Module 3: Lesson 3 1 Effective Teaching Strategies in Science

LESSON 3

EFFECTIVE TEACHING STRATEGIES IN SCIENCE Learning Objectives: At the end of this session, students are expected to:

Learning Objectives: At the end of this session, students are expected to: Understand the effective strategies in science
Apply the Strategies in teaching science

So you all know that we cant just take everything to know about science and just plunk into our kids head. We make decisions every day: What am I going to teach, how am I going to teach it, and how will I know my students know it. Sometimes teachers lose sight of that what am I going to teach? Uh, a video on deciduous trees. But you as a dedicated group of science teachers, some veterans, some fresh out of college, know that teaching science isnt just about textbooks and tests an approach that will only benefit thirty percent of your students. You know that you have to get the students involved, to capture their interests, and then get that info into their skulls. Its a balance of concepts and skills. Not unlike teaching English, except, without the chemicals and fetal pigs. Oh, and the math. So here is a list of process skills that are essential in science. Observing Communicating writing objectively Classifying Measuring Relating objects in space & time Predicting Inferring Controlling variables Defining operationally Experimenting

The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults. Recently, two more Es have been added to the model. Elicit was added to the Engage part which adds the important step of accessing students prior knowledge. This is an important part of getting kids ready to learn. Mangalay, Rachel P.
Technology Education SE 203: Current Trends and Issues in Science and

Module 3: Lesson 3 2 Effective Teaching Strategies in Science And extend was added to the elaborate component as a way to get kids to transfer some of their knowledge into other learning opportunities. This important part is how students will ultimately connect their learning in science to the world, starting with other school subjects, and beyond that to the working world. We need to show our students how the concept or skills is practical or useful in real life. Thats why the extend was added.

5 Es Science Lesson
Engage Activity which will focus students attention, stimulate their thinking, and access prior knowledge. Demonstration Reading Free Write Analyze a Graphic Organizer KWL (Know already ~ Want to know ~ Learn) This is the elicit part Brainstorming Explore Activity which gives students time to think and investigate/test/make decisions/problem solve, and collect information. Perform an Investigation Read Authentic Resources to Collect Information Solve a Problem Construct a Model Explain Activity which allows students to analyze their exploration. Students understanding is clarified and modified through a reflective activity. Student Analysis & Explanation Supporting Ideas with Evidence Structured Questioning Reading and Discussion Teacher Explanation Thinking Skill Activities: compare, classify, error analysis Elaborate Activity which expands and solidifies student thinking and/or applies it to a real-world situation. Problem Solving Decision Making Mangalay, Rachel P.
Technology Education SE 203: Current Trends and Issues in Science and

Module 3: Lesson 3 3 Effective Teaching Strategies in Science Experimental Inquiry Thinking Skill Activities: compare, classify, apply Elaborate Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications. Any of the Previous Activities Develop a Scoring Tool or Rubric Performance Assessment Produce a Product Journal Entry Portfolio

Inquiry Based approach in Science

Science inquiry allows students to take an active role in understanding their science learning.

Science inquiry transforms learning from watching and listening to doing. Science inquiry involves activities and skills in an active search for understanding Science inquiry engages students in the investigative nature of science.

Science inquiry is the active construction of ideas and the forming of connections.

References
Montgomery Public Schools Eisencraft, Arther, Expanding the 5-C Model, The Science Teacher, Vol.70, 2003, National Science Teacher Association Harlen, W. (1985) Primary Science: Taking the Plunge Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2000). Teaching secondary school science: Strategies for developing scientific literacy Weiss, Tarin, Former STEM Staff Memb

Mangalay, Rachel P.
Technology Education

SE 203: Current Trends and Issues in Science and

Module 3: Lesson 3 4 Effective Teaching Strategies in Science

Mangalay, Rachel P.
Technology Education

SE 203: Current Trends and Issues in Science and