Why would a constructivist science teacher include fiction and non-fiction pieces of children’s literature in a unit or lesson? What is the role of the text book in a constructivist science class? What is the role of reading and writing in a constructivist science class? Compare and contrast multidisciplinary curriculum and integrated curriculum. Describe STS (science-technology-society) in the classroom.
Fiction and non-fiction can be used to provide introductory information. For example, Jack and the Beanstalk can be used to introduce plant growth. Literature can be used to compare conclusions of students’ own investigations with the science presented in books. Literature may be used to provide facts. For example, The Very Hungry Caterpillar can help children decide what to put in jars for caterpillar food. Stella Luna can be used as a tool to compare birds and mammals. Literature can also provide practical examples. The textbook sites the story Thunder Cake, which is a story about a girl who is afraid of thunder. In the story the girl’s grandmother shows her how to count seconds between lightning and thunder to estimate how far off the storm is. This story can be used to present an area of inquiry between the speed of light and the speed of sound. Mysteries like Encyclopedia Brown can provide a source of practice in the processes of observing, predicting, classifying, inferring, measuring, and formulating hypotheses. Literature can be used to provide experience the students may not ordinarily have. It can be used as a bridge from activities in science to activities in other areas. Lastly, reading about scientists enables students to understand science and what scientists do. Textbooks should not take the place of inquiry. In a constructivist classroom textbooks can serve as a source of validation. The students can do the activity first and then use the text for validation of results. Textbooks can also be used to present material that does not lend itself well to inquiry. They often contain biographies of scientists which can be used to provide information in careers in science. There are arguments on both sides of incorporating reading and writing in the science classroom. Science is a subject that can be taught mainly through inquiry and hands on experience. This can help students who do not read or write well still thrive in the science classroom. On the other side, science can generate purposes for reading and writing in recording observations, obtaining background information and validating results. The textbook does not take sides on this issue, but stresses that children must learn science by doing science, not by reading about science. There is currently a shift from the compartmentalized approach to teaching each subject to a more holistic approach that provides children with the opportunity to confront problems that require multiple overlapping solutions. The textbook refers to one method as The Daisy Model. In this model each subject is taught separately (the distinct flower petals), but related to a central topic (the center of the daisy). The other model is The Rose Model. In this model the children study whatever is necessary to solve the problem. There is no distinction between petals. Each model brings an interdisciplinary approach to teaching. The Daisy Method keeps the subject matter separate and may be a good starting point for the teacher who wants to gain experience and move on to a fully integrated approach. Science-Technology-Society (STS) is a project centered approach to science that fully utilizes The Rose Model. In STS the students decide what they want to investigate. They identify problems, questions, or unknowns, and participate in decided what they need to know and do as they research answers and explanations. The teacher’s role is to guide them through the process. It is important for the teacher not to introduce their own personal biases to the process. This would interfere with student’s ownership of the process and could also cause the children to slant data to support a given position. A few examples of good topics for STS investigations include; global warming, childhood obesity, and oil spills.
I think it is a great idea to use fiction and non-fiction literature as a way to provide introductory information, a way to compare conclusions of students’ own investigations with the science presented in the book or as a tool to provide facts. When my children were growing up they were fascinated with the book Stella Luna and the differences exhibited between the bat and the birds. As a matter of fact, I read the book to classes that I substitute for when I have spare time. It is certainly a good tool to compare birds and mammals and I will remember this when I start teaching science. When all my children were in first grade; they read the story Thunder Cake when learning about thunder and lightning and the speed of light and sound. What a clever way to introduce a science lesson! It is also a clever way to hook the students. We still have the recipe for “My Grandma’s Thunder Cake” that went along with the unit. I like the Science-Technology-Society (STS) approach to science for children. It certainly sounds like it gives the students a chance to own their own learning with the teacher as a guide. I think this approach may help students to stay more focused because they have decided on their own investigation topic and may be more interested in it; as opposed to being assigned for them.
