge with new abilities & content
Management
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Classroom procedures & routines
Chapter 1
Informed & Uninformed Science Teaching
 Overall Purpose of the Lesson Plan
 Focusing on the objectives & assessments
 Managing the Learning environment
 Table 1.1, p.10 – Beginning v. Experienced
 Figure 1.1, p.11 – Science Teaching Inventory
Chapter 1
The Purpose of Teaching Science
 Project 2061 (p. 19)
 National Science Education Standards (p. 20)
 Table 2.1, p. 21 – Recommendations for Teaching
Science
 TIMSS (p. 22)
 Figure 2.1, p. 24 – NSTA Standards
Chapter 2
The Science Learning Environment
 Changing Emphasis (Table 6.1, p.84)
 Instructional Practices (Table 6.2, p. 85)
 Cultural Influences
 Relationships – Rapport (p. 89)
 Listen, respect, caring, opportunities to share thoughts & ideas
 Verbal & nonverbal interactions
 Feedback and reflective exercises
Chapter 6
Classroom Practices & Setting
 Democratic Classroom
1.
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3.
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Act in a safe and healthy way.
Treat all property with respect.
Respect the rights and needs of others.
Take responsibility for learning.
Setting …
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During instruction?
In lab?
In small-group instruction / activities?
Independent / cooperative learning groups?
Movement / flow?
Needed (availability) resources?
Chapter 6
Motivation & Engagement
 Instruction & Curriculum
 Student Readiness
 Relevance of Learning Experiences
 Inappropriate Behavior (Fig. 6.3, p.96)
--------------------------------------------------------------- Extrinsic v. Intrinsic Motivation
 Grades v. Experiences
 Rote Knowledge v. Knowledgeable Citizens
Chapter 6
For Next Week
Monday 19th
 Classroom Management Plan
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What would your rules and regulations be for your lab science
classroom?
 Write a Lesson Plan for Day 1
 Ice Breaker
 Introduction to Course
 1st learning activity related to your concentration