As the title of this blog reminds us, teaching is an art, and in that respect, let take a look at the “art of teaching science.”
Since many of us believe that teaching is an art, there is really no formula for effective teaching. But there are some elements or as Mike Dias and I wrote in our book, The Art of Teaching Science, “core” ideas that teacher-artists reveal when they are asked what influences their teaching practice.
1. Being a Steward of Student Learning
Implicit in this idea is the understanding that teachers know how students learn, and are themselves students of learning and teaching. As stewards of student learning, the teacher-artist inspire learners to think, create, and achieve in the realm of science. As stewards, these teachers draw out from the student, their worth, self-concept and intellectual value. Stewards are advocates, advisers, and agents of student learning, and as such realize that student learning is as much a responsibility of their students, as it of theirs.
2. Know their stuff: What and How
The teacher-artist knows his or her stuff, not only the content of science, but as importantly what it takes for others to come to learn science. It is not a simple matter of pouring this information into students’ heads. No, it means that teachers have a special form of knowledge that goes well beyond knowing the stuff of science (content and method), but enters a new realm of teaching that some call “Pedagogical Content Knowledge.” Teachers that have a deep understanding of PCK actually are able to step outside the boundaries of science content, and create an environment that invites students into a way of thinking and doing that makes science accessible to them. This means that teachers have developed a way of knowing how to people learn.
3. Facilitators of Student Learning
As a science teacher you will be responsible for managing and monitoring student learning. Science teachers are able to create effective teaching environments, and utilize a wide range of instructional techniques to engage students in learning science. In this context the teacher assesses individual student learning as well as the whole class. Multiple methods are used to measure student growth and understanding. As a facilitator of student learning, teachers know how to provide all students with the time, space and resources needed for learning.
4. A Lifelong Learner
This idea stresses being a lifelong inquirer into the practice of science teaching, and to learn from experience. Become reflective thinkers, and realize that our ideas about teaching are constructed, and will conceptually change over time, especially if we are involved in a continuing program of professional development in science and education. Understanding learning theories and instructional design strategies will enable teachers to critically examine their own teaching practice and thereby deepen their knowledge, and expand their repertoire of teaching skills.
5. Members of a Community of Practice
Becoming a member of a learning community, which we are calling a community of practice is the fifth core idea. Working collaboratively with others is the underlying notion that drives being a member of a community of practice. Working with other professionals in staff development programs, and in curriculum development projects will lead to a rich professional life. By considering oneself a member of a science education community of practice, teachers will be able to model this idea by creating a community of practice among their own students.
Next Step
You will find much of the content related to these five elements in this website. You might start right now by:
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At the end of this post, there is a place to make comments. Please Speak your Mind and let us know what you think about these elements, and what would you add to the list. Or, stick around and take a look at these articles:
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