Traditionally, teachers did not integrate literature into science as these disciplines were on opposite ends of a continuum. Science is experimental, objective, and detached. Literature, on the other end, is subjective and emotionally involves the reader. Literature, however, is a familiar instructional tool to young children. Well-written and developmentally appropriate literature awakens children's curiosity in science and offers opportunities for inquiry. The use of literature makes science less forbidding as the narrative format helps children understand otherwise difficult science concepts. Children learn and retain more knowledge with the correlative use of literature. After reading the book Diary of a Worm, students could bridge into science by creating a worm box in their classroom, observing the worms in their environment, and recording their findings in their science journals. The STS approach you describe is clearly a constructivist approach to teaching science as it fosters children's ownership of knowledge. Science activities in the constructivist classroom involve children devising and executing their own investigations to answer their own questions that arise from their own observations. Rather than the dispenser of knowledge, the teacher's role in the constructivist classroom is to guide students through the process.
I really like the idea of using literature incorporated into a science lesson. The idea that bringing literature into a lesson can benefit all students. This incorporation can help those students who do not excel in reading and writing as well as, the students who do. This is a great way to involve all learners in the classroom. It can also bridge between the subject areas. In one of my observations last semester, during a reading lesson the students read about a research scientist. The short biography that they read, taught the students about what a research scientist does, how they conduct research and report their results. What was so interesting was that this five minute reading was referred to throughout the day. The students were preparing to write book reports, which related to doing research. Later in the day, they referred to the reading during a science lesson. The students reflected back onto the reading throughout other lessons during the day. It was great to see the crossover between different lessons. I would also think that if creating a bridge between the subjects in such a way might make planning a little easy for the teacher. When the subjects directly relate to one another it can greatly benefit the students and their understanding.
I found the idea of using literature, both fiction and non-fiction, to introduce children to science subjects to be very interesting and potentially effective in multiple areas. Children that may be more inclined to excel in letters can easily access topics in science that may have otherwise been difficult for them to grasp. Presenting science in story forms makes it relatable and interesting, also hooking children that may have otherwise not had interest in the subject. Conversely, incorporating reading and writing elements into science could also help children who are more likely to excell in math and science but not so strong in the language arts. If they are excited about a science topic that they find interesting and have a strong hold upon, they will be more likely to try harder at reading and writing about this subject. This, in turn, will give them enjoyable Language Arts practice. I believe that hands-on activities are indispensable in the science classroom, but I also see the advantages of using reading and writing to better reach children with different learning needs. This reinforces a view of teaching in integrated curricula, where each child will have some sort of strong disciplinary interest in whatever topic at hand, which will help them be able to tackle the other disciplines they may find less engaging with more ease.
While all literacy skills can be utilized and developed in a constructivist classroom, I am particularly interested in literature inclusion and the benefits it provides.
Science is one of the keys to our country’s survival and prosperity. To help our students understand this we need to develop independent science thinkers and problem solvers. But how are students supposed to grasp what this means and its relevance to them unless we are able to first stimulate their interest and involvement with science – a subject that is often seen as boring, impersonal or intimidating, making it difficult to teach.
As suggested above, incorporating well-chosen literature, like Thunder Cake, the Very Hungry Calendar or Jack and the Beanstalk, is one way to engage students, help them see that science doesn’t have to be boring and help them understand that science is all around them. It can also provide the above-mentioned “bridge” between Science and Language Arts.
One of my favorite science lessons involves teaching ecosystems, pollution, plants and sustainability using The Lorax, by Dr. Seuss, as a springboard. It’s about deforestation, the process of building a business at the expense of an ecosystem, and the consequences of greed. The earlier comments reference not letting the use of literature replace actually “doing” science. But, these are big topics that aren’t easy to demonstrate in their entirety in a lab setting. The book is an example of good, fun story-telling that will surely rope students in to a complex topic that usually doesn’t rank high on their list of fun, interesting subjects. And it is an easy book to tie into the students’ community.
