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.
Tuesday, May 25, 2010
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?
Monday, May 24, 2010
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