National Science Education Standards (1996) / Chapter Skim
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4 Standards for Professional Development for Teachers of Science
4 Standards for Professional Development for Teachers of Science
Pages 55-74
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From page 55... ...
The standards in this chapter pro vide criteria for making judgments about the quality of the professional development opportunities that teachers of science will need to implement the National Science Education Standards. Professional development for teachers should be analogous to professional development for other profes sionals.
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From page 56... ...
Implicit in this reform is an Teachers also must have opportunities to equally substantive change in professional develop understanding of how students development practices at all levels. Much cur with diverse interests, abilities, and experi- rent professional development involves tradi ences make sense of scientific ideas and tional lectures to convey science content and what a teacher does to support and guide all emphasis on technical training about teach students.
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From page 57... ...
practicing teachers is a case in point. The s The conventional view of profession- primary responsibility for the early stages of al development for teachers needs to preservice education rests with colleges and shift from technical training for spe- universities, but it must be shared with the cific skills to opportunities for intel- practice community as prospective teachers lectual professional growth.
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From page 58... ...
Another way to learn ties for structured reflection on their teach- more about teaching science is to conduct classroom-based research, and a useful way The challenge of professional to learn science content is to participate in research at a scientific laboratory. In all development.
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From page 59... ...
KNOWLEDGE AND UNDERSTANDING Breadth implies a focus on the basic ideas OF SCIENCE of science and is central to teaching science One of the most serious questions in science at all grade levels. Depth refers to knowing education is what science a tea cher needs to and understanding not only the basic ideas know.
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From page 60... ...
Prospective and practicing teachers Teachers must possess the skills necessary must take science courses in which they to guide inquiries based on stud ents' ques tions. An important test of the appropriate learn science through inquiry, having level of understanding for all teachers of sci the same opportunities as their students ence at all levels is the teacher's ability to will have to develop understanding.
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From page 61... ...
Instructors help that are heavily based on investigations, teachers understand the nature of learning where current and future teachers have science as they develop new concepts and direct contact with phenomena, gather and skills. Those who teach science must be interpret data using appropriate technology, attentive to the scientific ideas that teachers and are involved in groups working on real, bring with them, provide time for learning open-ended problems.
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From page 62... ...
ent backgrounds, experi en ce s ,m o tiva ti on s , learning styl e s ,a bi l i ti e s , and interests learn KNOWLEDGE OF SCIENCE TEACHING s c i en ce . Teachers use all of that knowl ed ge to Effective science teaching is more than make effective decisions about learning knowing science content and some teaching objectives, teaching strategies, assessment strategies.
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From page 63... ...
Through collabora- edge of science requires that teachers of sci tions with colleagues, teachers should ence have the opportunity to bring together the knowledge described above and develop Teachers use their knowledge of an integrated view of what it means to teach learning to make effective decisions and learn science. The teaching standards in Chapter 3 are designed to guide teachers' about learning objectives, teaching decisions about each of the complex activi strategies, assessment tasks, and ties involved in teaching science.
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From page 64... ...
she wants them to address an issue that [This example highlights some elements from includes science and ethics. Teaching Standards A, B, D, and E; Selecting an appropriate computer pro Professional Development Standards A, B, gram is important, because simulation will and C; 9-12 Content Standards A, C, F, and be key to much of the first quarter of the G; Program Standards C and D; and System co u rs e .
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From page 65... ...
She will human pedigree analysis, new research in need to order the proper yeast strains, f ru i t genetic susceptibility to common illnesses, flies, and Fast Plants. She has commercially and the many careers associated with prepared units in genetics using each of human genetics.
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From page 66... ...
They might also de s c ri be what the staff at the clinical genetics center, she they already know about genetics and what has developed several case studies from questions they bring to class. which the students will develop their ethical issue papers.
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From page 67... ...
tioners of good classroom assessment and to Whenever possible, the context for learning to teach science should involve actual stu- When teachers have the time and dents, real student work, and outstanding curriculum materials. Trial and error in opportunity to describe their own views teaching situations, continual thoughtful about learning and teaching, to conduct reflection, interaction with peers, and much research on their own teaching, and to repetition of teaching science content com bine to develop the kind of integrated co m pa re , contrast, and revise their views, understanding that characterizes expert they come to understand the nature of teachers of science.
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From page 68... ...
teacher advisers, coaches, lead teachers, Teacher learning is analogous to student and resource teachers to provide pro learning: Learning to teach science requires fessional development opportunities. that the teacher articulate questions,pursue s Provide opportunities to know and answers to those questions, interpret infor- have access to existing research and mation gathered, propose applications, and experiential knowledge.
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From page 69... ...
KNOWLEDGE FOR LIFELONG As lifelong learners, teachers need to LEARNING reflect on their experiences and have techFrom their first days considering teaching as a niques and the time to do so. Preservice profession through their en ti re careers, teach- courses must allocate time to teach prospecers of science develop the skills to analyze tive teachers techniques for reflecti on , and their learning needs and styles through self- practicing teachers must be given opportunireflection and active solicitation of feedback ties to develop these skills as well.
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From page 70... ...
be researched; a variety of information and Qu a l i ty pre s e rv i ce and inserv i ce expertise needs to be tapped; and many p rog rams are chara cte ri zed by individuals and institutions claim responsi s Clear, shared goals based on a vision bility for professional development. of science learning, teaching, and However, for an individual teacher, prospec teacher development congruent with tive or practicing, professional development the National Science Education too often is a random combination of Standards.
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From page 71... ...
Preservice program coordination increase coherence, and they bring a wide Standards A and B requires mechanisms and strategies for con- va ri ety of expertise and resources to bear on necting and integrating science courses, ped- a set of common goals that are directly con agogy courses, and clinical experi en ces (i.e., nected to the needs of teachers. experi en ces in schools and classrooms)
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From page 72... ...
CHANGING EMPHASES The National Science Education Standards envision change throughout the system. The professional development standards encompass the following changes in emphases: LESS EMPHASIS ON MORE EMPHASIS ON Transmission of teaching knowledge and skills Inquiry into teaching and learning by lectures Learning science by lecture and reading Learning science through investigation and inquiry Separation of science and teaching knowledge Integration of science and teaching knowledge Separation of theory and practice Integration of theory and practice in school settings Individual learning Collegial and collaborative learning Fragmented, one-shot sessions Long-term coherent plans Courses and workshops A variety of professional development activities Reliance on external expertise Mix of internal and external expertise Staff developers as educators Staff developers as facilitators, consultants,and planners Teacher as technician Teacher as intellectual, reflective practitioner Teacher as consumer of knowledge about Teacher as producer of knowledge about teaching teaching Teacher as follower Teacher as leader Teacher as an individual based in a classroom Teacher as a member of a collegial professional community Teacher as target of change Teacher as source and facilitator of change 72 4 S TA N D A R D S F O R P R O F E S S I O N A L D E V E L O P M E N T
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From page 73... ...
1990. The Liberal need for special science courses for teachers.
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From page 74... ...
observe Learn Change Student achievement can be inte rp re te d only in light of the quality of the programs they have ex pe ri e n ce d.
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