EDEL 330 - Midterm

Question 1

Scientific Inquiry

Answer 1

Posing further questions, identifying assumptions, making observations, researching related information, planning investigations, gathering data, proposing answers, considering alternative explanations, and communicating results.

Question 2

KSAs

Answer 2

Knowledge, Skills and Attitudes

Question 3

There is a certain amount of accuracy required in the teaching of science.

Answer 3

There is a certain amount of accuracy required in the teaching of science.

Question 4

STS

Answer 4

Science, Technology and Society (Society encompasses both science and technology on an overarching level) - Sometimes includes “E” - environment.

Question 5

STS - Society

Answer 5

Social issues with scientific and technological aspects (e.g. waste disposal, nuclear power, stem cell research, etc)

Question 6

STS

Answer 6

There is a complex relationship between science, technology and society.

Question 7

NOS (Nature of Science)

Answer 7

NOS IS the relationship b/w S, T and S.

Question 8

NOS includes words like:

Answer 8

Creativity, imagination, intuition in addition to observation, experiment, etc.

Question 9

A scientifically literate person:

Answer 9

Has the knowledge, skills and attitudes (KSAs) need to construct INFORMED opinions and make INFORMED decisions about issues related to STS. Evaluated information and make informed decisions, engage in discussions related to science, make personal decisions, think cirtically about scientific claims, discuss the limits of science and technology.

Question 10

K (Knowledge)

Answer 10

What science is, how science works, science facts, concepts and processes

Question 11

S (Skills)

Answer 11

Inquiry skills (observation, classification, measurement, questioning, hypothesizing, etc.

Question 12

A (Attitudes)

Answer 12

Curiosity, open-mindedness, respect for evidence, etc.

Question 13

Technological literacy

Answer 13

A person’s ability to understand what technology is, how it is created, how it impacts and is impacted by society. A TL person is able to: evaluate information and make informed decision, assess tech as products and make decisions about purchase/implementation, make societal decisions.

Question 14

Technological (how?) vs Scientific (why?)

Answer 14

Science (natural world, inv arise from human curiosity, scientific inquiry, theoretical activity, little or no design, “does the explanation fir the evidence?” Technological: manufactured world, inv from human wants and needs, technological problem solving, designing and making, practical activity, design is key feature, evaluation (cost efficient, does it work, risks? benefits?, etc)

Question 15

Children’s observations

Answer 15

Use all of your senses, provide guidance questions (what do you see, smell, feel, hear) …but no taste :p

Question 16

Nature of Science (NoS)

Answer 16

What science is and how science workds, what we know and how we know it, importance of creativity and imagination in scientific work, how scientists invent explanations for naturally occurring phenomena, the difference between observation and inference, the tentative and and ongoing nature of science, the relationship b/w science and society.

Question 17

Where do children get their ideas about science?

Answer 17

Movies, TV, textbooks, comic books, school science experiments, parents

Question 18

Scientific Method

Answer 18

There are many different kinds of scientific methods (define/identify problem, research problem/question, for hyp, test hyp, analyze results, draw conclusions)

Question 19

Piaget

Answer 19

• development plays a role in learning, knowledge is organize in networds/schemata, new knowledge changes schmata, what children can do depands on their age and level of dev, pre-conceived conceptions, mental maps, assimilation, accommodation, equilibrium. Piaget’s Developmental Stages.

Question 20

Bruner

Answer 20

Development plays a role in learning, children come to learning with prior knowledge, knowledge is organized in networkds/schomata, new knoweldge changes schemata, students are active learners, discovery learning is beneficial, learning moves from one state to another, children move from the particular to the general, says that discovery learning is sufficient on its own. Children are always ready to learn at some level. Learning is more meaningful when students discover ideas for themselves.

Question 21

Ausubel

Answer 21

Children come to learning with prior knowledge, “the single most important factor influencing learning is what the learner already knows”, big ideas as frameworks (knowledge is oragnized in networks/schemata, new knowledge changes schemata, social interaction is important to learning (meaningful, symbolic learning), discovery learning is beneficial, discovery learning is good, but insufficient (need reception learning too), language is imporatnt to learning (it’s a medium for learning), learning moves from one state to another (general to particular)

Question 22

Gagne

Answer 22

Learning moves from one state to another (simple to difficult). Science learning show include learning about scientific processes (the skills used by scientists). Complex learning tasks should be broken down into simpler steps - task analysis and chaining

Question 23

Vygotsky

Answer 23

Social interaction is important to learning (influenced by), language is important to learning, zone of proximal development (ZPD) - learning is most effective within a certain zone b/w the teacher’s knowledge and the learner’s capability (challenge the student within their limits), students are active learners, children come to learning with prior knowledge, development plays a role in learning (learning precedes knowledge). Peers and instructors play major role in learning.

