Ready, Set, SCIENCE! Putting Research to Work in K-8 Science Classrooms (2008) / Chapter Skim
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2 Four Strands of Science Learning
2 Four Strands of Science Learning
Pages 17-36
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From page 17... ...
This frame work moves beyond a focus on the dichotomy between content or knowledge and process skills, recognizing instead that, in science, content and process are inextricably linked. This link between content and process is vital because scientific processes almost always take place when students are considering specific scientific content.
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From page 18... ...
Proficiency involves using all four strands to engage successfully in scientific practices. Another important aspect of the strands is that they are intertwined, much like the strands of a rope.1 Research suggests that each strand supports the oth ers, so that progress along one strand promotes progress in the others.
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From page 19... ...
Part of this strand involves learning the facts, concepts, principles, laws, theories, and models of science. As the National Science Education Standards state: "Understanding science requires that an individual integrate a complex structure of many types of knowledge, including the ideas of science, relationship between ideas, reasons for these relationships, ways to use the ideas to explain and predict other natural phenomena, and ways to apply them to many events."2 Strand 2: Generating Scientific Evidence Evidence is at the heart of scientific practice.
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From page 20... ...
Strand 3 brings the Strand 1: Understanding Scientific Explanations nature of science into practice, encouraging stu Strand 2: Generating Scientific Evidence dents to learn what it feels Strand 3: Reflecting on Scientific Knowledge like to do science as well as to understand what Strand 4: Participating Productively in Science the game of science is all about. Strand 3 focuses on students' understanding of science as a way of knowing.
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From page 21... ...
This strand calls for students to understand the appropriate norms for presenting scientific arguments and evidence and to practice productive social interactions with peers in the context of classroom science investigations. It also includes the motivation and attitudes that provide a foundation for students to be actively and productively involved in science classrooms.
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From page 22... ...
Walker decided that he could apply many of new science curriculum. In the meantime, teachers the lessons he had learned during his college class 22 Ready, Set, SCIENCE!
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From page 23... ...
Walker had taken, he patterns in behaviors. Some behaviors are autoknew that selecting biodiversity as a theme afforded matic and relatively inflexible; others are under the opportunity to develop central biological prin- voluntary control and are relatively flexible.
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From page 24... ...
that identifying trees was fairly easy, but the stu- As they cataloged plant and animal species, the dents, especially the second graders, had more dif- students faced several challenges. Using field guides ficulty identifying shrubs and flowers.
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From page 25... ...
This interest in more systematic sampling materials with information on the same plant. This, grew out of a lengthy discussion in one of the monthin turn, prompted the students to find additional ly biodiversity conferences.
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From page 26... ...
After weeks of debate and discussion, the group realized that the term "weed" could be used to describe any unwanted plant. The students came up with a saying that they displayed on a wall banner in both classrooms: "One FIGURE 2-2 person's weed may be another person's flower and This map shows a more detailed depiction of the Verona Area Schools Woodlot Trail, with shaded areas showing another person's dinner." This helped the students the number of different tree species in each area of the realize that how one views the world influences the schoolyard.
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From page 27... ...
Mr. Walker decided to ask The two classes presented a print version of their for help from members of the biology department completed field guide to the school, to be placed on at the local college.
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From page 28... ...
Strand 1: Understanding Scientific Explanations The young students in Mr. Walker's and Ms.
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From page 29... ...
Strand 2: Generating Scientific Evidence Even though the children were young and many spoke English as a second language, much of what the students in Mr. Walker's and Ms.
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From page 30... ...
If they needed more evidence, they could design investigations to answer specific questions. When their maps of the school yard showed a different density of fall woody plants on one side, they collected more systematic evidence of the height of the trees, using handmade altimeters.
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From page 31... ...
The monthly meetings of the two groups were designed to be like scientific conferences, and the students treated them with appropriate seriousness and respect. Attendance was nearly 100 percent on these days in both classrooms, and the students rarely misbehaved.
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From page 32... ...
that a certain wildflower grew faster and taller with more sunlight. In this brief exchange, the students were marshaling scientific explanations, using their own data as evidence, reflecting on their current understanding, and participating in authentic scientific practices as presenters and audience members.
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From page 33... ...
. At monthly biodiversity conferences, they were able to critique one another's proposals and designs with counterevidence and make constructive suggestions based on previous efforts (Strands 3 and 4)
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From page 34... ...
The term "inquiry" has come to have different meanings as the concept has been implemented in curriculum frameworks, textbooks, and individual classrooms in recent years. To reflect this diversity and to broaden the discussion of effective science teaching and learning, the Committee on Science Learning, Kindergarten Through Eighth Grade chose to emphasize scientific practices rather than the spe cific practice of inquiry.
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From page 35... ...
They can scrutinize the professional learning opportunities available to teachers through the school system, local universities, science centers, and other vendors to identify ways to advance teachers' understanding of the strands. The strands offer a common basis for planning, reflecting on, and improving science education.
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From page 36... ...
Chapter 2 in Committee on Science Learning, Kindergarten Through Eighth Grade, Taking science to school: Learning and teaching science in grades K-8 (pp.
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