Syllabus Helpers Chapter 1

Chapter 1: The Art of Teaching Science-A Reconnaissance

Syllabus Helpers

To help you integrate The Art of Science Teaching into your syllabus, the syllabus helper's chart highlights the key pedagogical tools and activities for the chapter. Chapter 1 is an overview of science teaching, and as such you might look at it as a reconnaissance. There are many opportunities in this chapter for prospective and professional teachers to think about science education, and identify their current ideas on various topics. It's designed to build interest, and to build upon the prior-experiences of your students.

Pedagogical Tools Highlights/Content Notes

Initial Case Study

Kids arre Just Like Scientists p.3

Designed to involve the reader in some aspect of the chapter. In this case the case a new teacher questions the idea that "kids are just like scientists." A great first activity for students to discuss in groups of 3 or 4, with later reporting to the whole class.

Invitations to Inquiry

Preview questions on the content of the chapter. p.4

Useful as advance organizers

Inquiry Activities

1.1. Exploring your Initial Ideas About Science Teaching p.6

1.2. The Fossil and the Nature of Science Teaching p.11

1.3. Surveying Students Views of Science p.18

1.4. The Student is First p.26

Using problem situations for the 12 unifying themes of the book, students compare their initial conceptions with each other

Using a microteaching format students plan lessons to compare two frameworks, the delivery mode and the engagement mode.

Writing an essay, drawing a scientist, answering a questionnaire are used to explore students views and understanding of science.

Using 5 vignettes of teens, students discuss the characteristics and potential learning problems and how to mitigate them.

Science Teachers Talk

Teachers responded to this interview question: What do you like most about science teaching? p.9

I interviewed 15 science teachers from five different countries (Australia, Botswana, Canada, Russian and USA) for this feature. You will find a science teachers talk section is most of the chapters that follow in the Science Teacher Gazette part of the book. In this chapter, the science teacher talk piece is introduced on page 9. I've listed all of the teachers who were interviewed, and you'll find the first question and discussion about what experienced teachers like most about science teaching. A great activity is to have small groups of students tell each other what they hope to get out of a career in science teaching, or if you are working with experienced teachers, ask them the question about what they like most. Then have them read what the interviewed teachers had to say.

Case Studies

The Student Who Just Can't Relate to This "Physics Stuff." p.30

Do some students relate less to physics than biology? This case study will lead to discussions of relevancy and science teaching.

Science Education Literature

Science is Not Words by Richard Feynman p.30

I've used this article (see page 30) as a reading after the first class or session. It sparks students curiosity about the nature of science and science teaching, and was written by Nobel Prize scientist. Initially a speech given to science teachers, it was then published in The Physics Teacher.

Think Pieces

Sample: Write an essay on the artistry of teaching, making use of your prior experiences with teachers in your K-12 and college education. p. 29

You will find 3 - 5 Think Pieces in each of the Science Teacher Gazettes. You can assign think pieces individually, or you use them to stimulate problem solving in class within cooperative groups. If are using an online environment, think pieces can used for the focal point of online bulletin board discussions. If you have not set up a bulletin board, follow this link to Nicenet see how you can do this, and make use of this strategy for online discussions. When you get to Nicenet, you can see a class set up by clicking on "join a class" and then typing in EZ06452T99. Or you can set up your own site by clicking on "create a class."

Problems and Extensions

Sample: What are your current conceptions of science teaching? What, in your opinion, does a person need to know in order to be a good science teacher? p. 33

Problems and extensions are enrichment activities that can foster reflection, and creative and critical thinking. You will find five to ten problems and extensions in each Science Teacher Gazette.

Readings

p. 35

Articles and some books related to the chapter's content.

On the Web

p. 35

A short list of websites related to the chapter's content.

Pedagogical Tools	Highlights/Content	Notes
Initial Case Study	Kids arre Just Like Scientists p.3	Designed to involve the reader in some aspect of the chapter. In this case the case a new teacher questions the idea that "kids are just like scientists." A great first activity for students to discuss in groups of 3 or 4, with later reporting to the whole class.
Invitations to Inquiry	Preview questions on the content of the chapter. p.4	Useful as advance organizers
Inquiry Activities	1.1. Exploring your Initial Ideas About Science Teaching p.6 1.2. The Fossil and the Nature of Science Teaching p.11 1.3. Surveying Students Views of Science p.18 1.4. The Student is First p.26	Using problem situations for the 12 unifying themes of the book, students compare their initial conceptions with each other Using a microteaching format students plan lessons to compare two frameworks, the delivery mode and the engagement mode. Writing an essay, drawing a scientist, answering a questionnaire are used to explore students views and understanding of science. Using 5 vignettes of teens, students discuss the characteristics and potential learning problems and how to mitigate them.
Science Teachers Talk	Teachers responded to this interview question: What do you like most about science teaching? p.9	I interviewed 15 science teachers from five different countries (Australia, Botswana, Canada, Russian and USA) for this feature. You will find a science teachers talk section is most of the chapters that follow in the Science Teacher Gazette part of the book. In this chapter, the science teacher talk piece is introduced on page 9. I've listed all of the teachers who were interviewed, and you'll find the first question and discussion about what experienced teachers like most about science teaching. A great activity is to have small groups of students tell each other what they hope to get out of a career in science teaching, or if you are working with experienced teachers, ask them the question about what they like most. Then have them read what the interviewed teachers had to say.
Case Studies	The Student Who Just Can't Relate to This "Physics Stuff." p.30	Do some students relate less to physics than biology? This case study will lead to discussions of relevancy and science teaching.
Science Education Literature	Science is Not Words by Richard Feynman p.30	I've used this article (see page 30) as a reading after the first class or session. It sparks students curiosity about the nature of science and science teaching, and was written by Nobel Prize scientist. Initially a speech given to science teachers, it was then published in The Physics Teacher.
Think Pieces	Sample: Write an essay on the artistry of teaching, making use of your prior experiences with teachers in your K-12 and college education. p. 29	You will find 3 - 5 Think Pieces in each of the Science Teacher Gazettes. You can assign think pieces individually, or you use them to stimulate problem solving in class within cooperative groups. If are using an online environment, think pieces can used for the focal point of online bulletin board discussions. If you have not set up a bulletin board, follow this link to Nicenet see how you can do this, and make use of this strategy for online discussions. When you get to Nicenet, you can see a class set up by clicking on "join a class" and then typing in EZ06452T99. Or you can set up your own site by clicking on "create a class."
Problems and Extensions	Sample: What are your current conceptions of science teaching? What, in your opinion, does a person need to know in order to be a good science teacher? p. 33	Problems and extensions are enrichment activities that can foster reflection, and creative and critical thinking. You will find five to ten problems and extensions in each Science Teacher Gazette.
Readings	p. 35	Articles and some books related to the chapter's content.
On the Web	p. 35	A short list of websites related to the chapter's content.