Engaging Students in the Learning of Science. Engaging Students in the Learning of Science. What is the scientific method?

(1)

Engaging Students in the

Learning of Science

Engaging

Engaging Students

in

the Learning of Science

!

A big challenge to science

teaching is in the affective

domain

–

some folks just don

’

t

like science or are fearful of it

!

However, it is not science they

fear, it is science instruction

!

Science itself is inherently

interesting but the way it has

been taught can be a

“

turn off

”

What is the scientific

method?

!

How to put it to

use in teaching

!

How to put it to

use in engaging

students

!

how to use it in

more "creative"

areas-- like drama

Engaging Students in the

Learning of Science

!

“

Everyday science

”…

we

all do it

!

The role of multiple

hypotheses

!

Observing, measuring and

identifying processes

!

Seeking evidence

!

Recognizing patterns and

cycles

!

Identifying causes and

effects

Consider Teaching How Science Works

(2)

Engaging Students in the

Learning of Science

!

Use the history-of-science-

Use the

history-of-science-approach to make points

approach to make points

about how science functions

!

For instance, consider the

case of the people behind

important scientific

discoveries

•

•Alfred Alfred Wegener Wegener andand

Continental Drift

•

•Darwin and Evolution byDarwin and Evolution by

Natural Selection

Consider Teaching How Science Works

Engaging Students in the

Learning of Science

!

Engage students in

discussions of debates in

science such as

•

•What are the roles of scienceWhat are the roles of science

and religion in modern

society?

•

•How did life begin?How did life begin?

•

•Evolution vs. IntelligentEvolution vs. Intelligent

Design

•

•Are we alone in theAre we alone in the

universe?

Engaging Students in the

Learning of Science

!

! Use of internet resourcesUse of internet resources !

! Increase the use of activeIncrease the use of active

learning and critical

thinking strategies

!

! Ask higher-levelAsk higher-level

questions of students

!

! Ensure that students mustEnsure that students must

seek not just repeat

answers to questions

!

! Have student interact andHave student interact and

lead discussions

Engaging Students in the

Learning of Science

!

! Frame Frame ““wrongwrong

answers

answers”” as a way to as a way to explore alternative

explore alternative

ideas from students

!

! Use a variety ofUse a variety of

teaching styles

!

! Make the laboratory aMake the laboratory a

place of discovery

not just verification

(3)

The Laboratory: Goals and Rationales

!

! get students activelyget students actively involved in science involved in science learning

learning !

! encourage problem-encourage problem-solving and higher-order solving and higher-order thinking

thinking !

! provide a bridge fromprovide a bridge from concrete to abstract concrete to abstract thinking

thinking !

! spark student interestspark student interest and curiosity and curiosity !

! simulate the simulate the ““doingdoing”” of of science

science !

! provide a common andprovide a common and shared experience on shared experience on which to build which to build instruction instruction

To:

Developing a Taxonomy of Laboratory Types:

Who Makes the Following Decisions?

!

! the question(s) to bethe question(s) to be investigated? investigated? !

! The questions to beThe questions to be tested?

tested? !

! the procedure to bethe procedure to be followed?

followed? !

! what to observe andwhat to observe and record?

record? !

! how to record andhow to record and report data? report data? !

! what the data mean?what the data mean?

Exemplary Laboratory

Teaching:

Philosophical Issues

Students should

work cooperatively

to investigate and

negotiate

conclusions

Exemplary Laboratory

Teaching:

Philosophical Issues

Some

investigations

should be long

term (lasting

several days or

class sessions)

(4)

Exemplary Laboratory

Teaching:

Philosophical Issues

Investigations

should teach

authentic and

accurate

lessons about

the nature of

science.

Laboratory Learning:

The Nature of Science

!

! Emphasize scientificEmphasize scientific

methods but not

methods but not THETHE

scientific method

!

! Make the distinctionMake the distinction

between activities, between activities, investigations and investigations and experiments experiments !

! The goal for lab workThe goal for lab work

is substantiation not

proof, exploration not

just verification

Exemplary Laboratory

Teaching:

Pedagogical Issues

Laboratory

investigations

should come

before significant

class discussion of

related concepts

Exemplary Laboratory

Teaching:

Practical Issues

Assessment

of

laboratory

learning

should be

authentic

(5)

Assessment of Laboratory Learning

!

! Consider using practicalConsider using practical

examinations

!

! Student lab reportingStudent lab reporting

methods should be

personally relevant

!

! Assign new (but related)Assign new (but related)

challenge questions

!

! Apply continuousApply continuous

evaluation

!

! Use skills-based checkUse skills-based check

lists

Exemplary Laboratory

Teaching:

Practical Issues

When possible,

the laboratory

should begin with

a challenge

question without

step-by-step

instructions

Exemplary Laboratory

Teaching:

Pedagogical Issues

Provide support to students

working in the laboratory, but

avoid intruding.

How to Enhance Published Activities

!

! reformat lab as part of areformat lab as part of a

learning cycle or learning cycle or conceptual change conceptual change model of instruction model of instruction !

! standardize terms acrossstandardize terms across

all labs

!

! improve the includedimprove the included

questions (higher-order

& less rote)

!

! modify to meetmodify to meet

equipment or

student-ability limitations

ability limitations

!

! distill the activity into adistill the activity into a

“

(6)

Conclusions:

Enhancing the Laboratory Experience

!

! Discuss the changesDiscuss the changes

!

! Invite discussionInvite discussion

!

! Involve your colleaguesInvolve your colleagues to gain support and to

to gain support and to

encourage partnerships

!

! Celebrate studentCelebrate student successes and successes and innovations while innovations while paying attention to paying attention to their comments, their comments,

questions and reactions

!

! Stick with it!Stick with it!

Engaging Students in the Learning of Science

The Multimedia Revolution

!

! Students today expect and areStudents today expect and are accustomed to a multimedia accustomed to a multimedia environment

environment –– as long it is serves the as long it is serves the goals of instruction

goals of instruction !

! Consider where PowerPointConsider where PowerPoint succeeds and fails succeeds and fails !

! Make appropriate use of the internetMake appropriate use of the internet

!

! Consider the use of Consider the use of ““clickersclickers””

!

! Explore the use of classroomExplore the use of classroom websites and

websites and ““BlackboardBlackboard”” !

! Establish an appropriate email policyEstablish an appropriate email policy to extend your availability

to extend your availability

Engaging Students in the Learning of Science

Final Thoughts

!

! Consider for yourselfConsider for yourself the distinction between

the distinction between

teaching and learning

!

! As you design scienceAs you design science lessons think about the

lessons think about the

most appropriate ways

to assess outcomes

!

! Consider the Consider the ““goldengolden rule

rule”” of science of science

teaching

teaching –– do unto do unto others . . .

others . . .

!

! DonDon’’t necessarily teacht necessarily teach as you were taught!

as you were taught!