Educ 7019: Science in Early Childhood PDF

TOPIC OUTLINE PROCESS SKILLS UNIT 1: Able to conduct an original research, a field investigation or a The Science Teacher project that calls for quantitative and...

TOPIC OUTLINE PROCESS SKILLS UNIT 1: Able to conduct an original research, a field investigation or a The Science Teacher project that calls for quantitative and qualitative observation. ○ Innate Qualities SCIENCE TEACHING ○ Personal Traits Has the ability to demonstrate some teaching methodologies that ○ Attitudes and Values are effective in presenting science lessons. Innovatively varies her ○ Competencies teaching techniques in introducing new topics to be less routine ○ Professional growth and boring. Teaching Science ○ 3 Main Branches of Science PROFESSIONAL GROWTH ○ 10 Greatest Scientists ○ Learning Area Standard In service training/seminar How Children Learn Science? Attending seminar-workshops conducted by science ○ The Learning Cycle associations and experts ○ Adapting the Learning Cycle to Early Conducting educational trips Childhood Acquisition of new professional books, research journals ○ Types of Experiences and modern teaching device ○ Rachel Carson Enrolling in classes for advance credits ○ Discovery Learning Model Undertaking research and field studies SCIENCE THE STAGES OF EARLY CHILDHOOD About wonderful nature and natural phenomena and led to wonder and awe. Used experiment or perform experimental 1. Infancy ( birth - 1 yr ) process. 2. Toddlerhood ( 1 - 3 yrs ) NATURE OF SCIENCE 3. Preschool Age ( 3 - 5 ) 1. Wonderful world Science teacher brings to her teaching career a 2. Evidence based 3. Has limits collection of personal and social traits that could make a 4. Knowledge is inherently uncertain difference in producing the right mold of a scientific mind 5. Dynamic and expanding body of knowledge among the young. 6. Both a product and a process 7. Field of study 3 MAIN BRANCHES OF SCIENCE THE SCIENCE TEACHER: INNATE QUALITIES 1. LIFE SCIENCE Any science that deals with living organisms, their life 1. APTITUDE processes, and their interrelationships. Must have the natural ability for guiding and teaching children AREAS OF STUDY and have a strong interest in learning and teaching science.. BIOLOGY life of living matter in all its forms 2. MENTAL ABILITY ANATOMY structure of animals and plants Must possess an above average or higher mental ability with BOTANY plants sharp and precise thinking and reasoning. relations and interactions between ECOLOGY organisms and their environment, PERSONAL TRAITS including other organisms Pleasing, friendly and approachable ZOOLOGY covers animals and animal life Neat, clean and striking personality Exudes self confidence and poise at all time CAREERS IN LIFE SCIENCE Fair and objective Zookeeper Biologist ATTITUDES AND VALUES Doctor Critical-mindedness Veterinarians Creativity and flexibility Honesty and sincerity Marine Biologist Open-mindedness Nutritionist Objectivity Pharmacologist Humility 2. PHYSICAL SCIENCE Sharing and caring attitude Any of the sciences dealing with inanimate matter or with energy, physics, chemistry COMPETENCIES AREAS OF STUDY KNOWLEDGE OF THE SUBJECT MATTER deals with the composition, 1. Possesses adequate background of the body of CHEMISTRY properties, reactions and the concepts, theories and principles of a particular branch structure of matter of science. matter and energy and the 2. LET passer. PHYSICS interactions between them such 3. Updated with the new findings, procedures and products. subjects as gravity, light and time 4. Read new science books, magazines and journals. CAREERS IN PHYSICAL SCIENCE 5. Attendance at seminars and conferences and membership in professional associations. Engineer  Chemist Science teaching in K-12 Curriculum intends to help form Architect science students who have the making of scientist and 3. EARTH/SPACE SCIENCE so one who is scientifically literate: Any of various science that deal with the earth/space, its 1. Equipped with a repertoire of competences important in composition, or any of its changing aspects the world of work and in a knowledge based society. AREAS OF STUDY 2. Scientifically, Technologically and Environmentally origin, history and structure of the literate and productive members of society. GEOLOGY Earth, and the physical, chemical 3. Critical Problem Solver and biological changes that it has 4. Responsible steward of nature experienced or is experiencing 5. Innovative and Creative Citizen atmosphere and its phenomena, 6. Informed decision-maker METEOROLOGY such as weather and climate 7. Effective communicator PALEONTOLOGY forms of life that existed in prehistoric or geologic periods. THE LEARNING CYCLE ASTRONOMY universe beyond the earth A way to take students on a quest that leads to the atmosphere construction of knowledge. CAREERS IN EARTH/SPACE SCIENCE It is both used as a curriculum development Astronaut procedure and as a teaching strategy. Meteorologist (weather guy) Developers must organize student activities around Geologist phases, and teachers must modify their role and strategies during the progressive phases. The essential phases are : exploration, concept 10 GREATEST SCIENTISTS OF ALL TIME development, and concept application (Barman,1989 Albert Einstein The whole package (relativity) ; Renner & Marek, 1988) Marie Curie She went her own way (polonium) EXPLORATORY PHASE Isaac Newton The man who defined science on a Teacher remains in the background, observing and bet (laws of motion) occasionally inserting a comment or question. Charles Darwin Delivering the 3volutionary gospel Learners actively manipulate