EDEL 330 - Midterm Flashcards
Scientific Inquiry
Posing further questions, identifying assumptions, making observations, researching related information, planning investigations, gathering data, proposing answers, considering alternative explanations, and communicating results.
KSAs
Knowledge, Skills and Attitudes
There is a certain amount of accuracy required in the teaching of science.
There is a certain amount of accuracy required in the teaching of science.
STS
Science, Technology and Society (Society encompasses both science and technology on an overarching level) - Sometimes includes “E” - environment.
STS - Society
Social issues with scientific and technological aspects (e.g. waste disposal, nuclear power, stem cell research, etc)
STS
There is a complex relationship between science, technology and society.
NOS (Nature of Science)
NOS IS the relationship b/w S, T and S.
NOS includes words like:
Creativity, imagination, intuition in addition to observation, experiment, etc.
A scientifically literate person:
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.
K (Knowledge)
What science is, how science works, science facts, concepts and processes
S (Skills)
Inquiry skills (observation, classification, measurement, questioning, hypothesizing, etc.
A (Attitudes)
Curiosity, open-mindedness, respect for evidence, etc.
Technological literacy
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.
Technological (how?) vs Scientific (why?)
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)
Children’s observations
Use all of your senses, provide guidance questions (what do you see, smell, feel, hear) …but no taste :p
Nature of Science (NoS)
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.
Where do children get their ideas about science?
Movies, TV, textbooks, comic books, school science experiments, parents
Scientific Method
There are many different kinds of scientific methods (define/identify problem, research problem/question, for hyp, test hyp, analyze results, draw conclusions)
Piaget
- 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.
Bruner
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.
Ausubel
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)
Gagne
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
Vygotsky
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.
FNMI (First Nations, Metis, Inuit) Frameword
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.
Holistic vs Fragmented view of education
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).
Philosophy (why we teach science)
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.
Pedagogy (how we teach science)
Inquiry, problem solving
POE, PEOE (Predict, Expalin, Obersve, Explain)
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.
A concept
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.
PoS Changes
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)
Lesson Plans
5Es (Engage, explore, explain, elaborate, evaluate)
Electricity In Alberta
Mostly coal and natural gas (some hydro and other)
Electricity in Canada
Mostly hydro, nuclear and coal (some natural gas, biomass, renewable, other fossil fuels).
Electricity as a SCIENCE
Electricity is a natural phenomenon. Science describes and explains the natural world - assumes world is understandable.
Electricity as a TECHNOLOGY
We need technology to harness, generate and transmit electricity. Technology focuses on the manufactured and designed world (man-made)
Matter
All matter is made up of atoms
Atoms
Atoms consist of a nucleus (made of neutrons and protons) with electrons that orbit around the nucleus.
Neutrons
Have no charge.
Protons
Are positively charged particles
Electrons
Are negatively charged particles.
Electrical Current
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.
Series Circuit
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).
Parallel Circuit
Circuit is split between two paths. If you take out one bulb, the other bulb state on (there is still a complete circuit present).
Children’s Misconceptions of Electricity
- 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.
Circuit
A closed, continuous electrical path b/w two or more components.
Conductor
A material that electrons can move freely through. E
Insulator
A material that electrons cannot move freely through (most non-metallic solids)
Resistor
A partial conductor (electrons can sort of pass through freely)
Current
The rate of flow of electrical charge (usually electrons) through a circuit. Current is measured in Amperes (amps, A).
Dry Cell (batteries)
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.
Resistance
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.
Voltage
The amount of energy transfered to each group of charges by the battery. Measured in Volts (V).
Short Circuit
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.
Electricity is not a substance.
Process of electron flow, transfer of energy in circuits. It is also a continuous loop.
Electricity as a bicycle chain:
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.
Good enough models
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.
Density
A measure of mass per unit volume (p = m/v)
Higher Density
More stuff in same amount of space = higher density (double the mall, but have same volume)
Lower Density
More space, less stuff = lower density. If you have the same mass and double the volume.
Classroom Inquiry
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.
Levels of Inquiry - Confirmation Inquiry
Question, procedure and solution are given to the students before experiment is conducted.
Levels of Inquiry - Structured Inquiry
Question and procedure is given before the experiment, but they must come up with the solution.
Levels of Inquiry - Guided Inquiry
The question is given before the experiment, but students must come up with their own procedure to test it and find the solutions.
Levels of Inquiry - Open Inquiry
Students come up with the question, procedure and solution on their own.
Levels of Inquiry
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.
Inquiry - how do you get kids to ask questions?
- 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).
Planning a fair test
Experiments are tests that involve identifying and manipulating variables to demonstrate their effect.
Variables (Dependent, Independent and Controlled)
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).
Your existing ideas about science and technology can affect how you think aout science and tehcnology in both your pre-service and professional years.
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.
Nature of Science (NoS)
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.
Behaviourist Learning Theory
Stimulus-Response (S-R), using rewards and punishment to reinforce desirable student behaviours, students use repeated practice to perfect a skill (Gagne)
Cognitivist Learning Theory
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.
Piaget’s Developmental Stages
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”.
Unifying concepts
Systems and interactions, constancy and change, energy, similarity and diversity.
Common ideas about skills
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).
Guidelines of Scientific Inquiry
- 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
Role of the Teacher
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?
Scaffolding
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.
Observation Skills
Observing (gathering info about objects using 5 senses), measuring (making quantitative observations), classifying (grouping objects or events according to common properties).
Communication Skills
Communicating (recording obersvations or data in forms that can be understood). Commuicating information to other people in order to generate, share and refine ideas.
Interpretation Skills
Interpreting, inferring, generalizing, formulating hypotheses (tentative explanations), predicting, formulating models, defining operationally.
Interpreting (Interpretation Skill)
Identifying relationships and patterns in collection of objects or events.
Experimentation Skills
Experimentation (designing and carrying out a controlled investigation), controlling variables.
Scientific Inquiry Skills in K-3
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.
Scientific Inquiry Skills in 4-7
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.
Common Ideas About Attitudes
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)
