Lesson 1: What Is Science Teaching PDF

 **Introduction** Teaching science in a way that all students will stay engaged in the lesson or experiment. Using strategies that will allow a large amount of student understanding and comprehension. Increasing the amount of student involvement and encouraging all students t...

 **Introduction** Teaching science in a way that all students will stay engaged in the lesson or experiment. Using strategies that will allow a large amount of student understanding and comprehension. Increasing the amount of student involvement and encouraging all students to participate in all classroom activities and experiments. Maintaining a positive and inviting learning environment. **Activity** **Brainstorming** Utilize the Facebook Messenger to interact for at least five from your classmates with this concept: **"Enabling Education through Technology"** **Note:** Screenshot your conversation/chat and send it to our GC. **PRE-PERSONAL ANALYSIS** 1. **Why did you decide to become a science teacher?** 2. **Is science your favorite subject to teach, and why?** **LEARNING OBJECTIVES** 1. Identify different reasons why do we teach science. 2. Explain what is Science teaching 3. Develop own philosophy of Science Teaching **Content** **Why do we teach and what is Science teaching?** **Science teaching** is a [**pedagogical**](https://en.wikipedia.org/wiki/Pedagogy) approach used in undergraduate science classrooms whereby teaching and learning is approached with the same rigor as science itself. According to a 2004 Policy Forum in [*Science*](https://en.wikipedia.org/wiki/Science_(journal)) magazine, \"science teaching involves active learning strategies to engage students in the process of science and teaching methods that have been systematically tested and shown to reach diverse students.\"[^\[1\]^](https://en.wikipedia.org/wiki/Scientific_teaching#cite_note-1) The 2007 volume *Scientific Teaching* lists three major tenets of scientific teaching: 1. **Active learning**: A process in which students are actively engaged in learning. It may include inquiry-based learning, cooperative learning, or student-centered learning. 2. 3. These elements should underlie educational and pedagogical decisions in the classroom. The \"[SCALE-UP](https://en.wikipedia.org/wiki/SCALE-UP)\" learning environment is an example of applying the science teaching approach. In practice, science teaching employs a \"backward design\" approach. The teacher first decides what the students should know and be able to do (learning goals), then determines what would be evidence of student achievement of the learning goals, then designs assessments to measure this achievement. Finally, the teacher plans the learning activities, which should facilitate student learning through scientific discovery. **Five reasons why do we teach and learn History of Science?** Well first of all, usually people don\'t teach history of science. I teach high school science and the majority of my students do not know the following: **Reasons to teach history** References:  *Taber, K.S. (2011). [\"Constructivism as educational theory: Contingency in learning, and optimally guided instruction\"](https://camtools.cam.ac.uk/wiki/eclipse/Constructivism.html). In J. Hassaskhah (ed.). Educational Theory. Nova. [ISBN](https://en.wikipedia.org/wiki/ISBN_(identifier)) (https://en.wikipedia.org/wiki/Special:BookSources/9781613245804).* Jenkins, E. (1985). \"History of science education\". In Husén, T.; Postlethwaite, T.N. (eds.). *International encyclopedia of education*. Oxford: Pergamon Press. pp. 4453--6. [ISBN](https://en.wikipedia.org/wiki/ISBN_(identifier)) [978-0080281193](https://en.wikipedia.org/wiki/Special:BookSources/978-0080281193). A Framework For K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas