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Science Methods Final

Terms in this set (31)

What are the five big ideas of science?
Systems, Order, and Organization; Evidence, Models, and Explanations; Constancy, Change, and Measurement; Evolution and Equilibrium; Form and Function
What are the seven science skills we want our students to master?
Observing, experimenting, measuring, inferring, predicting, classifying, communicating
What are the six attributes we want our students to develop?
Creativity, curiosity, inventiveness, critical thinking, persistence, ability to accept uncertainty
What are the four key components of a discovery/inquiry lesson?
Invite, explore, teach, apply
What are the three types of questions?
Information, processing, and imaginative
What is technology?
A tool for learning
Describe energy
It can be chemical, electrical mechanical, radiant, thermal or nuclear. It is limited. You can incorporate it into the classroom by talking about nutrition, solar-powered ovens, wind-powered objects, problem solving conservation of energy, chemical reactions that produce energy, and thermal energy.
Materials
These are essential to technology. Examples are natural resources, agricultural products, and synthetic materials. You can incorporate it into the classroom through exploration of minerals and elements, exploration of physical properties of materials (artificial or natural), investigation of construction with materials, and design of structures using different materials.
Manufacturing
This is using materials to make products. Primary manufacturing is converting natural resources to industrial materials. Secondary manufacturing is converting primary products into useable materials. You can incorporate it into the classroom through designing machinery, simulating an assembly line, Mars Rover projects, making paper, and making cookies, or other consumable products.
Communication
This is the transfer of information from one place to another. It includes printed communication, telecommunication, photographic communication, and technical communication. You can incorporate it into the classroom through creating power points or newsletters about science, creating reports, charts, and graphs; establishing internet pen pals; allowing students to take pictures to capture science concepts; and having students create their own blueprint of an invention.
Bio-related Technology
This includes agricultural health care and technologies related to living things. It's things such as food preservation and preparation, farming and ranching practices, sanitation, DNA testing, stem-cell research, and cures for diseases. You can incorporate it into the classroom through planting a school garden, experimenting with different plants, experimenting with regular versus antibacterial soap for germ control, observing living organisms and how they interact with their environment, debating issues of ethics with stem cell research, and comparing varieties of different fruits and vegetables.
Construction
This is the process of producing structures for shelter or transportation. There is residential, commercial, public, and industrial construction. It is involved in safety and environmental issues. You can incorporate it into the classroom through observing and investigating natural structures (beehives, bird nests, etc.) or creating and contrasting structures (bridges, towers, etc.)
Transportation
This is technology that deals with any way that we move people, animals, or materials. It includes air, rail, water, pipeline, space, and highway. It can be incorporated in the classroom through classifying forms of transportation, building mousetrap cars, rubber-band transportation vehicles, rockets, balloon-powered cars, paper airplanes, and comparing/contrasting forms of transportation for efficiency.
Computers
These are laptops, desktops, iPods, iPads, internet, Smartboards, cameras, Clickers. You can use them with word processing, software, internet, simulations, research, current data, and data bases.
What is self-directed learning?
Individualized learning where students work on their own. The teacher provides guidance, but allows students to pace themselves. It meets many modalities.
The teacher's role in self-directed learning is to. . .
Provide information about how to learn, model problem-solving strategies, encourage students to become actively involved in the subject matter, gradually shift the responsibility for learning to the students, and prepare materials so children can work on their own.
How does music help in learning and understanding science concepts?
It helps students memorize facts, gives variety to the lesson, uses rhyme and rhythm.
How can movement improve learning?
It helps students learn, it improves discipline, it removes stress, it helps children focus, it is fun, the brain needs movement, using the body helps us remember facts, psychomotor is one of the learning domains.
What are the three basic memory pathways?
Semantic, procedural, and episodic.
What are the four characteristics of cooperative learning?
Positive interdependence, individual accountability, equal participation, and simultaneous interaction.
How would you eliminate the misconception "I don't look like that inside!"?
I would use models, video simulation, nonfiction books, have pictures, show drawings, and have children create drawings themselves. I would also organize my instruction by system and based on which system my grade level was using.
How would you eliminate the misconception "Bones aren't alive"?
I would use x-rays to show broken bones, have the students share personal experiences about broken bones, have students compare pictures of themselves currently to when they were younger, and have them look at bone marrow.
How would you eliminate the misconception "Biceps are the only muscles"?
I would have students "feel" their other muscles, try to perform a skill without using muscles, and use diagrams of muscle systems. I would also have models.
How would you eliminate the misconception "Plants get food from the soil"?
I would have the students grow plants without soil and experiment watering the plants leaves versus watering the plants roots. I would also explain that the soil provides vitamins and we can't live off of vitamins alone.
How would you eliminate the misconception "Animals have senses like mine"?
I would use books to teach about animal senses, bring animals to class (such as a drug dog), have the students look at real-life pictures of animals rather than illustrations that make the animals appear more humanistic, and show them videos of animals.
How would you eliminate the misconception, "Seasons are caused by distance from the sun"?
I would show them how this is false through hands-on manipulatives and the NASA website.
How would you eliminate the misconception, "Clouds are made of cotton"?
I would explain models carefully, have the students experiment fog, do the experiment "clouds in a bottle", and show the students videos.
How would you eliminate the misconception, "Water can't flow north"?
I would let them put maps on their desks and have demonstrations. I would have them make play-doh mountains and spray water on them to see the different directions that water flowed--not just north.
How would you eliminate the misconception, "heat and temperature are the same"?
I would put two different thermometers in water and show the students the different readings. I would also have them use hand boilers.
How would you eliminate misconceptions about work?
I would clearly explain the context in which I am using the word work. I would also show them simulations on the internet.
How would you eliminate the misconception that electricity comes out of the wall?
I would invite the local power company to come, visit construction sites, turn power off to wall plugs, and do SIMPLE hands-on experiments with the children.
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