Models of Science Teaching Chapter 6 Models of Science Teaching

Models of Science Teaching

Chapter 6



How to Read this Chapter

• This chapter is correlated with Chapter 5, in which several theories of learning were presented. This chapter presents models of teaching based on those theories of learning. The models presented here are the scaffolding that you will find helpful as you begin to plan lessons, and create an environment in your classroom that fosters active student involvement. Underlying all of the models presented here is the notion that students should be engaged. You can start anywhere in the chapter. The models presented here have their own protocols, and it is suggested that you work with one model at a time. The best way to understand the models is to use them in the context of teaching. So you might try and arrange opportunities to teach science to your peers (Inquiry Activity 6.1), or to a group of students in a school.


Invitations to Inquiry

• What is a model of teaching?• When and under what conditions should different models of teaching be used?• What is the relationship between models of teaching and theories of learning?• What are the direct/Interactive teaching functions?• What are some effective ways to organize content for direct/interacting teaching?• How is inquiry teaching different than direct/interactive teaching?• How do the models of inductive inquiry, deductive inquiry, discovery learning, and

problem solving compare?• What is the learning cycle? On what learning paradigm is the learning cycle based?

• What is conceptual-change teaching?• What is the difference between peer tutoring, and conceptual and problem solving

models of cooperative/collaborative learning?• What characterizes the following models of teaching: synectics, person-centered

learning, integrative learning, and Imagineering? How can they be used to help students understand science?

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Theory and Models

• The eight models of teaching presented in this chapter provide a kaleidoscope for you as a science teacher. In the chapter, we begin with the constructivist models, and then work toward the sociocultural and behavioral models.

• Note: In my view, the models can work together. In the classroom you will find out that you can make a case for using several of these models with your students.

Learning Theory Category Model of TeachingConstructivist Perspectives Inquiry Teaching Model

Learning Cycle ModelProject-Based ModelSynectics Model

Sociocultural Perspectives Cooperative LearningIntegrative ModelPerson-centered

Behavioral Perspectives Direct/Interactive TeachingModel

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Chapter 6 Map

Models of Science

Teaching

Constructivist Models

Collaborative Models

Direct/Interactive Teaching

Inquiry Models

Other Models

Synectics Person-centered

Integrative

Learning Cycle

Conceptual Change

Cooperative Learning

Cooperative Structures Inquiry Discovery

Project-Based

Gazette

Case Study Reflective Teaching Lessons

Constructivism Article

Science teacher talk

Inquiry Activities

Inquiry 6.1: Reflective Teaching

Inquiry 6.2: Constructivism

in the Bag

Inquiry 6.3: Inductive vs Deductive


Inquiry 6.1: Reflective Teaching

• In this inquiry you’ll teach a science lesson to a small group using any of the models in the chapter using a three stage experience:

– Prepare– Teach– Reflect

• You’ll use the experience to find out how successful you were. You will find a collection of lessons in the Gazette, pp. 248-250 which you can use. If you don’t use these, use the format shown, and create your own lesson.

• Details of the Reflective Teaching experience are outlined in Inquiry 6.1.

213-214

Learner Satisfaction FormName_________________________

1. During the lesson how satisfied were you as alearner?

______________ very satisfied______________ satisfied______________ unsatisfied______________ very unsatisfied2. What could your teacher have done to

increase your satisfaction?

Reflective Teaching Lessons

Lesson 6.1: “Creatures”Lesson 6.2: Shark’s Teeth

Lesson 6.3: The Balloon Blower UpperLesson 6.4: Mission to Mars


215-216Constructivist Models


Constructivist Models

• In this book, the constructivist model (CM) is shown as a 4 stage model. I am also using the learning cycle model and the conceptual-change model interchangeably with the constructivist model shown here and on the next slide.

• In this section you will find two sample lesson plans based on the CM. If you can teach either of these lessons, do so and evaluate the efficacy of the CM model.

• And finally, there is an activity called “Constructivism in the Bag.” This will show you how to develop your constructivist lessons.

215-221


Sample Constructivist Lessons

• Lesson 6.1: What can be learned from skulls?

• Lesson 6.2: What caused the water to rise?

216-219


Inquiry 6.2: Constructivism in the Bag

• In this Inquiry you will use the four-stage constructivist model to design a lesson sequence. I’ve done this activity with several thousand teachers. Groups of teachers were given prepared bags of science equipment such as a collection of shells and measuring tools shown here (see the list on the next page). The bags (earth science, physical science and life science bags) were used to help the teachers focus on a few concepts in the area of science represented by the baggie of equipment.

• Follow the procedure on p. 221 to create your lesson sequence.

• Teach your lesson to a group of students, or present it to your peers. You might make a large poster on chart paper outlining the four stages and the activities for each stage and use it to present.