materials and interact (theory of evolution) with each other. Wizard of the industrial revolution Teacher’s knowledge of child’s development guides the Nikola Tesla (development of alternating current selection of material;s and how they are placed in the (AC) electrical systems) environment so as to provide a developmentally Discoverer of the cosmos (modern appropriate setting in which young children can explore Galileo Galilei astronomy) and construct concepts. Ada Lovelace The enchantress of numbers (1st CONCEPT INTRODUCTION PHASE computer programmer) The teacher provides direct instruction; this begins with a Pythagoras Math’s mystery man (pythagorean discussion of the information the learners have discovered. The theorem) teacher helps the children record their information and Carl Linnaeus Say his name (father of taxonomy) clarifies/adds to what the children have found out for themselves The hero denied her due (describing by using explanations, print materials, short video clips, guest Rosalind Franklin speakers or other available resources. DNA’s double helix structure) APPLICATION PHASE LEARNING AREA STANDARD This phase provides children with the opportunity to Based on the K to 12 Curriculum Guide for Science, the main integrate and organize new ideas with old ideas and goal of Science teaching is scientific literacy. The Learning relate them to other ideas. area standard for science teaching is holistic. The teacher of the children suggests a new problem to which the information learned can be applied. Scientific attitudes and values that science teaching wants to integrate: ADAPTING THE LEARNING CYCLE TO EARLY CHILDHOOD 1. Critical Problem Solving The learning cycle for young children encompasses four 2. Innovation of beneficial products repeating processes: 3. Environmental Care 4. Conservation of resources AWARENESS 5. Enhancement of integrity and wellness Broad recognition of objects, people, events or concepts that 6. Informed decision making develops from experience 7. Discussion of relevant issues that involves science, tech and environment Science expected to develop in the students scientific attitudes and values 1. Belief 2. Intellectual Honesty 3. Curiosity 4. Humility 5. Open-mindedness 6. Objectivity 7. Inventiveness EXPLORATION 8. Critical-mindedness Construction of personal meaning through sensory 9. Responsibility experiences with objects, people, events or concepts 10. Risk-taking  Rachel Carson A Scientist, in A Sense of Wonder, clarifies deeply important aspects of teaching science with young children- goals that include necessary skills, but look far beyond DISCOVERY LEARNING MODEL Described as inquiry-based instruction and the belief that learners are best educated when they discover facts about their world for themselves. It involves Inquiry-based learning as well as constructivism. INQUIRY Advantages of Discovery Learning Model Learners compare their constructions with those of the culture, 1. Active engagement commonalities are recognized, and generalizations are made 2. Motivates that are more like those of adults 3. Promotes self and responsibility 4. Helps develop problem solving skills 5. Individual learning experience DISCOVERY LEARNING THEORIST John Dewey Father of Pragmatism Learning by doing Jean Piaget Cognitive development theory Lev Vygotsky UTILIZATION Sociocultural Theory Learners can apply and use their understanding in new Jerome Bruner settings and situations Construct knowledge and meaning through active experience VERBAL LEARNING THEORY David Paul Ausubel Ausubel’s Verbal Learning/SubsumptionTheory ✓Concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting in contrast to theories developed in the TYPES OF EXPERIENCES context of laboratory experiments. 1. NATURALISTIC ✓According to Ausubel, a primary process in learning is Child-controlled learning experiences These are the activities initiated spontaneously by subsumption in which new material is related to relevant children as they go about their daily activities. ideas in the existing cognitive structure on a These experiences are the major mode of learning for substantive, non-verbatim basis. children during the sensorimotor period (0-2 years old). ✓Cognitive structures represent the residue of all learning For young children experiences. Adult’s Role: ✓A major instructional mechanism proposed by Ausubel Provide an interesting and rich environment is the use of advance organizers: Observe the child’s activity, note how it is progressing Guidelines in the use of graphic organizers: and then respond with a nod, smile, verbal description of the child’s actions, or a word of praise to encourage 1. The most general ideas of a subject should be the child presented first and then progressively differentiated in 2. INFORMAL terms of detail and specificity. 2. Instructional materials should attempt to integrate new Child uses the activity and action, but with adult material with previously presented information intervention at some point. through comparisons and cross-referencing of new and Initiated by the adult as the child is engaged in a old ideas. naturalistic experience. These are not pre planned for a specific time. They occur when the adult feels that it is time to scaffold. Occur when an opportunity for instruction presents itself by chance. 3. STRUCTURED Adult chooses the experience for the child and gives some direction to the child’s action Pre planned lessons or activities. They can be done with individuals or small or large groups at an opportune time. They may follow the learning cycle sequence or consist of more focused direct instruction.