National Science Education Standards (1996) / Chapter Skim
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3 Science Teaching Standards
3 Science Teaching Standards
Pages 27-54
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From page 27... ...
To highlight the importance of teachers in science edu c a ti on , these standards are presented first. However, to attain the vision of science education described in the Standards, change is needed in the en ti re system.
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From page 28... ...
tions with students, the selection of assess s The vision of science education ments, the habits of mind that teacher described by the Standards requires changes throughout the entire system. s What students learn is greatly influ- Teachers must have theoretical and enced by how they are taught.
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From page 29... ...
knowledge and understanding as they seek The discussion then moves to facilitating answers to questions about the natural learning, assessment, and the classroom envi world, students develop an understanding of ronment.Finally, the teaching standards the natural world when they are actively address the teach er 's role in the school com engaged in scientific inquiry -- alone and munity. The standards are applicable at all with others.
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From page 30... ...
student understanding and nurture a During planning, goals are translated into See Program community of science learners. a curriculum of specific topics, units,and Standard B s Work together as colleagues sequenced activities that help students make within and across disciplines sense of their world and understand the and grade levels.
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From page 31... ...
Nevertheless, teachers can take an generated from student experiences is inquiry approach as they guide students in the central strategy for teaching science. acquiring and interpreting information from sources such as libraries, government cleanup is an important part of a science documents, and computer databases -- or as curriculum,as is the study of earthquakes they gather information from experts from in the Los Angeles area.
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From page 32... ...
student views that might conflict with cur s Recognize and respond to student rent scientific knowledge and strategies that diversity and encourage all students help to support alternative ways of making to participate fully in science learning. sense of the world while developing the sci s Encourage and model the skills of sci entific explanations.
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From page 33... ...
activities provide a basis for observation, In the science classroom envisioned by See Program data collection, reflection, and analysis of the Standards, effective teachers continually Standard E and firsthand events and phenomena. Other create opportunities that challenge students System Standard E activities encourage the critical analysis of and promote inquiry by asking questions.
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From page 34... ...
away from direct sun; black paper was Developing communication skills in sci en ce and in language arts reinforce one another. secured over the sides of the terrarium into which the children had put soil, leaves, and [This example highlights some elements of grass.A week later the earthworms arrived Teaching Standards A, B, D, and E; Professional Development Standard C; K-4 from the supply company and were added Content Standards A and C; Program to the habitat.
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From page 35... ...
cussion, and then she asked the students to In their study of earthworms, Mrs. F.'s divide into groups and to see if they could students learned about the basic needs of come up with a question or topic that they animals,about some of the structures and would like to explore.
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From page 36... ...
sibility for his or her work. The teacher also An important stage of inquiry and of stu creates opportunities for students to take dent science learning is the o ral and written responsibility for their own learning, indi discourse that focuses the attention of stu vidually and as members of groups.
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From page 37... ...
Successful implementation of this and to use forms of presenting data such as vision of science teaching and learning also pictures and graphs that require less lan- requires that the school and district provide guage proficiency; students with learning the necessary resources,including time, sci disabilities might need more time to com- ence materials, professional development plete science activities. opportunities, appropriate numbers of stu dents per teacher, and appropriate sched E N CO U RAGE AND MODEL THE SKILLS ules.
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From page 38... ...
Analysis of student assessment Science Education of science is needed almost continuously. data provides teachers with knowl ed ge to in Chapter 5 Assessment tasks are not afterthoughts to meet the needs of each student.
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From page 39... ...
The public Teaching Standards A, C,and D; Assessment performance involves students engaging in Standards A, B, C, and E; K-4 Content inquiry process skills at several stations Standards A and B; Program Standards D located in and around the science classand F; and System Standards D and G.] room.
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From page 40... ...
Task cards with directions b.
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From page 41... ...
student records the weights of the objects before attempting to order them in the ordering-by-weight task. Elegance of approach Student invents a sophisticated way of collecting, recording, or reporting observations.
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From page 42... ...