It’s important that we teach science in a way that does not reinforce the myth that it is impersonal, rigid and dull. Tying in vibrant, interesting literature is a great way to start. This interdisciplinary approach to science can increase a student’s critical thinking skills, research abilities and scientific knowledge. And, most importantly, it can make science fun!
I have to agree with what everyone has said about using fiction and non-fiction literature in science.
I had the experience of reading the Dr. Seuss book "The Lorax" to a 3rd grade class on Earth Day. I had long forgotten my Dr. Seuss books. I thought the teacher was just using this as a way for her sub to fill time. But sure enough, the book was so fitting! And the children loved it! I also think "The Lorax" can be incorporated into lessons in the upper grades (even high school). It was first published in 1971, less than 10 years after Rachel Carson's "Silent Spring" (1962) started the modern environmental movement.
Adding fiction and non-fiction is a wonderful instructional practice. It is a means of storytelling that enhances learning and recall. Storytelling is a way to experience and learn through others. It is something that the entire class can participate in regardless of their own personal experiences as Annie describes. Children’s literature adds life to lessons and provides the brain with a foundation for understanding. Pam added a great example of her children’s love of Stella Luna and the information they learn about bats and birds. I am not familiar with Thunder Cake but it is now on my list! I agree with Catherine that children’s literature is very useful in the high school and college classroom. Imagine a curriculum that lists literature and project connections such as Denise’s idea from the Diary of a Worm and a classroom worm box!
One important point Margaret makes is that textbooks do not drive instruction….the curriculum drives instruction! They should be used as a resource, not the course. The Rose Model provides the foundation for constructivist learning encouraging the students to take responsibility and ownership of their learning. As Denise states the teacher should not be the dispenser of knowledge… handing out info to students day after day. Maria’s discussion about the integrated curricula pulls the concept together where students can get excited about their disciplinary interest and feel secure in the learning process. As Amanda adds science is a key to the country’s survival and prosperity…. We need independent science thinkers and not just complacent vessels in which we pour information into. ~Rosalie
Why would a constructivist science teacher include fiction and non-fiction pieces of children’s literature in a unit or lesson? What is the role of the text book in a constructivist science class? What is the role of reading and writing in a constructivist science class? Compare and contrast multidisciplinary curriculum and integrated curriculum. Describe STS (science-technology-society) in the classroom.
ReplyDeleteFiction and non-fiction can be used to provide introductory information. For example, Jack and the Beanstalk can be used to introduce plant growth. Literature can be used to compare conclusions of students’ own investigations with the science presented in books. Literature may be used to provide facts. For example, The Very Hungry Caterpillar can help children decide what to put in jars for caterpillar food. Stella Luna can be used as a tool to compare birds and mammals. Literature can also provide practical examples. The textbook sites the story Thunder Cake, which is a story about a girl who is afraid of thunder. In the story the girl’s grandmother shows her how to count seconds between lightning and thunder to estimate how far off the storm is. This story can be used to present an area of inquiry between the speed of light and the speed of sound. Mysteries like Encyclopedia Brown can provide a source of practice in the processes of observing, predicting, classifying, inferring, measuring, and formulating hypotheses. Literature can be used to provide experience the students may not ordinarily have. It can be used as a bridge from activities in science to activities in other areas. Lastly, reading about scientists enables students to understand science and what scientists do.
ReplyDeleteTextbooks should not take the place of inquiry. In a constructivist classroom textbooks can serve as a source of validation. The students can do the activity first and then use the text for validation of results. Textbooks can also be used to present material that does not lend itself well to inquiry. They often contain biographies of scientists which can be used to provide information in careers in science.
There are arguments on both sides of incorporating reading and writing in the science classroom. Science is a subject that can be taught mainly through inquiry and hands on experience. This can help students who do not read or write well still thrive in the science classroom. On the other side, science can generate purposes for reading and writing in recording observations, obtaining background information and validating results. The textbook does not take sides on this issue, but stresses that children must learn science by doing science, not by reading about science.