Question 24

FNMI (First Nations, Metis, Inuit) Frameword

Answer 24

Provide enhanced opportunities for ALL Alberta students to develop an understand and appreciation of Hative histories, cultures and lifestyle, they were the first residents of this province THEY KNOW IT BEST! Original occupancy of Canada.

Question 25

Holistic vs Fragmented view of education

Answer 25

Main critique b/w indigenous and non-indigenous. Science education is founded on this split. Position of human in relation to a systme, generalization of observations, role of spiritual, locations of knowledge and understanding, knowability of nature (differeing assumptions about the way we expeience and come to understand the world).

Question 26

Philosophy (why we teach science)

Answer 26

Children and naturally curious, science builds on children’s prior knowledge and skills, communication, chidren learn best when challenged and active, aiming for confidence and self-reliance.

Question 27

Pedagogy (how we teach science)

Answer 27

Inquiry, problem solving

Question 28

POE, PEOE (Predict, Expalin, Obersve, Explain)

Answer 28

Predict (write and/or draw), explain (rationalize your prediction), observe (watch what happens and describe in words and/or pictures), explain (describe your observations and add to/ammend original explanations to take into account the observations) - Good to challenge alternative conceptions. Activity must be explainable.

Question 29

A concept

Answer 29

An important idea in a topic (eg - air takes up space and has mass). Is usually written as a statement. PoS does not outline science concepts, we have to identify them.

Question 30

PoS Changes

Answer 30

After 1996 - More critical thinking, aboriginal perspectives (to rethink the relationship b/w settler people and original occupants of the land - their deep knowledge and understanding of the world)

Question 31

Lesson Plans

Answer 31

5Es (Engage, explore, explain, elaborate, evaluate)

Question 32

Electricity In Alberta

Answer 32

Mostly coal and natural gas (some hydro and other)

Question 33

Electricity in Canada

Answer 33

Mostly hydro, nuclear and coal (some natural gas, biomass, renewable, other fossil fuels).

Question 34

Electricity as a SCIENCE

Answer 34

Electricity is a natural phenomenon. Science describes and explains the natural world - assumes world is understandable.

Question 35

Electricity as a TECHNOLOGY

Answer 35

We need technology to harness, generate and transmit electricity. Technology focuses on the manufactured and designed world (man-made)

Question 36

Matter

Answer 36

All matter is made up of atoms

Question 37

Atoms

Answer 37

Atoms consist of a nucleus (made of neutrons and protons) with electrons that orbit around the nucleus.

Question 38

Neutrons

Answer 38

Have no charge.

Question 39

Protons

Answer 39

Are positively charged particles

Question 40

Electrons

Answer 40

Are negatively charged particles.

Question 41

Electrical Current

Answer 41

Electrical current is the flow of electrons in a circuit. Negatively charges are attracted to the positive end of the battery (DRAW PICTURE - flows in opposite direction in depictions) - counter intuitive.

Question 42

Series Circuit

Answer 42

Current is the same throughout the circuit, if you take out one bulb, the circuit is no longer complete and the other bulb goes out (because there is only one path through the circuit).

Question 43

Parallel Circuit

Answer 43

Circuit is split between two paths. If you take out one bulb, the other bulb state on (there is still a complete circuit present).

Question 44

Children’s Misconceptions of Electricity

Answer 44

• Single wire flow (one wire from one end of battery right to bulb), current flows out of both ends of the battery to the bulb, the bulb uses current, so there is more current before the bulb than after it.

Question 45

Circuit

Answer 45

A closed, continuous electrical path b/w two or more components.

Question 46

Conductor

Answer 46

A material that electrons can move freely through. E

Question 47

Insulator

Answer 47

A material that electrons cannot move freely through (most non-metallic solids)

Question 48

Resistor

Answer 48

A partial conductor (electrons can sort of pass through freely)

Question 49

Current

Answer 49

The rate of flow of electrical charge (usually electrons) through a circuit. Current is measured in Amperes (amps, A).

