These modules emphasize the process of focusing, exploring, reecting, and then applying as a systematic means of students conducting

inquiry-based learning, and the interactive science notebook is an excellent way of promoting that model. 5 Reasons to Use Science Notebooks: 1. Notebooks are thinking tools- interacting more deeply with the subject matter by recording observations, encourages students to use writing for thinking and empowers them to become active in their own learning. 2. Notebooks guide teacher instruction- Notebooks give teachers access into students thinking what they do and dont understand, what misconceptions they have, and the organizational skills they are using. 3. Notebooks enhance literacy skills- combining written and visual text, getting practice with writing, written, visual and oral. 4. Notebooks support differentiated learning- lower level learners can communicate through words and pictures, English language learners can communicate in both languages, and the instructor can communicate easily in a notebook with the student. 5. Notebooks foster teacher collaboration- Coordinated efforts and working toward shared, agreed-upon goals are good ways to bring together the school community and show teachers theyre valued CHAPTER 1 Ideas are personal you construct your own meanings, Ideas are stable - It is often noticed that even after being taught, students have not modified their ideas in spite of attempts by a teacher to challenge them by offering counter-evidence. What children are capable of learning depends on what they have in their heads as well as the learning context. Understanding students ideas enables teaching to be better adapted to students by: 1.simple concepts arent always that obvious to children, they influence what you should teach.. 2. If students' prior ideas are known then these can be challenged directly by experiences which conflict with expectations, so provoking students to reconsider their ideas.

CHAPTER 10 Features of childrens ideas: 1. Perceptually dominated thinking- children base their reasoning on observable features in problem situation

2. Children focus on limited aspects 3. Children dont consider changing states, only equilibrium 4. Linear casual reasoning- seeing that source supplies heat to a receptor, whereas in science we see that one is receiving energy and the other is losing it 5. Context dependency

CHAPTER 4 Its easy in teaching to prescribe a specific set of rules, but children will use other ways to guess and test and satisfy their exploration of a matter. Students will try to relate new ideas to ones that they already know MISCONCEPTIONS INTERVIEW Educators need to be aware of what children already know because teaching that builds on students existing ideas is likely to produce robust and meaningful learning. Three strategies for planning and implementing effective student-thinking interviews: (1) Contextualize the concept; For example, imagine you want to uncover a students thinking about density as it relates to sinking and floating. Rather than simply asking, What is density?, we have found it more productive to ask students, Why does ice float? 2) probe student responses; For example, if a student in the ice floating interview says, Ice floats because ice is less dense than water, it would be a mistake to assume that the student knows the answer and that you do not need to go further. In fact, we have found that such comments are the perfect time to probe students understanding more carefully. Teachers have two choices in how to probe such comments. One option is to follow up with a generic response such as Can you say more? or What do you mean by that? (3) seed new ways of thinking. , if a student is having trouble reasoning about ice floating in water, the teacher might turn the students attention to a related case by saying, If I pushed the ice all the way to the bottom of the water, would it float to the top or just stay there?

Chapter 1&2 Notes The discipline of biology alone comprises more than 1,400 specific fields, each with its own distinctive characteristics There is a huge amount of science known today but the amount of scientific knowledge is increasing very quickly -metamorphosis, simple machines, dna, planets, genes Scientific knowledge may become obsolete, scientific knowledge changes, there are many controversies in science Science teachers face three difficulties in learning enough content: 1. the amount of science known today is far too large for any one person to be able to know it allor even a small part of it 2. scientific knowledge considered to be factual today may become obsolete in the future. 3.scientific conceptualizations tend to change with time National Science Education Standards suggest that teachers of science must have a strong, broad base of scientific knowledge extensive enough for them to : Understand the nature of scientific inquiry, its central role in science, and how to use the skills and processes of scientific inquiry Understand the fundamental facts and concepts in major science disciplines Be able to make conceptual connections within and across science disciplines as well as mathematics, technology, and other school subjects Use scientific inquiry and ability when dealing with personal and societal issues

Life science(plants, cells, animals, life cycles, genetics, evolution and ecology), physical science(matter, energy, and chemistry), earth-space science(geology, rocks and minerals, the earth, the seas, weather and other forces that shape the Earth, and space). New knowledge is produced as a result of new thinkingthinking that rejects the limitatons of right and wrong. It is better for children to learn to do science than to learn about science Twelve processes make up the scientific endeavor: Observing, classifying, communicating, measuring, predicting, inferring, identifying and controlling variables, formulating and testing hypotheses, interpreting data, defining operationally, experimenting, constructing models

