Sci 2 Midterm notes.docx

**Elementary school science & Roles of a Science Teacher** **Elementary School Science --** covers basic concepts that is **[develop]** across grades. - Life sciences - Physical sciences - Earth & Space sciences **Goal of elementary school science** - Develop critical basic knowledge...

**Elementary school science & Roles of a Science Teacher** **Elementary School Science --** covers basic concepts that is **[develop]** across grades. - Life sciences - Physical sciences - Earth & Space sciences **Goal of elementary school science** - Develop critical basic knowledge - Develop basic skills - Develop interests - Develop habits Next Generation Science Standards, three dimensions - Disciplinary core idea in the natural sciences (life, physical, and earth and space sciences), as well as engineering, technology, and applications of science, which reflect the content to be learned across subject areas - Scientific and engineering practices, such as investigating, using models, interpreting data, constructing explanations, and designing solutions, which elaborate the processes and habits of mind in science and engineering that students should develop and apply - crosscutting concepts, such as energy, matter, and systems, which reflect key underlying concepts that apply across the domains of science and unify the study of science and engineering. - **Crosscutting concepts:** set of overarching big idea that look and behave similarly across all STEM +-----------------------------------+-----------------------------------+ | **Area of Science** | **Topics** | +===================================+===================================+ | Life Sciences | - Characteristics of living | | | things and the major groups | | | of living things (e.g., | | | mammals, birds, insects, | | | flowering plants) | | | | | | - Major body structures and | | | their functions in animals | | | and plants | | | | | | - Life cycles of common plants | | | and animals (e.g., mammals, | | | birds, butterflies, frogs, | | | flowering plants), including | | | birth, growth, development, | | | reproduction, and death | | | | | | - Understanding that some | | | characteristics of organisms | | | are inherited from the | | | parents, and some are the | | | result of interactions with | | | the environment; examples of | | | inherited versus | | | acquired/learned traits | | | | | | - How physical features and | | | behaviors help living things | | | survive in their | | | environments; understanding | | | that when the environment | | | changes, some organisms | | | survive, while others die or | | | move to a different location | | | | | | - Relationships in communities | | | and ecosystems (e.g., simple | | | food chains, predator-prey | | | relationships); the role of | | | the Sun, plants, and animals | | | in the transfer of energy in | | | ecosystems; effects of | | | changes in ecosystems (e.g., | | | overpopulation, lack of food | | | sources)\*\* | +-----------------------------------+-----------------------------------+ | Physical Sciences | - States of matter (solid, | | | liquid, gas) and properties | | | of the states of matter | | | (volume, shape); how the | | | state of matter changes by | | | heating or cooling | | | | | | - Classifying materials based | | | on physical properties (e.g., | | | weight/mass, volume, color, | | | texture, conducting heat, | | | conducting electricity, | | | magnetic attraction) | | | | | | - Mixtures and how to separate | | | a mixture into its components | | | (e.g., sifting, filtering, | | | evaporation, using a | | | magnet)\*\* | | | | | | - Chemical changes in everyday | | | life (e.g., decaying, | | | burning, rusting, cooking); | | | knowledge that combining | | | substances may result in new | | | materials with different | | | properties\*\* | | | | | | - Types and observations of | | | energy (heat, sound, light, | | | electrical, | | | mechanical/motion); common | | | sources of energy (e.g., the | | | Sun, electricity, wind); and | | | uses of energy (heating and | | | cooling homes, providing | | | light) | | | | | | - Energy transformations (e.g., | | | electrical energy converted | | | to motion, sound, heat, or | | | light; mechanical energy | | | converted to heat energy or | | | electrical energy) | | | | | | - Basic properties and behavior | | | of light (light travels in a | | | straight line until it | | | strikes an object or travels | | | from one medium to another; | | | light can be reflected, | | | refracted, or absorbed; | | | objects that block light | | | produce shadows)\*\* | | | | | | - Basic properties of sound | | | (sound is produced by | | | vibrating objects, and the | | | pitch changes with the rate | | | of vibration)\*\* | | | | | | - Electricity and simple | | | circuits (e.g., identifying | | | materials that are | | | conductors); knowing that the | | | flow of electricity requires | | | a closed circuit (complete | | | loop); constructing simple | | | circuits using wires, | | | batteries, and bulbs; | | | demonstrating that electric | | | circuits can produce