Question 50

Dry Cell (batteries)

Answer 50

A device that transfers energy to a circuit, causing the flow of electron. It can be thought of as providing the “push” for the circuit.

Question 51

Resistance

Answer 51

The ability of various material to restrict or inhibit the flow of electrical charge. The resistance of a circuit componenet depends on the type of material and also on the temperature, length, and diameter of the componenet. Resistance is measured in Ohms (upside-down horseshoe). Opposite of electrical conductance. Friction - how much “pressure” is required for the given flow. A short, fat copper wire has less resistance than a long, skinny copper wire.

Question 52

Voltage

Answer 52

The amount of energy transfered to each group of charges by the battery. Measured in Volts (V).

Question 53

Short Circuit

Answer 53

A circuit with no major component transferring energy out of the circuit. Ex, the battery keeps supplying energy to the charges, but the energy isn’t being transferred out. This causes the wire to heat up. The can cause burns and fires.

Question 54

Electricity is not a substance.

Answer 54

Process of electron flow, transfer of energy in circuits. It is also a continuous loop.

Question 55

Electricity as a bicycle chain:

Answer 55

Chain links are like electrons, the back gears will start working as soon as the pedal (battery) start pushing (charging the electrons). The gears start turning right away and do not have to wait until certain electrons get there. It’s just a “charge” that it started.

Question 56

Good enough models

Answer 56

Promote good understandings, but because they are not exact replicas, they do not show the whole picture. Eg - bicycle only shows a simple circuit or one with more than one lightbulb.

Question 57

Density

Answer 57

A measure of mass per unit volume (p = m/v)

Question 58

Higher Density

Answer 58

More stuff in same amount of space = higher density (double the mall, but have same volume)

Question 59

Lower Density

Answer 59

More space, less stuff = lower density. If you have the same mass and double the volume.

Question 60

Classroom Inquiry

Answer 60

Learners are engaged by scientifically oriented questions, learners give priority to EVIDENCE (which allows them to develop and evaluate explanations that address scientifically oriented questions), learners formulate EXPLANATIONS from evidence to address scientifically oriented questions, learners evaluate their explanations in light of alternative explanations, particilarly those reflecting scientific understanding, learners communicate and justify their proposed explanations.

Question 61

Levels of Inquiry - Confirmation Inquiry

Answer 61

Question, procedure and solution are given to the students before experiment is conducted.

Question 62

Levels of Inquiry - Structured Inquiry

Answer 62

Question and procedure is given before the experiment, but they must come up with the solution.

Question 63

Levels of Inquiry - Guided Inquiry

Answer 63

The question is given before the experiment, but students must come up with their own procedure to test it and find the solutions.

Question 64

Levels of Inquiry - Open Inquiry

Answer 64

Students come up with the question, procedure and solution on their own.

Question 65

Levels of Inquiry

Answer 65

Teacher’s role is never passive, always make sure they are on the right track, always make sure they are asking questions, observing and collecting lots of data. This will all help them understand and develop abilities and understandings of scientific inquiry. The levels increase in level of independence.

Question 66

Inquiry - how do you get kids to ask questions?

Answer 66

1. Ask as many questions as you can, 2. Do not stop to discuss, answer, or judge any of the questions, 3. Write down every question exactly as stated, 4. Change any statements into questions. (Use sticky notes, have them available while showing kids a demonstration).

Question 67

Planning a fair test

Answer 67

Experiments are tests that involve identifying and manipulating variables to demonstrate their effect.

Question 68

Variables (Dependent, Independent and Controlled)

Answer 68

ID - Independent (the factor that is changed in order to have an effect on the DV). DV (the factor that represents the result). CV (variables that are kept constant).

Question 69

Your existing ideas about science and technology can affect how you think aout science and tehcnology in both your pre-service and professional years.

Answer 69

Science is discovery, research and explanation - facts covering a broad spectrum of subjects - science is a way to describe things in nature and explain how they work - science comes from our need for certaintly and is based on rational, logical deduction - science is factual study as opposed to philosophical study - science is the search for truth through objective research, science is getting to know about things by testing hypotheses and reproducing results.

