Enhancing Science Education Practices and Teacher Understanding
A Framework for K-12
Science Education:
Practices,
Crosscutting
Concepts, and Core
Ideas
Science and Engineering Practices
1.
Asking Questions and Defining
Problems
2.
Developing and Using Models
3.
Planning and Carrying Out
Investigations
4.
Analyzing and Interpreting Data
5.
Using Mathematics and Computational
Thinking
6.
Constructing Explanations and
Designing Solutions
7.
Engaging in Argument from Evidence
8.
Obtaining, Evaluation, and
Communicating Information
High Stakes Testing
“Science standardized
testing prevents students
from learning material
thoroughly and instead
encourages test taking
skills and memorization.”
Out of sixty-five students
I surveyed about their
goals in taking regents
physics, forty-five
responded with goals
strictly about grades.
Regents Physics Reference Table Page 4
Balance content and inquiry
Team Learning
Other options for assessment: testing only certain students
each year, stealth assessments, portfolios
Reconstructing High Stakes Testing
Teacher and Textbook: Dispensers of
Knowledge
“Please open up to page
46. Read and answer the
questions. Quietly!”
“How am I supposed to do
it if you don’t tell me? Hey
Phil (across the room), go
build a rocket but I’m not
going to tell you how”
(Steinberg 61).
Teacher Expectations
There are also noticeable trends between a student’s “first
language, ethnicity, and migration status” and their success in
school.
Predisposition toward creating less challenging classrooms
•
Classroom
management in
denser classrooms
creates stricter
classrooms
Setting a Higher Bar for our Students
Extended authentic
investigations
Access to authentic materials
Collaborative work
Learning technologies
Local examples of the
phenomena
Interdisciplinary approaches
Devonian Seas Program
Teacher Understanding of
Inquiry
Study by Osisioma and Onyia; 2008
Improving Teacher Understanding of
Inquiry
Professional Development
Bridge the gap between the science education
research community and the community of teachers
Continuous process
Experience learning science through inquiry
Disconnection to Science
One study found that African
American third graders
pictured scientists as “A
mature, intelligent,
hardworking, White male,
wearing glasses, formally
dressed or in a lab coat, who
also teaches as a part of
work they do” (Walls pg 15).
Connecting Students to
Science
Science that matters
Culturally responsive teaching
Student Discourse
Simulations
Virtual fieldwork
It made me feel smart. ‘Cause. .
.I made my own question up,
and I never did that before. I felt
like a genius when I made my
own question. And then I did my
own project. I did it by myself,
just me and my partner. We
were making our own thing.
That made me feel like a genius,
like a scientist. (Mallucci 1135)
Resources in NYC
Bridge Golf Foundation: https://bridgegolffoundation.org/blog/
My question is why don’t even the most accomplished students not grasp the most basic and fundamental science concepts? I think the problem comes from how we present and teach science. NYC classrooms are attempting to spoon-feed knowledge as opposed to letting students develop their own knowledge of science.
A framework for K-12 Science and Engineering Practices emphasizes inquiry-based learning, problem-solving, and critical thinking skills. Addressing issues like high-stakes testing, teacher expectations, and the need for authentic investigations, it explores alternative assessment methods, dispels knowledge-dispensing teaching approaches, and advocates for setting higher standards in education. The content highlights challenges in education and offers solutions to improve student engagement and learning outcomes.
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Presentation Transcript
A Framework for K-12 Science and Engineering Practices Science Education: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluation, and Communicating Information Practices, Crosscutting Concepts, and Core Ideas
High Stakes Testing Science standardized testing prevents students from learning material thoroughly and instead encourages test taking skills and memorization. Out of sixty-five students I surveyed about their goals in taking regents physics, forty-five responded with goals strictly about grades. Regents Physics Reference Table Page 4
Reconstructing High Stakes Testing Balance content and inquiry Team Learning Other options for assessment: testing only certain students each year, stealth assessments, portfolios
Teacher and Textbook: Dispensers of Knowledge How am I supposed to do it if you don t tell me? Hey Phil (across the room), go build a rocket but I m not going to tell you how (Steinberg 61). Please open up to page 46. Read and answer the questions. Quietly!
Teacher Expectations There are also noticeable trends between a student s first language, ethnicity, and migration status and their success in school. Predisposition toward creating less challenging classrooms Classroom management in denser classrooms creates stricter classrooms
Setting a Higher Bar for our Students Extended authentic investigations Access to authentic materials Collaborative work Learning technologies Local examples of the phenomena Interdisciplinary approaches Devonian Seas Program
Teacher Understanding of Inquiry 80% 70% 60% 50% 40% 30% 20% 10% 0% Proficient in what scientific inquiry is Proficient in using scientific inquiry Could correctly identify some elements of inquiry Study by Osisioma and Onyia; 2008
Improving Teacher Understanding of Inquiry Professional Development Bridge the gap between the science education research community and the community of teachers Continuous process Experience learning science through inquiry
Disconnection to Science One study found that African American third graders pictured scientists as A mature, intelligent, hardworking, White male, wearing glasses, formally dressed or in a lab coat, who also teaches as a part of work they do (Walls pg 15).
Connecting Students to Science Science that matters Culturally responsive teaching It made me feel smart. Cause. . .I made my own question up, and I never did that before. I felt like a genius when I made my own question. And then I did my own project. I did it by myself, just me and my partner. We were making our own thing. That made me feel like a genius, like a scientist. (Mallucci 1135) Student Discourse Simulations Virtual fieldwork
Resources in NYC Bridge Golf Foundation: https://bridgegolffoundation.org/blog/