heat, | | | light, sound, and motion | | | | | | - Properties of magnets (e.g., | | | knowing that like poles repel | | | and opposite poles attract, | | | recognizing that magnets can | | | attract some objects); uses | | | of electromagnets\*\* | | | | | | - Forces that cause objects to | | | move (e.g., gravity, | | | pushing/pulling, magnetic | | | force); the effect of | | | friction on motion\*\* | | | | | | - Descriptions and measurements | | | of position and motion | | | (distance and time); | | | observations of changes in | | | speed and direction\*\* | +-----------------------------------+-----------------------------------+ | Earth and Space Sciences | - Common features of Earth's | | | landscape (e.g., mountains, | | | plains, deserts, rivers, | | | oceans) | | | | | | - Human use of Earth's natural | | | resources (e.g., land, water, | | | fuels) and its impact on the | | | environment\*\* | | | | | | - Where water is found on Earth | | | (e.g., oceans, lakes, rivers, | | | groundwater); how water moves | | | in and out of the air (e.g., | | | evaporation, rainfall, cloud | | | formation, dew formation) | | | | | | - Describing and measuring | | | common weather conditions | | | (e.g., temperature, wind, | | | precipitation, clouds); | | | understanding that weather | | | changes from day to day, from | | | season to season, and by | | | geographic location | | | | | | - Understanding what fossils | | | are and what they can tell us | | | about past conditions on | | | Earth (fossils as evidence of | | | past living organisms and the | | | nature of the environments at | | | the time)\*\* | | | | | | - Objects in the solar system | | | (the Sun, Earth, the Moon, | | | and other planets) and their | | | movements (Earth and other | | | planets revolve around the | | | Sun, the Moon revolves around | | | Earth); the Sun as the source | | | of energy (heat and light) | | | for Earth | | | | | | - Understanding how day and | | | night result from Earth's | | | rotation on its axis, and how | | | shadows change throughout the | | | day | | | | | | - Understanding how the | | | changing seasons are a result | | | of Earth's annual movement | | | around the Sun (does not | | | include the effect of the | | | tilt of Earth's axis) | | | | | | - The appearance of stars | | | outside Earth's solar system, | | | and knowledge that the Sun is | | | a star | +-----------------------------------+-----------------------------------+ **ROLES OF A TEACHER** Facilitator - Act as mediator between students and the learning content, facilitating discussions, group activities, and hands-on tasks. - Encourage critical thinking, problem-solving, and active participation from the students Manager - teacher who plays the main role in planning, organizing procedures and resources, arranging the environment to maximize efficiency, monitoring students' progress, anticipating potential problems. - In order to maintain the effective management in the classroom, teacher has to be precise and clear in directions to the students, as well he communicates well.  Organizer - The success of many activities depends on good organization and on the students knowing exactly what they are to do next. Giving instructions is vital in this role as well as setting up activities. - The organizer can also serve as a demonstrator, this role also allows a teacher to get involved and engaged with learners. The teacher also serves to open and neatly close activities and also give content feedback. Motivator -  the role of the teacher in providing the much-needed motivation in various places of education, especially in teaching and learning activities the teacher must be able and creative in providing motivation and direction in the classroom Collaborators - Involves students working together on activities or learning tasks in a group small enough to ensure that everyone participates Open-minded - They are able and willing to limit their own contribution so as to give appropriate recognition to the voices of their students - Listen to what is said, to how it is said, and to what is not said Decision Makers - Makes decision based on the most positive results for their students - Demonstrate flexibility in dealing with change - Influence others by their actions - Create a synergy among colleagues - Build consensus through teamwork Resourceful - Be able to apply all the pre-requisite skills competences and abilities to maximize learning outcomes and achievements Advocate - Voice for your students, serve to inform students and families - Help them understand their rights in school and in the community - Also form partnerships with different groups and organizations to make sure students can access the services they need Problem Solvers - Attempts to situate the learning of scientific ideas and practices in an applicative context - Providing an opportunity to transform science learning into active, relevant and motivating experience **Importance of Elementary Science Teaching and Essential Qualities of Teachers** **Importance of Science Teaching** - **Develops Critical Thinking** - **Gain better