It must have a structure that guides and requires teachers to help students develop encourages it -- a structure that provides skills in self-reflection by building a learning opportunities to have formal and informal environment where students review each dialogues about student learning and their other's work, offer sugge s ti on s , and ch a ll en ge science teaching practices in forums with mistakes in inve s ti ga tive processes, faulty peers and others; opportunities to read and reasoning, or poorly supported conclusions. discuss the research literature about science 42 3 S C I E N C E T E A C H I N G S TA N D A R D S
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From page 43... ...
USE STUDENT DATA ,O B S E RVAT I O N S Time, space, and materials are critical com OF T E AC H I N G , AND INTERAC T I O N S ponents of an effective science learning WITH CO L L E AGUES TO REPORT STU environment that promotes sustained DENT AC H I EVEMENT AND OPPORT U inquiry and understanding. Creating an NITIES TO LEARN TO STUDENTS , adequate environment for science teaching T E AC H E R S , PA R E N TS , POLICY MAKERS, is a shared responsibility.
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From page 44... ...
An System Standard D space for science. They plan the use of this effective science learning environment space to allow students to work safely in requires a broad range of basic scientific groups of various sizes at various tasks, to materials, as well as specific tools for partic maintain their work in progress, and to dis- ular topics and learning experi en ce s .
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From page 45... ...
The school science can and should participate in discussions program must extend beyond the walls of and decisions about using time and space the school to the resources of the communi- for work. With this sharing comes responsity.
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From page 46... ...
interest, or suggesting that an idea is valu s Structure and facilitate ongoing for- able but cannot be pursued at the mom en t , mal and informal discussion based on teachers model what it means to respect a shared understanding of rules of and value the views of others. Teachers scientific discourse.
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From page 47... ...
What would make the sound? [This example highlights some elements of all She suggested they might want to look at of the Teaching Standards; Assessment the materials she had brought in, but they Standard A; K-4 Content Standards B, E, and could think about other materials too.
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From page 48... ...
As a which groups might profit from dis- final effort, the class could prepare a concert cussing their ideas with one another, and for the other third grades. suggested that the children think about In making the musical instruments, stu their task, co ll ect materials if they could, dents relied on the knowledge and under and come to school in the next week pre- standing developed while studying sound, as pared to build their instru m en t s .
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From page 49... ...
The activity also permits the teacher to gather data about EVALUATING STUDENT PERFORMANCE: understanding of sound. Student understanding of sound will be revealed by understanding that the sound is D ATA : Observa ti ons of the student produced in the instrument by the part of the performances.
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From page 50... ...
In so der, curiosity, and respect toward nature are Standards doing, they give students responsibility for a vital parts of the science learning communi significant part of their own learning, the ty. Those attitudes are reinforced when the learning of the group, and the functioning adults in the community engage in their of the community.
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From page 51... ...
described by the National Science Education s Participate in decisions concerning Standards, the teachers in the school and the allocation of time and other school district have a major role in design resources to the science program. ing that program, working together across s Participate fully in planning and science disciplines and grade levels, as well implementing professional growth as within levels.
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From page 52... ...
The teaching standards encompass the fo ll owing changes in em ph a s e s : LESS EMPHASIS ON MORE EMPHASIS ON Treating all students alike and responding to Understanding and responding to individual the group as a whole student's interests,strengths,experiences,and needs Rigidly following curriculum Selecting and adapting curriculum Focusing on student acquisition of information Focusing on student understanding and use of scientific knowledge, ideas,and inquiry processes Presenting scientific knowledge through lecture, Guiding students in active and extended text,and demonstration scientific inquiry Asking for recitation of acquired knowledge Providing opportunities for scientific discussion and debate among students Testing students for factual information at the Continuously assessing student understanding end of the unit or chapter Maintaining responsibility and authority Sharing responsibility for learning with students Supporting competition Supporting a classroom community with cooperation,shared responsibility, and respect Working alone Working with other teachers to enhance the science program 52 3 S C I E N C E T E A C H I N G S TA N D A R D S
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From page 53... ...
Policies and Perspectives of the National Board Bruer, J.T. 1993.Schools for Thought:A Science of for Professional Teaching Standards,3rd ed.
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From page 54... ...
observe Learn Change Becoming an e f fe ct i ve science teacher is a continuous process that stretches across the life of a teacher, from his or her u n d e rg ra d u ate years to the end of a p ro fessional ca re e r.
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