Question 70

Nature of Science (NoS)

Answer 70

Focuses on clarifying the character of scientific knowledge because science is essentially a knowledge-gathering enterprise (how scientists inquire into science, how scientific knowledge is tested, how scientific knowledge changes, how scientific ideas are affected by social, cultural, and political contexts.

Question 71

Behaviourist Learning Theory

Answer 71

Stimulus-Response (S-R), using rewards and punishment to reinforce desirable student behaviours, students use repeated practice to perfect a skill (Gagne)

Question 72

Cognitivist Learning Theory

Answer 72

Learners are not blank slates, but have existing networks of ideas that influence new ideas, learners need to experience multipel interactions, learning involves making complex networks of ideas.

Question 73

Piaget’s Developmental Stages

Answer 73

Sensorimotor (0-2) - reflexive to intentional motor skills, Preoperational (2-7) - representational thought begins - interacting with symbol system, Concrete Operational (7-11) - rational and developing a coherent and conceptual framework, Formal Operational (11-15) - Abstract thought, both immediate world and “what-ifs”.

Question 74

Unifying concepts

Answer 74

Systems and interactions, constancy and change, energy, similarity and diversity.

Question 75

Common ideas about skills

Answer 75

Skills associated with scientific inquiry are not unique to science, skills connot be separated from content or context, skills are guided by students’ existing ideas, skills presented in lists may suggest a linear sequence beginning with a question and ending with a conclusion (bu that is not always true), students should develop manipulative, cognitive and procedural skills, cognitive skills are a set of generalizable operations for developing reliable knowledge (observing, communicating, interpreting data and experimenting).

Question 76

Guidelines of Scientific Inquiry

Answer 76

• engage with a scientific question or problem - gather evidence - developing descriptions and explanations based on evidence - evaluating explanations - communicating with others regarding the inquiry and its results *guidelines rather than a recipe to be followed

Question 77

Role of the Teacher

Answer 77

Determine how much scaffolding to provide (who or what is the source of the initial question, what guidance do I provide while students gather evidence, what help do I give as students gather evidence, what help do I give as students try to formulate descriptions and explanations, what assistance do I give to help students connect with scientific knowledge, to what defree should students take the lead in discussing their inquiry and its findings?

Question 78

Scaffolding

Answer 78

Active teacher intervention - the more knowledgeable teacher provides individualized support to student learning so that the learners can accomplish with assistance, more than they could achieve alone. It’s unrealistic to leave students alone assuming they have the level of understanding and ability of scientists.

Question 79

Observation Skills

Answer 79

Observing (gathering info about objects using 5 senses), measuring (making quantitative observations), classifying (grouping objects or events according to common properties).

Question 80

Communication Skills

Answer 80

Communicating (recording obersvations or data in forms that can be understood). Commuicating information to other people in order to generate, share and refine ideas.

Question 81

Interpretation Skills

Answer 81

Interpreting, inferring, generalizing, formulating hypotheses (tentative explanations), predicting, formulating models, defining operationally.

Question 82

Interpreting (Interpretation Skill)

Answer 82

Identifying relationships and patterns in collection of objects or events.

Question 83

Experimentation Skills

Answer 83

Experimentation (designing and carrying out a controlled investigation), controlling variables.

Question 84

Scientific Inquiry Skills in K-3

Answer 84

Asking questions about objects, organisms and events in the environment - researching related information - planning simple investigations - employing simple equipment and ools to gather data and extend the senses - recording the data - using data to construct a reasonable explanation - evaluating and concluding - communicating and sharing ideas.

Question 85

Scientific Inquiry Skills in 4-7

Answer 85

Asking questions that can be answered through scientific investigations - researching related information - designing scientific investigations - conducting scientific investigations - using appropriate tools and techniques to gather, analyze and interpret data - using mathmatics in all aspect of scientific inquiry - recording the data (students should be expected to record data in a systematic way) - developing descriptions, explanations and model using evidence - thinking critically and logically to make relationships between evidence and investigation - evaluating and concluding - recognizing and analyzing alternative explanations and predictions - communicating scientific procedures and explanations.

Question 86

Common Ideas About Attitudes

Answer 86

Showing curiosity about the natural world, using critical thinking, showing perseverance, displaying open-mindedness, showing respect for evidence, being willing to work with others, developing moral sensitivity, being honest and accurate, appreciating that diverse people froma variety of countries and cultural background have contributed to science (and men and women)