There is currently a shift from the compartmentalized approach to teaching each subject to a more holistic approach that provides children with the opportunity to confront problems that require multiple overlapping solutions. The textbook refers to one method as The Daisy Model. In this model each subject is taught separately (the distinct flower petals), but related to a central topic (the center of the daisy). The other model is The Rose Model. In this model the children study whatever is necessary to solve the problem. There is no distinction between petals. Each model brings an interdisciplinary approach to teaching. The Daisy Method keeps the subject matter separate and may be a good starting point for the teacher who wants to gain experience and move on to a fully integrated approach.
Science-Technology-Society (STS) is a project centered approach to science that fully utilizes The Rose Model. In STS the students decide what they want to investigate. They identify problems, questions, or unknowns, and participate in decided what they need to know and do as they research answers and explanations. The teacher’s role is to guide them through the process. It is important for the teacher not to introduce their own personal biases to the process. This would interfere with student’s ownership of the process and could also cause the children to slant data to support a given position. A few examples of good topics for STS investigations include; global warming, childhood obesity, and oil spills.
I think it is a great idea to use fiction and non-fiction literature as a way to provide introductory information, a way to compare conclusions of students’ own investigations with the science presented in the book or as a tool to provide facts. When my children were growing up they were fascinated with the book Stella Luna and the differences exhibited between the bat and the birds. As a matter of fact, I read the book to classes that I substitute for when I have spare time. It is certainly a good tool to compare birds and mammals and I will remember this when I start teaching science.
ReplyDeleteWhen all my children were in first grade; they read the story Thunder Cake when learning about thunder and lightning and the speed of light and sound. What a clever way to introduce a science lesson! It is also a clever way to hook the students. We still have the recipe for “My Grandma’s Thunder Cake” that went along with the unit.
I like the Science-Technology-Society (STS) approach to science for children. It certainly sounds like it gives the students a chance to own their own learning with the teacher as a guide. I think this approach may help students to stay more focused because they have decided on their own investigation topic and may be more interested in it; as opposed to being assigned for them.
Traditionally, teachers did not integrate literature into science as these disciplines were on opposite ends of a continuum. Science is experimental, objective, and detached. Literature, on the other end, is subjective and emotionally involves the reader. Literature, however, is a familiar instructional tool to young children. Well-written and developmentally appropriate literature awakens children's curiosity in science and offers opportunities for inquiry. The use of literature makes science less forbidding as the narrative format helps children understand otherwise difficult science concepts. Children learn and retain more knowledge with the correlative use of literature. After reading the book Diary of a Worm, students could bridge into science by creating a worm box in their classroom, observing the worms in their environment, and recording their findings in their science journals. The STS approach you describe is clearly a constructivist approach to teaching science as it fosters children's ownership of knowledge. Science activities in the constructivist classroom involve children devising and executing their own investigations to answer their own questions that arise from their own observations. Rather than the dispenser of knowledge, the teacher's role in the constructivist classroom is to guide students through the process.
ReplyDeleteI really like the idea of using literature incorporated into a science lesson. The idea that bringing literature into a lesson can benefit all students. This incorporation can help those students who do not excel in reading and writing as well as, the students who do. This is a great way to involve all learners in the classroom. It can also bridge between the subject areas.
ReplyDeleteIn one of my observations last semester, during a reading lesson the students read about a research scientist. The short biography that they read, taught the students about what a research scientist does, how they conduct research and report their results. What was so interesting was that this five minute reading was referred to throughout the day. The students were preparing to write book reports, which related to doing research. Later in the day, they referred to the reading during a science lesson. The students reflected back onto the reading throughout other lessons during the day. It was great to see the crossover between different lessons. I would also think that if creating a bridge between the subjects in such a way might make planning a little easy for the teacher. When the subjects directly relate to one another it can greatly benefit the students and their understanding.
I found the idea of using literature, both fiction and non-fiction, to introduce children to science subjects to be very interesting and potentially effective in multiple areas. Children that may be more inclined to excel in letters can easily access topics in science that may have otherwise been difficult for them to grasp. Presenting science in story forms makes it relatable and interesting, also hooking children that may have otherwise not had interest in the subject. Conversely, incorporating reading and writing elements into science could also help children who are more likely to excell in math and science but not so strong in the language arts. If they are excited about a science topic that they find interesting and have a strong hold upon, they will be more likely to try harder at reading and writing about this subject. This, in turn, will give them enjoyable Language Arts practice.
