Dive In! , livre ebook

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2017

Écrit par
Karen J. Graham , Lara M. Gengarelly , Barbara A. Hopkins

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NSTA - National Science Teaching Association

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306

pages

English

Ebooks

2017

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Publié par

NSTA - National Science Teaching Association

Date de parution

01 avril 2017

EAN13

9781941316481

Langue

English

Poids de l'ouvrage

8 Mo

What is it really like to plunge into the world of science learning and teaching? Find out in this unique book. Dive In! grew out of a teacher–scientist project at the University of New Hampshire that promoted active learning and using science practices in the classroom. That experience yielded this book’s reason for being: to provide detailed examples of how veteran teachers and their students can make the leap to implementing the recommendations of A Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). These features add to the book’s instructional value:• Detailed vignettes offer authentic perspectives about conducting student investigations and integrating science practices that support the NGSS. • Field-tested learning activities accompany many of the vignettes and illustrate a range of investigations you can adopt or adapt, regardless of your grade level or science content focus. • A science practice integration (SPI) toolkit will be useful whether you’re already swimming in SPI instruction or just want to dip a toe in. You will learn how to modify existing lesson plans to immerse your students in more science practices. If you need help with SPI’s challenges, you can turn to a handy trouble-shooting guide that outlines concerns and offers potential solutions.Written from an authentic teacher perspective, Dive In! presents a realistic picture of the successes and challenges of integrating NGSS science practices into your classroom. This book is the resource you need to help students shift from only knowing about science to actually investigating and making sense of it. Jump in with both feet!

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Publié par

NSTA - National Science Teaching Association

Date de parution

01 avril 2017

EAN13

9781941316481

Langue

English

Poids de l'ouvrage

8 Mo

IMMERSION IN SCIENCE PRACTICES FOR HIGH SCHOOL STUDENTS

Karen J. Graham • Lara M. Gengarelly Barbara A. Hopkins • Melissa A. Lombard

IMMERSION IN SCIENCE PRACTICES FOR HIGH SCHOOL STUDENTS

Karen J. Graham • Lara M. Gengarelly Barbara A. Hopkins • Melissa A. Lombard

Arlington, Virginia

Clàîé Réîbu, Dîéco Wéy Rubî, Mààî Eîo Ràchél Lébéé, Aŝŝocîàé Eîo Amàà Và Béué, Aŝŝocîàé Eîo Doà Yukî, Book Acquîŝîîoŝ Cooîào

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Library of Congress Catalogingin Publication Data Nàméŝ: Gàhàm, Kàé (Kàé J.) | Géàélly, Làà M., 1970- | Hopkîŝ, Bàbàà A., 1956- | Lombà, Mélîŝŝà A. Tîlé: Dîvé î! : îmméŝîo î ŝcîécé pàcîcéŝ fo hîh ŝchool ŝuéŝ / Kàé J. Gàhàm, Làà M. Géàélly, Bàbàà A. Hopkîŝ, à Mélîŝŝà A. Lombà. Déŝcîpîo: Alîo, VA : Nàîoàl Scîécé Téàchéŝ Aŝŝocîàîo, [2017] | ïcluéŝ bîblîoàphîcàl éféécéŝ. ïéîiéŝ: LCCN 2016054823 (pî) | LCCN 2017008088 (ébook) | ïSBN 9781941316290 (pî) | ïSBN 9781941316481 (é-book) Subjécŝ: LCSH: Scîécé--Suy à éàchî (Sécoày)--Uîé Sàéŝ. Clàŝŝîicàîo: LCC Q183.3.A1 D68 2017 (pî) | LCC Q183.3.A1 (ébook) | DDC 507.1/273--c23 LC éco àvàîlàblé à hpŝ://lcc.loc.ov/2016054823

Contents

PREFACE.....................................

ACKNOWLEDGMENTS ...............

ABOUT THE AUTHORS .............

CONTRIBUTORS ........................

INTRODUCTION .........................

MAKING AN INSTRUCTIONAL SHIFT TO SCIENCE PRACTICE INTEGRATION: CHALLENGES AND BENEFITS

Vignette 1: Becoming Comfortable With Science Practice Integration: A Personal Journey ......................................................................................................

Vignette 2: Sparking the Tired Professional.................................................................

Vignette 3: How Science Practice Integration Benefits Students and Teachers: One Teacher’s Perspective ..........................................................................................

A GRASSROOTS EFFORT: COLLABORATIONS TO ENHANCE SECONDARY SCHOOL STUDENTS’ ENGAGEMENT WITH THE SCIENCE PRACTICES

Vignette 1: Why I Love Teaching Science Investigations With the Support of Others: A Medley of Collaborations That Bring Science Practices to Life...........

Vignette 2: Making Paint With Minerals in a Geology Classroom: How Collaboration Links Science Learning and Society .........................................