220-221


Sample Constructivist BagsEarth Science BagsFossils (8-10), caliphers, metric ruleDinosaurs (8-10 small replicas)Collection of rocks (8 –10 small samples) includingigneous, metamorphic, and sedimentary samples,hand lens, penny, paper clip, nail, metric rule

Physical Science BagsTwo batteries, 25 – 30 cm of wire, small light bulbsTwo bar magnets, flakes of iron, compass, 25-30 cmwire, nailToy cars, metric rule, stop watch

Life science BagsCollection of seeds, each type in a separate smallplastic bag, sample of soil, plastic or paper cupsCollection of shells, caliphers, metric ruleCollection of animal replicas (specific class ofanimals)


Key Elements

1. Invitation--prior knowledge2. Exploration--activity to explore

phenomena3. Explanation--help students propose

& compare4. Taking Action--personal and/or

social action---assessment

220


Poster Report

Title of Sequence• Invitation• Exploration• Explanation• Taking Action/ Evaluation

AuthorsChartPaper


Sociocultural Models: Cooperative Learning

• Cooperative Elements– Positive Interdependence– Individual Accountability

• Cooperative Structures– Think-pair-share– Round table– Constructive controversy

• Collaborative Models• Tutorial

– Stad– Jigsaw

• Problem Solving– Group Investigation– Science Experiences

223-230


Cooperative Structures

• Think-Pair-Share• Pairs check• Three step interview• Constructive

controversy• Numbered Heads• Roundtable• 10-2

24-2524-25


Using Cooperative Structures• I’ve found that using cooperative structures is one of

the most powerful ways to implement cooperative learning into the classroom. Each structure that I’ve included in the text (pp. 224-226) is a way to organize the social interaction in a learning group.

• In this approach a cooperative learning activity is part of the over-all lesson plan, and indeed, you could integrate several cooperative learning “bursts” over a 45 or 90 minute period.

• For example, if you were to use the structure, “Think-Pair-Share” you might be introducing a new idea, such as chemical change. Perhaps you’ve shown students some examples, and now you are ready to find out what other ideas students might contribute to the discussion. You ask the class, “What are some examples of chemical change that you have seen, or heard about? Have the students pair off, and ask each student to jot down one or two ideas, and then turn to their partner and share those ideas with each other. After a couple of minutes, you can jump in, and ask a few of the pairs to share one or more ideas, which you chart.

• The next slide outline how you can use another structure named “10-2.”

• Think-pair-share: Give students a question or a problem and have them think quietly of an answer or solution. Have them discuss their response with a student sitting close by, and then have them share with the entire class. A time limit of one or two minutes should be used for the pair exchange. This is a good technique for breaking up a presentation, as well as an assessment

of student understanding.

224-226


The 10-2 StructureThe Interactive Lecture

• Teacher presents information for ten minutes (or more), then stops for two (or more).

• The 10 minute presentation can be a lecture, lecturette, multimedia presentation, pre-or post-lab, video clip, or an audio tape.

• During the 2 minute break or “wait-time,” students take on an “active role.” During the 2 minute break students in small groups (two - three students per group) can share notes, ask questions, or use any one of these structures:– Pair & compare– Pair, compare, and ask– Periodic free-recall, with pair & compare– Pair/group and discuss open-ended question

226226


Using Cooperative Structures

Teaching Function Cooperative Structure

Pre-Lab

Laboratory activity

Post-Lab

Review Session

Lecture

Demonstration

Homework

Small-group Discussion

Introducing a New Concept

Textbook Reading

Researching and Debating Controversial Ideas & Issues

Numbered Heads Together

Roundtable or Circle of Knowledge

Roundtable, Pairs Check

Numbered Heads Together, Think-Pair-Share

Think-Pair-Share, Pairs Check, 10-2

Think-Pair-Share, Pairs Check

Circle of Knowledge

Talking Chips, Roundtable

10-2, Numbered Heads Together

STAD, Jigsaw

Constructive Controversy

225


STAD-A Cooperative Model

• STAD is a four-stage model of cooperative learning that can be used to involve students in a chapter of a text, a mini-unit, or several concepts on a theme in a science area.

• The diagram here shows the four stages and they are detailed in the text.

226-228


226-228


Jigsaw-A Cooperative Learning Model

• This model of cooperative learning is very powerful when you want to “cover-the-ground” and involve students in small group learning.

• In Jigsaw, each student in a team becomes an “expert” on a chunk of content. Working with other “experts” on the same content to master the information, the “experts” return to their home team and teach their teammates what they have learned.

• A sample Jigsaw unit on geology is described in the text on page 229, and the diagrams here and on the next slide give an image of the content on pp. 228-229.

228-229


228-229


Group Investigation: Problem Solving Cooperative Learning Model

• Group Investigation is an inquiry oriented and problem solving model of cooperative learning. It is described in detail, and is a powerful model to involve teams of students in science investigations.

228-230


228-230


Science Experiences-A Problem Solving Model of Cooperative Learning

• Science Experiences (SE) is a cooperative learning method that brings together the elements of discovery and inquiry methods. Students are involved in scientific investigation, critical thinking, problem solving, and group participation.

• SE is organized into 8 interdisciplinary units of teaching. They are listed on the next slide.

• All of the units are detailed in the book, Science Experience. Click on the book for find more information.