5E learning cycle 1. Engagementcapturing students interest, assessing students prior knowledge and establishing the topic for investigation 2. Explorationencouraging discussion, questioning, and investigation with materials to construct tentative understanding of the topic 3. Explanationasking students to describe and explain their understandings, and leading discussions to help students refine their constructions 4. Elaborationextending students conceptualizations through providing new experiences and opportunities for deeper investigations, and guiding students toward the next topic 5. Evaluationasking students to assess their understandings and evaluating students progress CHAPTER 2 There are seven basic tenets of the nature of science that seem to be universally agreed upon: 1. 2. 3. 4. 5. 6. Scientific knowledge is both reliable and tentative No single scientific method exists Creativity plays a role in the development of scientific knowledge There is a relationship but also a distinction between observations and inferences There is a relationship but also a distinction between theories and laws Although science strives for objectivity, there is always an element of subjectivity in the development of scientific knowledge 7. Social and cultgural contexts play a role in the development of scientific knowledge Characteristics of the scientific enterprise 1 science rejects authority and authoritarianism, contrary to popular belief, scientists are trying to disprove rather than prove hypotheses 2science is honest 3science rejects supernatural explanations as primary explanations, for observed phenomena 4science is skeptical and rejects the notion that it is possible to obtain the absolute truth 5science is parsimonious- simpler explanations are preferred to the more complex explanations 6science seeks consistency

Facts vs. concepts vs. theories vs. laws NSTA: the elementary science program must provide opportunities for students to develop understandings and skills necessary to function productively as problem-solvers in a scientific and technological world. To do this:

1.first-hand exploration and investigation through employing inquiry and process skills 2. instruction builds on conceptual frameworks 3.content is organized on basis of broad conceptual themes 4. math and communication are an integral part of science instruction

Chapter 3: The processes of Science Observing Using your senses. Rocks: igneous, sedimentary, metamorphic Observation may be qualitative (when you observed the rocks, dont require measurement), and an observation may be quantitative (measurement is required to attach specific facts to the observation volume and weight of rock) Classifying Classifying objects by considering relationships that are subordinate to a larger group as a whole is called class inclusion. Clusters: are they parallel (are they close to being opposites of each other?) mutually exclusive (no clear line of demarcation between them). Communicating When children observe something, they let others know what hey observed by communicating. -writing descriptions of activities for publication in class books, write in science journals regularly, share journals with each other, describe activities and results orally. Measuring Five basic entities: length, volume, weight or mass, temperature and time. Length-the distance between two points. Volume- the space occupied by a given object. Conservation, displacement Weight-the pull of gravity on something Mass-the amount of material in that something

Basic unit of weight is pound, basic unit of mass is kilogram. Temperature- measured in Celsius or Fahrenheit (interpolation- inferring numbers that are not printed on the scales) Time Inferring A persons best guess as to why something happened. Interrelationships Among the Basic Processes The processes are interdependent The pendulum Application of all the integrated processes Identifying and controlling variables Formulating and testing hypotheses CHAPTER 5 of MARTIN TEXT Expository- totally teacher-dominated, centers on the teacher as the controller of the class and the imparter of knowledge. The teacher does the work and the student is supposed to absorb the information. Most characteristic activity is the lecture. Teacher lectures, provides notes, shows videos, explains charts, solves sample problems, shows material from the internet, PPT presentations, demonstrates labs, reads stories, etc. Students may or may not be involved cognitively. Free discovery- totally student-dominated, children explore subjects of their own choosing in ways that are most comfortable to them. Teacher is the facilitator and students are engaged in a variety of activities such as investigating, experimenting, reading, writing, discussing and exploring in other ways. They set up their individual and unique learning activities to explore the topics they have chosen. Guided inquiry- teachers facilitate children in their investigations of topics established by the teacher in ways that are comfortable for the children and that also stimualate children to ask and investigate additional questions suggested by the original explorations. Teacher selects the topic and sets the direction. Children ask questions that set new directions. Teacher suggests open0ended activities that children can pursue to find out things that they dont understand and develop their own conclustions. Learning by doing. Problem-based learning- a form of guided inquiry that centers on the solution of problems. The teacher sets up problems that are based on the curriculum. The teacher then involves the students in developing one of more viable solutions. Posing essential questions and encouraging sudent autonomy.