Vignette 3: An Interdisciplinary Collaboration: Physical Science and Mathematics ........................................................................................................... Vignette 4: Worm Watch: Partnering With a University Lab to Engage Students in Science Practices ..................................................................................................... Vignette 5: TS Partnerships: A UNH Faculty Perspective ..........................................

vii ix xiii x v 1

SCAFFOLDING SCIENCE PRACTICES INTO THE SECONDARY CLASSROOM

Vignette 1: Scaffolding Activities to Give Students More Responsibility intheProcess................................................................................................................ Vignette 2: Scaffolding the Development of Statistical Analysis toSupportSPI...............................................................................................................

Vignette 3: A Teachable Moment: Students Redesign a Lab Activity ......................

Vignette 4: Moving Traditional Science Lessons Toward StudentDirected Activities: A Scaffolding Approach ............................................................................

Vignette 5: Scaffolding Up to StudentDirected Science Investigations .................

Vignette 6: The Science Expo: A Scaffolding Success Story .................................... .

EXAMPLE LESSONS WITH ACTIVITIES FOR IMPLEMENTING SCIENCE PRACTICE INTEGRATION

APPENDIX A: SUGGESTED RESOURCES ..........................................................

APPENDIX B: INQUIRY SKILLS CHART THAT GUIDED THE PROBE PROJECT’S TEACHER–SCIENTIST PARTNERSHIPS ..............................................................

INDEX ...................................................................................................................

74 80

84 93 98

111

275

279

281

PREFACE

he Graduate STEM Feows în K–12 Educatîon Program was înîtîated în 1999 by the Natîona Scîence Foundatîon as part of an “effort to renew the Natîon’s scîence, eduTcatîon and coeges and unîversîtîes (AAAS 2011, p. 7). The Partnershîps for Res mathematîcs, and engîneerîng workforce” and to create a brîdge between K–12 earch Opportunîtîes to Benefît Educatîon (PROBE) project at the Unîversîty of New Hampshîre (NSF GK-12 0338277), funded în 2004, was one of some 299 projects supported over the program’s more than a decade of fundîng. PROBE began as a program to hep advance înquîry-based teachîng strategîes at the secondary eve. The goas for the program were based on the natîona recommendatîons at the tîme as set forth în such documents as the Natîona Scîence Educatîon Standards(NRC 1996) andInquîry and the Natîona Scîence Educa-tîon Standards(NRC 2000). At that tîme, athough state and natîona standards were ca-îng for the întegratîon of înquîry-based teachîng, ît was not cear to teachers how these methods coud or shoud be împemented în the cassroom. The PROBE project took thîs as an împortant premîse and îdentîfîed that one of the prîmary îssues was that most sec-ondary scîence teachers had not had authentîc research experîences. Thus, the teacher– scîentîst partnershîp was born, aîgnîng teachers wîth graduate student scîentîsts to assîst în the growth and enrîchment of scîence teachers wîth very îtte scîentîfîc research în theîr educatîona backgrounds. At the same tîme, the graduate students, as future facuty, were earnîng how to become better communîcators of theîr scîence and skîs crîtîca for effectîve teachîng. The graduate students represented a varîety of STEM dîscîpînes and the correspondîng învestîgatîve practîces înherent în those areas. The coaboratîons fur-ther deepened the teachers’ experîences and added to the storîes of how the partnershîps deveoped theîr scîence teachîng strategîes over tîme. Athough the PROBE project took pace amost a decade before the reease of theNext Generatîon Scîence Standards(NGSS), we fee that the experîences of the graduate student and teacher partîcîpants are beîng repayed în many cassrooms across the Unîted States today. Scîence teachers are workîng hard to deveop more authentîc strategîes for students to earn scîence by coupîng scîence practîces and crosscuttîng concepts wîth hîgh-everage content în pursuît of a mutîdîmensîona approach to scîence earnîng. Teachers are earnîng to turn the cassroom envîronment înto an actîve earnîng ab for theîr students by reeas-îng more ownershîp of that earnîng to the students. Thîs îs a dîffîcut dîemma for teachers who may have been accustomed to fuy controîng the teachîng envîronment and carefuy

DIVE IN!IMMERSION IN SCIENCE PRACTICES FOR HIGH SCHOOL STUDENTS

vii

viii

PREFACE

reeasîng the concepts to students în an ordery fashîon. Many teachers wonder îf they wî be successfu în makîng the change: Wî the change be worth ît, wî they be abe to cover the same amount of materîa, wî they ose contro of the cassroom, how wî they assess thîs type of earnîng, and what wî coeagues thînk? Contro of the teachîng paradîgm was how teachers typîcay earned from theîr own precoege and unîversîty facuty. As students, they experîenced many content-based ectures and carefuy panned abs wîth specîfîc dîrectîons that assîsted them în vaîdatîng concepts and examînatîons that requîred a great dea of reca. It was not untî graduate schoo that these teachers mîght have had the opportunîty to ask theîr own questîons, desîgn theîr own experîments, and conduct the necessary anaysîs to arrîve at an outcome. The type of teachîng advocated by theNGSSstî requîres contro of the envîronment and safety dîîgence; however, ît emphasîzes that the dîscovery of the conceptua îdeas can be accompîshed în mutîpe ways.