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http://www.amazon.com/exec/obidos/tg/detail/-/0201231344/qid=1084912824/sr=1-8/ref=sr_1_8/102-8197761-4411358?v=glance&s=books


Science Experiences

• The Web of Life--a life science experience

• The “Wellthy” Syndrome--a health science experience

• The Starship and the Canoe--a space science and oceanography experience

• Touch the Earth--a geological experience

• If You Were A Boat, How Would You Float?--a physical science experience

• The Third Wave--A Futuristic Experience

• Powering the Earth--an energy and ecological experience

• Investigating the Natural World--an environmental education experience

230-231


Science Experiences230-231


Direct-Interactive Teaching (DIT) Model

• The DIT model is a dynamic teacher-centered model of teaching. It is effective for teaching science information and skills. There has been much research on the DIT model (see p. 232), and knowing it can facilitate the implementation of the model.

• The DIT Model is represented here as a cycle of teaching; four aspects stand out:

– You will need to develop and implement a variety of learning tasks.

– The learning tasks you develop should engage the learner at high levels.

– You should strive for high levels of teacher-student, and student-student interaction. You can achieve this by the use of teacher questions, use of hands-on activities and small group work).

– Your students should perform at moderate-to-high rates

of success.

leads to

leads to

leads to

leads to

leads to

Check Previous Work

& Reteach

Presenting new content and

skills

Initial student practice

Feedback and correctives

Independent practice

Direct Interactive Teaching Model

231-237



leads to

leads to

leads to

leads to

leads to

Check Previous Work

& Reteach

Presenting new content and

skills

Initial student practice

Feedback and correctives

Independent practice


231-237


Structuring Content in the DIT Model

• Another important aspect of the DIT Model is the presentation and structuring of science content. One of the key ingredients is to break content into manageable, teachable and learnable chunks.

• There are a number of ways to structure new science content. Following are four suggestions that you should find helpful in dividing science content for the DIT model. They include:

– Whole-to-Part

– Sequential Structuring

– Combinatorial Organization

– Comparative Relationships.

233-237

Structuring Content in the

DIT Model

Whole-to-Part

Sequential Structuring

Combinatorial Organization

Comparative Relationships

Divide content using Concept

Map

Hooking to Big Ideas

Simple to complex ordering of content

or skills

Hierarchy and classification of

content

Show elements of content as a cycle

Krebs Cycle Rock Cycle as

examples

Use Concepts maps showing relationships

Use tables comparing &

contrasting content


Ways to Structure Content

Structuring Content in the

DIT Model

Whole-to-Part

Sequential Structuring

Combinatorial Organization

Comparative Relationships

Divide content using Concept

Map

Hooking to Big Ideas

Simple to complex ordering of content

or skills

Hierarchy and classification of

content

Show elements of content as a cycle

Krebs Cycle Rock Cycle as

examples

Use Concepts maps showing relationships

Use tables comparing &

contrasting content

233


Inquiry Models of Teaching

• What is inquiry?

• The Practice of Inquiry

• The Standards

• Some questions

• Models– Inductive Inquiry

– Deductive Inquiry

– Discovery Learning

– Problem-Based Science

237-244

leads to

leads to

leads to

leads to

leads to

Start:Students Ask

Questions

Freedom to ask: May ask

as many questions as one wants

Teacher Response:

Record Ideas or ask

questions

Test Theories:Students plan and carry out experiments

Cooperation: Students work

in teams to experiment

Inquiry Session

Inquiry session for an inductiveinquiry lesson


Thinking about Inquiry

• One criticism of inquiry and discovery methods of science teaching is that this approach takes too much time, and students can learn concepts and skills if presented more directly. Debate this criticism by first taking the side of inquiry, and then the side of the criticism. In which were you more convincing? Is there a solution to this problem?

• Refer to pp. 237-239 and identify two or three additional questions about inquiry as a model of teaching. Using an EEEP to stimulate inquiry

238-239


Inductive Inquiry

• One approach to inductive inquiry is to focus students by using a problem-oriented demonstration (discrepant event or EEEP). An inquiry session follows by encouraging students questions, theory proposing, and experimenting.

leads to

leads to

leads to

leads to

leads to

Start:Students Ask

Questions



Teacher Response:

Record Ideas or ask

questions




Inquiry Session

239-241


Design an Inquiry Lesson

• Using anyone of the following activities, design an inquiry lesson or session based on the cycle shown here.– The Inquiry Box

– Wood Sinks

– Coin Drop and Throw

– The Double Pendulum

– The Balloon in Water

239-241

leads to

leads to

leads to

leads to

leads to

Start:Students Ask

Questions



Teacher Response:

Record Ideas or ask

questions




Inquiry Session


Inquiry 6.3: Inductive versus Deductive Inquiry

• In this inquiry, you are going to examine a textbook at either the elementary, middle or high school level from the standpoint of its organization.

• You’ll reorganize the chapter using either an inductive or a deductive approach.

• Share your results.

242


Discovery Learning

• How can the following help foster discovery learning in your class:

• Curiosity• Structure of content• Inductive labs• Problem-oriented

activities• Intuitive thinking

242-244


Other Models

• Project-Based• Synectics• Person-Centered

Learning Model• Integrative Learning

Model• Imagineering Model

244-246

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Models of Science Teaching Chapter 6 Models of Science Teaching