Project based science- similar to PBL except that the focus is on projects that can be implemented locally. Students select a project to be investigated with teacher guidance. They present findings to the class. Differentiated instruction- guided inquiry instructional strategy based on the teachers awareness of the needs of individual students. Instruction is adapted to the readiness, interest and preferred mode of learning of each individual student.

Chapter 7 of Martin text- Science Education for students with learning differences

Gender Bias -girls are underrepresented in scientific fields. Only 25% of science and engineering workforce. Gender equity is not about making girls superior to boys; it is about removing gender restrictions from both girls and boys so that both genders move forward. Science Education for Children with Disabilities One of the primary goals of science education is that all students have the opportunity to obtain high levels of science literacy. Inclusive classrooms regular classes where children with disabilities are placed full time. Students may be labeled this because of other areas but often are capable of high performance in science. Inclusion often refers to students with identified disabilities but is much more than that. Applies to entire class based on belief that all students should be fully included in the class. Strategies for teaching students with disabilities First- process inquiry methodology. This embodies the factors necessary for teaching all children. These include 1. 2. 3. 4. 5. Concrete, hands-on learning experiences Reduced need for reading and writing skills Involvement in group interactions and group activities Providing for individual differences Encouraging areas of interest and inquisitiveness

Inquiry is a successful method for teaching students with disabilities. Materials and Equipment for Students with disabilities

Assistive technology- technologies used to promote academic success among students with disabilities. -putting rubber expanders on pencils to make them easier to hold -making a variety of pictures and drawings available to assist in conceptual understanding -putting up signs to help students with vision impairments -providing clipboards to serve as tilting desktops -providing sensory stories -wheelchairs -automatic page turners -touch screens Science Education for Students who are Gifted and Talented Two factors to consider in programs for these students: how to identify them and how to facilitate their education -teaching children who are gifted and talented does not involve giving them more of the same kind of work, but rather involves encouraging them to investigate the topic under study in depth. Science Education for English Language Learners English language learners are students whose first language is not English and who either lack proficiency or have only a beginning-level proficiency in English. It is complex. Teaching science and language skills in an integrated approach allows English language learners to learn English through the vehicle of exploration in science. Instructional strategies for ELL studentsLet class know that all languages are welcome, hands-on, inquiry based science, new vocab introduced before lesson, small-group learning contexts, low-anxiety environment, demonstrate how to do activities, help students find personal meaning. Materials to use with ELL students Spanish language components, activities need to be adapted so ELL students can participate fully and successfully. Assessment strategies for ELL students Important to distinguish science knowledge from EL proficiency. Performance assessments and assessments that use graphs, calculations, data tables, equations and summary questions.

Families When family does not speak English, teacher should make adaptations such as providing written material in familys native language. Multicultural factors -Teachers often assume that students already have some understanding of scientific inquiry when they come to school, but the understandings of science inqury are not the same in all cultures. Three factors foster interest in science by students with diverse background: 1. Science experiences should connect with students future visions 2. Learning environments should support the social relationships students value 3. Science activities should connect with students views of the purpose of science Multicultural Attitude Teachers must acquire genereal cultural sensititvity . Examine your own cultural, ethince and racial beliefs. Multicultural Instructional Methodology Effective multicultural teaching: -encouraging children to share experiences -providing activities that meet needs of individual children -ensuring that lessons and units are releveant to childrrens lives -using hands-on activities -encouraging children to verbalize their reasoning processes -guiding children in how to ask questions -providing concrete analogies -helping children connect new information information they already possess

Multicultural Curriculum Teachers not only employ teaching strategies congruent with the learning styles of the children, but also include content areas representative of other cultureal and ethnic groups.

Utilize ethnocentric curriculum in which units and lessons revolve around facts, problems, and issues of ethnic significance.