ReplyDeleteI believe that hands-on activities are indispensable in the science classroom, but I also see the advantages of using reading and writing to better reach children with different learning needs. This reinforces a view of teaching in integrated curricula, where each child will have some sort of strong disciplinary interest in whatever topic at hand, which will help them be able to tackle the other disciplines they may find less engaging with more ease.
While all literacy skills can be utilized and developed in a constructivist classroom, I am particularly interested in literature inclusion and the benefits it provides.
ReplyDeleteScience is one of the keys to our country’s survival and prosperity. To help our students understand this we need to develop independent science thinkers and problem solvers. But how are students supposed to grasp what this means and its relevance to them unless we are able to first stimulate their interest and involvement with science – a subject that is often seen as boring, impersonal or intimidating, making it difficult to teach.
As suggested above, incorporating well-chosen literature, like Thunder Cake, the Very Hungry Calendar or Jack and the Beanstalk, is one way to engage students, help them see that science doesn’t have to be boring and help them understand that science is all around them. It can also provide the above-mentioned “bridge” between Science and Language Arts.
One of my favorite science lessons involves teaching ecosystems, pollution, plants and sustainability using The Lorax, by Dr. Seuss, as a springboard. It’s about deforestation, the process of building a business at the expense of an ecosystem, and the consequences of greed. The earlier comments reference not letting the use of literature replace actually “doing” science. But, these are big topics that aren’t easy to demonstrate in their entirety in a lab setting. The book is an example of good, fun story-telling that will surely rope students in to a complex topic that usually doesn’t rank high on their list of fun, interesting subjects. And it is an easy book to tie into the students’ community.
It’s important that we teach science in a way that does not reinforce the myth that it is impersonal, rigid and dull. Tying in vibrant, interesting literature is a great way to start. This interdisciplinary approach to science can increase a student’s critical thinking skills, research abilities and scientific knowledge. And, most importantly, it can make science fun!
I have to agree with what everyone has said about using fiction and non-fiction literature in science.
ReplyDeleteI had the experience of reading the Dr. Seuss book "The Lorax" to a 3rd grade class on Earth Day. I had long forgotten my Dr. Seuss books. I thought the teacher was just using this as a way for her sub to fill time. But sure enough, the book was so fitting! And the children loved it!
I also think "The Lorax" can be incorporated into lessons in the upper grades (even high school). It was first published in 1971, less than 10 years after Rachel Carson's "Silent Spring" (1962) started the modern environmental movement.
Catherine Orosz
Chapter 10 comments
ReplyDeleteAdding fiction and non-fiction is a wonderful instructional practice. It is a means of storytelling that enhances learning and recall. Storytelling is a way to experience and learn through others. It is something that the entire class can participate in regardless of their own personal experiences as Annie describes. Children’s literature adds life to lessons and provides the brain with a foundation for understanding. Pam added a great example of her children’s love of Stella Luna and the information they learn about bats and birds. I am not familiar with Thunder Cake but it is now on my list! I agree with Catherine that children’s literature is very useful in the high school and college classroom. Imagine a curriculum that lists literature and project connections such as Denise’s idea from the Diary of a Worm and a classroom worm box!
One important point Margaret makes is that textbooks do not drive instruction….the curriculum drives instruction! They should be used as a resource, not the course. The Rose Model provides the foundation for constructivist learning encouraging the students to take responsibility and ownership of their learning. As Denise states the teacher should not be the dispenser of knowledge… handing out info to students day after day. Maria’s discussion about the integrated curricula pulls the concept together where students can get excited about their disciplinary interest and feel secure in the learning process. As Amanda adds science is a key to the country’s survival and prosperity…. We need independent science thinkers and not just complacent vessels in which we pour information into.
~Rosalie