Thursday, May 27, 2010
Tuesday, May 25, 2010
Chapter 12: CONCEPT MAPPING IN ELEMENTARY SCIENCE
What is a concept map and how can they be used by constructivist science teachers? Describe the use of concept maps in a process-oriented inquiry science class. Who can concept maps help in teaching students how to do science through the process of science? Can concepts maps be used for assessments? How?
Chapter 6: SCIENCE EDUCATION FOR STUDENTS WITH DIVERSE PERSPECTIVES
Why is it important for science teachers to foster the internal locus of control? What is a learning modality? What does the theory of multiple intelligences suggest? What happens when teachers teach in their dominant learning style?
Chapter 5: INQUIRY
Compare and contrast a science teaching methodology that is largely teacher- directed and one largely student-directed. Provide examples. What are the most important elements of a process-oriented inquiry science lesson plan? Compare and contrast inductive and deductive teaching.
Chapter 4: CONSTRUCTIVISM IN ELEMENTARY SCIENCE EDUCATION
Describe the core beliefs of the constructivist teacher. What teaching techniques does a constructivist science teacher employ? What is a discrepant event? Why are they useful in science education? Why should teacher induce cognitive disequilibrium when teaching science? Describe the role of the teacher in a constructivist science classroom. Describe and provide an example of correlational reasoning.
Chapter 3: THE PROCESSES OF SCIENCE
What is meant by “doing” science? What system of measurement would an elementary science teacher use? Why? Compare and contrast predicting and inferring. What is qualitative and quantitative data? Give examples of each. What is an independent variable? Why is it important to use process oriented objectives in planning lessons?
Chapter 1: THE SCIENCE EDUCATION IMPERATIVE
What are some problems with trying to know all the science you might ever teach? What do elementary and middle grade science teachers need to know? What is the constructivist perspective in science education? According to this perspective, what is the best way to understand what children are thinking? How should teacher foster children’s ownership of knowledge?