**use of constructivist approach and inquiry manner CHAPTER 8 OF MARTIN TEXT Authentic assessment- the notion of assessing what children really know in the areas of the program they are being taught. For authentic assessment to provide accurate data, the concept of multiple measures must be employed. Multiple measures refers to using more than one assessment score to ascertain progress. The assessment should be selected so as to produce both construct validity (the degree to which any score conveys meaningful information about the attributes it measures) and decision validity(refers to several different types of measures, which, when taken together, provide a complete enough picture of the student to enable confident decision making). For multiple measures to be accurate they must have 1.clear purpose, 2.clear picture of what teacher intedns to measure, 3.sound assessment design, 4.effective communication of results, 5.student involvement. Formative assessment- assessment that occurs during the course of the unit of the teaching. Summative assessment- assessment that occurs at the end of the unit of study. Assessment of process skills, involves determining how well children are mastering them. Indicators- the actions children take that demonstrate they understand the processes they are working on. Observation- excellent technique for assessing how children are progressing in their mastery of the processes. Informal observation is a primary method of formative assessment and occurs as the teacher watches children do activities. Structured observations can be set up by preparing a list of specific behaviors indicative of achievement of objective. Qualitative assessment teacher checks off indicators as the child demonstrates them. Quantitative assessment the teacher assigns numerical values 1 to 4 for each indicator and calculates the sum of the average. Practical assessments- performance based assessment . Assessment of inquiry- checklists are used through informal and structured observations. Assessment of attitude

Assessment of content assessment should deal primarily with how children do science rather than with the science they learn about. Additional authentic assessment techniquesInterviewing- ask them about it using open ended and partially structured interviews. Free flowing conversation. Teacher prepares the questions and guideliens. Children talk, teacher listens. Think-aloud- children are asked to think our loud, to describe their thinking as they do activities, make decisions on an experiment or work through problems. Science journals and science notebooks- can provide an ongoing assessment of their literacy skills, content ad scientific inquiry and process skills. -observations -illustrations -charts -concept maps -other graphic organizers -data tables -descriptions of experimental procedures -fictional stories -drawings

-lists of evidence obtained during inquiries -informal experiment reports -formal experiment reports -narratives Portfolios- a collection of student work with a common theme or purpose. The purpose of the portfolio drives its content. Techniques that support learner differences -teachers must be careful to selevt assessments that allow all students to express their understandings equally well.

Technology in Elementary Science Education Martin Ch. 11 Computers and technology are used everywhere,

Tutoring programs- used to dispense information and test childrens mastery of that information. Information is presented on the screen and the child is asked to enter a response to the question. Animation programs- simulate processes such as acceleration, cell division, mountain formation, and wave motion. CD-ROMs- enable children to isolate desired facts and other information through search-and-sort mechanisms. Interactive uses of Computers- permit children to use computers as tools to aid them in their inquiries. Word processing and desktop publishing applications- used for written reports, essays, descriptions and the like. Spell check and grammar analysis permit attention to the substance without worrying about mechanics. And word processing applications that allow children and teachers to put together products like newsletters and pamphlets with a professional look. Spreadsheet and graphing applications- used to record quantitative data and provide rapid, accurate calculations by using mathematical formulas to process the data. And construct a variety of graphs from data entered by children. Presentation applications- PowerPoint used to create presentations and can include headline slides, pictures, photographs, videos, graphs, and sound in addition to text. Graphic organizer software- used to depict pictoral or graphic organization of material. Simulations and games- enable the child to input a series of inquiries and actions for realistic or hypothetical problems and receive graphic information about the effect of the actions.

Internet tools, activities, and applications WebquestsStudent-centered inquiry-oriented activity in which some or all of the information with which students interact comes from the internet. 1. Introduction that sets stage for inquiry 2. Basic task 3. Set of information sources including links to internet sites, email conferencing, searchable databases, computer programs, books, magazines and other resources 4. Description of the process students should follow in accomplishing the task, broken into steps 5. Guidance on ways to organize the material 6. Conclustion that also includes ideas for further study 7. Evaluation through a rubric School and class websites- information about their classes, homework, and notices of class activities. Wikis- a collaborative website whose content can be edited by anyone who has access to it.

Web applications Blogs- a website that contains text, audio, and video postings on a particular subject, usually by the same person or group of people. Podcasts and vodcasts- audio broadcast over the internet, or video broadcast over the internet. Glogs- online multimedia poster that combines text, photos, music and other media into a single presentation. Skype- free video and voice calls to anyone else in the world who has skype Prezi- web-based presentation tool that uses a single slide with a map like layout and a zoom function to show details of any part of the layout. Interactive whiteboards, clickers, e-readers,