knowledge** - **Build curiosity** - **Fosters a love of learning** - **Supports literacy and numeracy** - **Fosters environmental awareness** - **Cultivates collaboration** - **Enhances creativity** - **Prepares for technological society** - **Supports Cross-disciplinary Learning** **Essential Qualities of a Science Teacher** **Professional** - **Knowledge and expertise** - **Curriculum development and implementation** - **Assessment and evaluation** - **Classroom management** - **Communication and collaboration** - **Professional development** **Personal** - **Strong work ethics** - **Positive attitude** - **Integrity and trustworthiness** - **Sense of humor** - **Open-mindedness and willingness to grow** **Essential** - **Passion for teaching** - **Patience& understanding** - **Empathy and compassion** - **Flexibility and adaptability** - **Creativity and innovation** **Theories for science classrooms** **Jean William Fritz Piaget** - **Theory: cognitive development** **Jerome Seymour Bruner** - **Proposed 3-tier INTERNAL REPRESENTATION** **David Paul Ausubel** - **Meaningful theory** **Robert M. Gagne** - **Conditions of learning** **Five Categories of learning** - **Verbal information** - **Attitudes** - **Cognitive strategies** - **Intellectual skills** - **Motor skills** **Multiple Intelligences** - Concept of MI is a theory proposed by Howard Gardner - All people have different kinds of intelligences - Spatial - Intrapersonal - Linguistic - Bodily-Kinesthetic - Interpersonal - Existential - Logical-mathematical - Musical - Naturalist **Bernice McCarthy's 4MAT Model** - 4MAT Model was originally developed by Bernice McCarthy in1980 - Synthesis of findings from the fields of learning styles, and right and left brain dominance **4MAT Model** C:\\Users\\lonie\\OneDrive\\Documents\\3I OJT\\4mat-model.jpg **It entails the use of right and left-mode strategies within four distinct phases of the learning cycle** 1. **Experiencing** 2. **Conceptualizing** 3. **Applying** 4. **Refining** **Dunn & Dunn's Learning Style Model** - Emphasizes matching individuals learning style with the instructional methodology, leading to higher motivation and greater knowledge intake - **Environmental** - **Emotional** - **Sociological** - **Physiological** - **Psychological Influences**  Behaviorism  **\ Definition ** - is a theory of learning based on the idea that all behaviors are acquired through conditioning, and conditioning occurs through interaction with the environment.  - Behaviorists believe that our actions are shaped by environmental stimuli. - Its instructional design is described as a rigid procedural approach, aimed at using fixed stimuli and reinforcements to promote a fixed world of objective knowledge, measured primarily in terms of observable behavior. - focuses on discrete and compartmentalized knowledge and skills **Application ** To apply the principle of behaviorism in the 21st-century classroom, teachers should: - Ensure learners understand expected behaviors  - Break down task complexity  - Allow learners to perform  - Facilitate learning  - Randomized reinforcement Explanation - Ensure the learners clearly understand the expected behaviours. - Break the action into smaller steps or chunks. Start with simple action and gradually increase the complexity. - Allow the learners to perform the steps and provide feedback. - Regulate and facilitate the process until learners reach the learning goals. - Randomised reinforcement to maintain learners' performance (Skinner, 1968, cited in Brau, Fox, & Robinson, 2018) - centered around transmission of knowledge from the instructor to the student (passive student and a top-down or instructor-centered approach)  - Behaviorism can be applied in the classroom through techniques such as:  **Benefits ** - **Provides CLEAR and OBJECTIVE way ** - **Allows to TAILOR Instruction** - **Helps MANAGE classroom behavior** - **MOTIVATE students to learn ** - **HELP students develop skills ** **Explanation** - It provides a **clear** and objective way of measuring and evaluating student performance and progress. - It allows teachers to **tailor** instruction and feedback according to each student's needs and abilities. - It helps teachers **manage** classroom behavior and discipline by using positive reinforcement and negative reinforcement strategies. - It **motivates** students to learn by rewarding them for their achievements and efforts. - It **helps students** develop self-regulation skills by teaching them how to monitor and control their own behavior. **Disadvantages/ Cons ** - Lack of Focus on Cognitive Skills - Limited Application to Complex Learning - Narrow Assessment of Learning Outcomes - Possible Overemphasis on Rewards and Punishments - Limited Individualization - Potential for Negative Emotional Impact - Short-Term Focus - Less Autonomy and Creativity References: [[https://www.nu.edu/blog/behaviorism-in-education/]](https://www.nu.edu/blog/behaviorism-in-education/)  5 Tenets of Constructivism  Constructivism - theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas). Explanation - start with what you know, interpret the words based on your past experiences for what those words mean, add new concepts to your existing knowledge and  come out at a different point. We actively construct knowledge by blending sensory input, including words, with what we already know based on our past experience. Beauty is in the eye of the beholder, perception is reality, schema theory - is considered a family of concepts and principles about the construction of knowledge and meaning.  - Constructivism is not a philosophy of learning; it is "a model of knowing that is pedagogically useful" (Thompson 2000, p. 423) and supports multiple teaching approaches and strategies.  5 Tenets of Constructivism  Five Guiding Principles of Constructivism: (Jacqueline Grennon Brooks and Martin G. Brooks) 1\. Pose problems of emerging relevance to students.. Structure learning around primary concepts. 3\. Seek and value students\' points of view. 4\. Adapt instruction to address student suppositions. 5\. Assess student learning in the context of teaching. **Explanation ** **1. Posing Problems of Emerging Relevance to Students** Teachers should introduce problems, questions, or challenges that are relevant to students' current understanding and interests. Instead of delivering information in a decontextualized manner, students should be motivated to explore topics that connect to their own lives and the world around them. This encourages students to engage deeply and find meaning in the subject matter. **2. Structuring Learning Around Primary Concepts, Not Small Facts** Constructivism emphasizes a focus on broad, overarching concepts rather than isolated facts. Students should explore \"big ideas\" that allow them to connect different pieces of information and develop a deeper, more integrated understanding of the subject. This approach encourages critical thinking, synthesis, and application of knowledge rather than rote memorization. **3. Seeking and Valuing Students\' Points of View** In a constructivist classroom, the teacher values and builds upon students\' ideas, understanding, and misconceptions. Teachers should create a space where students\' perspectives are appreciated, as these views can inform and shape the direction of the learning process. By engaging with students' points of view, teachers encourage learners to reflect, question, and refine their thinking. **4. Adapting Curriculum to Address Students\' Suppositions** Constructivist teaching requires flexibility. Teachers need to adapt the curriculum to meet students where they are in their understanding. Rather than sticking rigidly to a prescribed curriculum, teachers should adjust lessons to address students' existing knowledge, assumptions, and misconceptions, allowing for more meaningful learning experiences. **5. Assessing Student Learning in the Context of Teaching** Assessment in a constructivist approach is integrated into the learning process. Instead of relying solely on formal tests, assessment should be ongoing and formative, providing insights into how students are constructing their understanding. Teachers should use a variety of methods---observation, discussion, reflection, projects, and authentic tasks---to assess students\' progress and understanding in context. These tenets highlight the active, learner-centered nature of constructivist education, where understanding is built through interaction, exploration, and reflection, rather than through passive absorption of information. **Application ** - focused on the construction of knowledge by the student (active student and a bottom-up or student-centered approach). **Benefits ** - A constructivist approach in the classroom can benefit students in several ways. For starters; - it fosters greater engagement among students,  - prompting them to ask questions and - formulate their own opinions, - enhancing their critical thinking skills. Explanation **Disadvantages ** - **Difficulty in creating and personalizing lesson plan when dealing with a larger class size** - **May be a problem in the future for students ** **Explanation** - While constructivism has many advantages, there are also some disadvantages to this approach. For instance, teachers may need help creating lesson plans and personalizing instruction with an eye on constructivism if they deal with larger class sizes. According to the [**[National School Boards Association (NSBA)]**](https://www.nsba.org/ASBJ/2021/august/safe-and-healthy-buildings), there is a correlation between overcrowded classrooms, reduced attention among students, and student misbehavior.  - A constructivist approach may also pose a disadvantage as it eschews standardized testing, which can measure a school and its students' progress at a district-wide, state-wide, and even national level. This can pose a problem for students later on who may need to take standardized tests to qualify for entrance to an institution of higher learning and determine eligibility for academic scholarships.  References:([[https://www.nu.edu/blog/what-is-constructivism-in-education/]](https://www.nu.edu/blog/what-is-constructivism-in-education/))