The exampes and storîes provîded here have the potentîa to assîst the current transfor-matîons toward theNGSSwîth descrîptîons of rea cassrooms and rea chaenges that are îkey to occur. The data coected durîng the PROBE project were not focused on assessîng student knowedge. Rather, the data refected în thîs voume te the story of the teachers’ growth and theîr perceptîons of changes în student attîtudes toward and engagement wîth scîence. We hope the vîgnettes assîst both new and more seasoned teachers wîth tactîcs to advance earnîng and refect about how students are îkey to respond. The storîes wîthîn these chapters are rea. They are not perfect rendîtîons of theNGSS. They are a vîew înto the start of some very dedîcated teachers dîvîng înto a new and compex educatîona con-cept where teachers and students are earnîng and practîcîng scîence together.

The PROBE project reaffîrms the potentîa of reatîonshîps between teachers and prac-tîcîng scîentîsts to be constructîve and generatîve în the advancement of students as scî-entîfîc earners. Perhaps most sîgnîfîcanty, ît documents the împortance of învîtîng both teachers and hîgh schoo students to engage în scîence earnîng actîvey, from the însîde, and not just as observers of what has aready been done. We encourage you toDîve In!

Referençes

Amerîcan Assocîatîon for the Advancement of Scîence (AAAS). 2011.The NSF GK–12 program: A decade of înnovatîon în graduate STEM traînîng and K–12 earnîng. Washîngton, DC: AAAS.

Natîona Research Councî (NRC). 1996.Natîona scîence educatîon standards.Washîngton, DC: Natîona Academîes Press.

Natîona Research Councî (NRC). 2000.Inquîry and the Natîona Scîence Educatîon Standards: A guîde for teachîng and earnîng.Washîngton, DC: Natîona Academîes Press.

NATIONAL SCIENCE TEACHERS ASSOCIATION

ACKNOWLEDGMENTS

e gratefuy acknowedge the foowîng research and graduate-eve scîentîsts and secondary teachers who contrîbuted înîtîa drafts of vîgnettes and esson Pat GWAyson Mazza, Jack O’Reîy, Laura Preston, Dr. Barrett Rock, and Dr. Danîeaudet, pans that appear în thîs book: Dr. Jo Danîe, Norma Bursaw, Ayson Eberhardt, Seaton. We apprecîate theîr wîîngness to share persona storîes of the successes and cha-enges they experîenced as they refected on and made changes în secondary schoo scî-ence cassrooms.

We woud be remîss îf we dîd not aso extend our gratîtude to the other Partnershîps for Research Opportunîtîes to Benefît Educatîon (PROBE) graduate student scîentîsts, second-ary scîence teachers, and Unîversîty of New Hampshîre (UNH) undergraduates who may not have wrîtten a specîfîc esson or vîgnette but contrîbuted to the storîes and essons earned and descrîbed throughout thîs book by beîng actîvey engaged în the project and commîtted to the împrovement of the earnîng and teachîng of scîence for a students. We apprecîate your dedîcatîon and the generosîty of your schoos and students throughout thîs process (see îst of names and schoos on p. x). You are amazîng educators and ît has been a prîvîege to work wîth a of you!

UNH facuty served as project co-prîncîpa învestîgators, as PROBE steerîng-commîttee members, and as research advîsers to the PROBE graduate students. Other facuty opened theîr abs and cassrooms to the PROBE teachers and students durîng the course of the project. We partîcuary apprecîate the tîme and dedîcatîon gîven by the steerîng commît-tee members, Drs. Eeanor Abrams, Chrîstopher Bauer, Sonîa Hrîstovîtch, Brad Kînsey, Dawn Meredîth, Subhash Mînocha, Barrett Rock, and Chares Warren. Your enthusîasm for scîence and commîtment to outreach contrîbuted to the success of the project, and you served as exceent roe modes for a partîcîpants.

We woud aso îke to thank the facuty and staff of the Joan and James Leîtze Center for Mathematîcs, Scîence, and Engîneerîng Educatîon for the admînîstratîve support ît pro-vîded to the PROBE project and the deveopment of thîs pubîcatîon. Gratîtude îs extended to Dr. Susan Henderson and Learnîng Innovatîons at WestEd, who provîded evauatîon of the project and feedback on înîtîa drafts of the vîgnettes. A specîa thank-you goes out to Dr. Dîane Sîva-Pîmente, UNH Department of Educatîon, who gracîousy donatetd her tîme, energy, and expertîse în provîdîng feedback on severa chapter drafts. Fînay, we

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