Chapter 6 Syllabus helpers

Chapter 6: Models of Science Teaching

Syllabus Helpers

This chapter is correlated with Chapter 5, in which several theories of learning were presented. This chapter presents models of teaching based on those theories of learning. The models presented here are the scaffolding that will be helpful to your students as they begin to plan lessons and create an environment in the classroom that fosters active student involvement. Underlying all of the models presented is the notion that students should be involved.You can start anywhere in the chapter. Each model has its own protocols, and can be implemented using the material in the chapter.

Pedagogical Tool Highlights/Content Notes

Initial Case Study

Descent from Innocence, pp. 210-211

A teacher has a rude awakening when he attempts to implement a hands-on, inquiry-oriented lab.

Invitations to Inquiry

Focus questions for the chapter, p. 212

The focus questions reinforce the idea that this chapter is practical in nature, and that there are multiple models of teaching that can be implemented in science teaching.

Inquiry Activities

Inquiry Activity 6.1: Teaching to Learn: Reflective Teaching, pp. 213-214

Inquiry Activity 6.2: Constructivism in the Bag: Designing Constructivist Activities, p. 220-221

Inquiry Activity 6.3: Inductive versus Deductive Inquiry, p. 242

Prepare and teach a science lesson, and then reflect on it.

Given bags of science materials, design a constructivist lesson

Analyze a chapter in a science text inductively and deductively

The Models of Teaching

Conceptual Change Model

Generative Model

Cooperative Learning Models

Cooperative Structures

Tutorial Models

Problem Solving Models

Direct/Interactive Model

Inquiry Models

Inductive Inquiry

Deductive Inquiry

Discovery Learning

Project-Based Inquiry

Other Models

Synectics

Person-Centered Model

Integrative Model

Imagineering

Each of the models listed to the left has its own protocols and examples. I've given specific details for each model in the chapter so that they can be implemented with peers and in the school environment.

Lessons

Learning Cycle Lesson 6.1, p. 216-217

Learning Cycle Lesson 6.2, p. 217-218

What can be learned from skulls?

What caused the water to rise?

Think Pieces

Sample think piece: Create a poster report that conveys the meaning of any one of the models of teaching presented in this chapter. Assume you will present the poster at a local science teacher conference whose theme is "Effective Models and Strategies of Science Teaching for the Twenty-First Century."

This and other think pieces help students reflect on the practical applications of the models of teaching presented in the chapter.

Case Studies

Hugging a Tree, p. 246-247

A student in a practicum experience has to defend using an approach that seems at odds with his university supervisor.

Reflective Teaching (RT) Lessons

RT Lesson 6.1: Creatures

RT Lesson 6.2: Shark's Teeth

RT Lesson 6.3: The Balloon Blower Upper

RT Lesson 6.4: Mission to Mars

Teach a lesson on classification

Observations/inferences

Propose hypotheses

Oppose a mission to Mars

Research Matters

Constructivism as a Referent for Science Teaching by Anthony Lorsbach and Kenneth Tobin

An important piece of research on why teachers should consider constructivism as a referent for science teaching.

Science Teachedrs Talk

Teachers discuss: Is the discovery or inquiry model of teaching important in your approach to teaching? Why?

Hear from Ben Boza, Michael O'Brien, Ginny Almeder, John Ricciardi, and Jerry Pelletier on this question

Problems and Extensions

Sample problem and extension: One criticism of inquiry and disovery methods of science teaching is that this approach takes too much time, and students can learn concepts and skills is presented more directly. Debate this criticism by first taking the side of inquiry and then the side of direct teaching. In which were you more convincing? Is there a solution to this problem?

This and the other P & E's can be used to involve your students in applying in practical situations the major concepts in the chapter.

Readings

p. 257

There are many good articles and books on models of teaching. You might introduce your students to the Joyce and Weil book entitled "Models of Teaching."

On the Web

p. 258

You'll find several practical teaching websites.

Pedagogical Tool	Highlights/Content	Notes
Initial Case Study	Descent from Innocence, pp. 210-211	A teacher has a rude awakening when he attempts to implement a hands-on, inquiry-oriented lab.
Invitations to Inquiry	Focus questions for the chapter, p. 212	The focus questions reinforce the idea that this chapter is practical in nature, and that there are multiple models of teaching that can be implemented in science teaching.
Inquiry Activities	Inquiry Activity 6.1: Teaching to Learn: Reflective Teaching, pp. 213-214 Inquiry Activity 6.2: Constructivism in the Bag: Designing Constructivist Activities, p. 220-221 Inquiry Activity 6.3: Inductive versus Deductive Inquiry, p. 242	Prepare and teach a science lesson, and then reflect on it. Given bags of science materials, design a constructivist lesson Analyze a chapter in a science text inductively and deductively
The Models of Teaching	Conceptual Change Model Generative Model Cooperative Learning Models Cooperative Structures Tutorial Models Problem Solving Models Direct/Interactive Model Inquiry Models Inductive Inquiry Deductive Inquiry Discovery Learning Project-Based Inquiry Other Models Synectics Person-Centered Model Integrative Model Imagineering	Each of the models listed to the left has its own protocols and examples. I've given specific details for each model in the chapter so that they can be implemented with peers and in the school environment.
Lessons	Learning Cycle Lesson 6.1, p. 216-217 Learning Cycle Lesson 6.2, p. 217-218	What can be learned from skulls? What caused the water to rise?
Think Pieces	Sample think piece: Create a poster report that conveys the meaning of any one of the models of teaching presented in this chapter. Assume you will present the poster at a local science teacher conference whose theme is "Effective Models and Strategies of Science Teaching for the Twenty-First Century."	This and other think pieces help students reflect on the practical applications of the models of teaching presented in the chapter.
Case Studies	Hugging a Tree, p. 246-247	A student in a practicum experience has to defend using an approach that seems at odds with his university supervisor.
Reflective Teaching (RT) Lessons	RT Lesson 6.1: Creatures RT Lesson 6.2: Shark's Teeth RT Lesson 6.3: The Balloon Blower Upper RT Lesson 6.4: Mission to Mars	Teach a lesson on classification Observations/inferences Propose hypotheses Oppose a mission to Mars
Research Matters	Constructivism as a Referent for Science Teaching by Anthony Lorsbach and Kenneth Tobin	An important piece of research on why teachers should consider constructivism as a referent for science teaching.
Science Teachedrs Talk	Teachers discuss: Is the discovery or inquiry model of teaching important in your approach to teaching? Why?	Hear from Ben Boza, Michael O'Brien, Ginny Almeder, John Ricciardi, and Jerry Pelletier on this question
Problems and Extensions	Sample problem and extension: One criticism of inquiry and disovery methods of science teaching is that this approach takes too much time, and students can learn concepts and skills is presented more directly. Debate this criticism by first taking the side of inquiry and then the side of direct teaching. In which were you more convincing? Is there a solution to this problem?	This and the other P & E's can be used to involve your students in applying in practical situations the major concepts in the chapter.
Readings	p. 257	There are many good articles and books on models of teaching. You might introduce your students to the Joyce and Weil book entitled "Models of Teaching."
On the Web	p. 258	You'll find several practical teaching websites.