Norma Angelica Guerrero

Ch 8, 11, & Journal

ELE351 Elementary Science Methods
Instructor – Bobbi Klein, MSEd
Spring 2010

Read Chapter 8 Assessment.

Discussion #3 pg 382.

How can a teacher use discovery, inquiry-based, constructivist teaching strategies while
concurrently meeting the requirements of high-stakes testing?

First as a science educator, given little direction and avoiding teaching to a test, one must
consider assessment of process skills. Successful teaching in science promotes students to
become good thinkers. Students learning science with discovery, inquiry-based and constructivist
teaching strategies should have skills of observation, investigation, record keeping, critical
thinking, and ultimately scientific literacy. Teachers should have indicators that assess
performance (in areas of observing, classifying, communicating, measuring, predicting,
inferring, identification and control over variables, and hypotheses formulating) (342-344).
These indicators aid an educator in assessing performance and proficiency in inquiry. Students
should be encouraged to investigate scientific themes and topics to build on knowledge and
critically think and ask beyond what knowledge they already have. The educator should model
what is expected of students. The educator should be a facilitator in learning and set standards
for learning. Ultimately, children should be helped in grasping inquiry skills. Educators need to
assure that students have a positive attitude for science and scientists. Teachers can use
indicators for to note the attitude that drives a student in their science education. All of these
assessments lead to the assessment of content and how using discovery, inquiry-based,
constructivist teaching strategies can still mean that the requirements of high-stakes testing are
met. Educators do not need to feel trapped and forced to teach to a test. Students should still be
taught how science is done and not about it. Educators should use the listing of content that is
required for students to acquire and use it in guided inquiry. The content can be used as the
foundation of the process learning and inquiry activities, while assuring that students grasp
content and process.

Additionally, an educator should integrate concepts that are going to be tested into the
curriculum, identify material on tests that can be integrated with other subjects, create a plan that
covers all material that will be tested, and limit the time spent teaching scientific facts.

Chapter 11 Technology in Elementary Education

Discuss: You have been asked to serve on a committee for your middle school or
elementary school to determine how you can better incorporate computer technology into
the academic program.
1. How would you suggest this committee go about its work?

I would suggest that the committee find a liaison or a mentor school that has an existing plan
already implemented in the academic program. The committee also needs to identify the school’s
areas of needs in order to see if they can be aided through the program’s objectives/goals. The
committee should consider the technology that is already available in the school and review it
based on the mentor school’s program and adjust needs. There should be a main objectives and
activities that depict how the program is relevant to the school’s curriculum. The main objectives
and activities should also be consistent, concurrent and supported by district, state, or national
standards. Educators should be encouraged to have a well-thought out plan as well. Their plan
should demonstrate how the educator plans to effectively use technology in the classroom and
how they will contribute to using technology in the classroom. Educators can plan this
individually or as a group by grade level. The plans should be supportive of the school
objectives. If necessary, there should be training/workshops for school staff members in using
technology. Even though we are in the digital age, not everyone is as proficient or experience
with technology. Another important thing to consider is how to measure that the new use of
technology in the school is being successfully done. Funding should be considered while
planning as well. Room for adjusting the objectives, activities and plans should be allowed.

The committee and educators should consider all aspects of computer technology and programs
that can be used such as MapQuests, presentations, etc.

(Credit: Chapter 8 and Computers in the Curriculum course with Dr. Byrd)

2. How would you base your decisions on how to incorporate computer technology into the
academic program?

The decisions on how to incorporate computer technology into the academic program would be
based on the school’s main objectives, standards, classroom plans and needs that need to be
targeted for improvement. The decisions will also be based on the success areas and rate of the
mentor school’s current plan. Further research should be done in order to consider what works
best.

Journal Article: “Validity and worth in the science curriculum: learning school science outside
the laboratory” by Martin Braund and Michael Reiss
 The article “Validity and worth in the science curriculum: learning school science outside
the laboratory” deliberates on the declining interest of science in education and in the bogus
reality being taught in laboratory –concentrated science learning in secondary and higher level
education. The article also highlights the importance of teaching science outside the classroom.
Outside classroom experience would enhance the science education goal of teaching science
more realistically. This article also touches on how science education is taught in order to teach
students skills necessary to become good citizens- “collect, seek and evaluate evidence to take
part in reasoned debate” (215).

A major portion of the article centers on the declining interest students in developed
countries demonstrate for science education. There is also a concern that the current school
provisions are the cause for putting students off the subject area. Consequently, teaching students
skills necessary to become good citizens is transforming into teaching science only to a small
number of students. Focus needs to be driven outside the classroom. This makes science more
authentic and heightens student interest. There should be a bridge between science in the
class/laboratory and the science outside. Out-of-school learning can be used to stimulate more
interest in science education. This gives students more incentives to study science, encourages
participation and introduces bigger scientific concepts to students.

The article mainly argues that science education needs to be revised in order to raise
pupil interest in schools. Bridging science education and outside science should be done to
stimulate students in making connections. All the while, this would also encourage students to
view science education as a real and important subject matter.

The painful truth is that science education is considered optional. In my observation of a

third grade class, I noticed that science was taught about once a week and students generally saw
videos in the morning to compensate the one lesson per week. In the elementary schools, it
seems that the interest is not being sparked at all to students. This is not necessary the fault of the
educator, but more so the time allotted for each subject area. For me, the problem roots in the
time slots for each subject. Consequently, it is hard for future teachers to highlight the
importance of science education.

I agree with this article that there is a gap between science education and home. It
appears outside science and science education is separated into two separate entities. Educators
can only do so much in a confined space. Process-inquiry can be taught, but not necessary made
authentic and relatable to students lives. More outside experience would make science more real
because then there would actually be a connection made between prior knowledge and new
knowledge. This also would encourage life-long learning because students would be able to
identify concepts that connect science in the classroom and science outside.
 The concentration between outside science and inside classroom context needs to be
reviewed and balanced out. This would create more student interest in science and stimulate
more students to continue studying science in secondary and higher level grades.