Science Exam

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four goals of elementary science educatioon

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nurture and sustain children's curiosity about the world
to help children develop skills for inquirring into the natural world, solving problems, and making decisions
3.to develop children's knowledge basie in science and technology
4.to develop children's understandng interest, and care about the nature, limits, and effects on people and science and technology

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accommodation

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the modification of current knowledge schemas to be able to incorporate new knowledge that does not fit into the schemas

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the stages of steps of the Scientific inquiry cycle

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ask simple questions
plan relevant investigations
use appropriate tools andd techniques to gather data
organize and interpret your data
coordinate your observaational evidence and scientific knowledge
-communicate your observations, interpretations, investigations, and explanations

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assimilation

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the incorporation of new experiences or information into already existing schemas

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zone of proximal development

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the region between the learner's spontaneous level of knowing andd thinking, and the level she can reach in problem solving with assistance

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instructional model

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organized approach to teaching, involving some arrangement of phases, steps, actions, or decision points

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conceptual change model

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modify conceptual understanding through review, development, investigation/activities, and summarry.

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concept

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an idea derived from factual observations and to which new observational experiences can be attached

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5E model

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engagement, exploration, explanation, elaborantion, and evaluation

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guided discovery

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begin with an interesting question and concrete materials. Proceed through exploration to find answers to questions

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SCIS Learning Model

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consists of three phases of instruction: exploration. concept invention, and concept application

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list three ways teachers can encourage student discourse in inquiry

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-promoting multiple forms of communication
-requiring students to write about their work in journals and record their inquiry questions
-using small group and whole class discussion strategies that encourage children to interact.

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closed questions

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focus on a single fact, define a particular term,or attend to specific objects or events

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open ended question

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more likely to promote inquiry

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divergent questions

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engage broad portion of schema

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convergent questions

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more likely to promote fact recall

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discrepant event

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physical event with a surprising event.

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metacognition

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thinking about the way we plan, monitor, and adjust our own learning and inquiry behaviors.

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conservation

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the recognition that one aspect of a situation remains the same, even when other aspects of the situation have been changed or transformed in some way

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constructed knowledge

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meaningful knowledge that h as been perrsonally constructed orr transformed from discovered and aquired knowledge

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equillibration

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a self-regulated learning process involving the recognition of discrepancies between physical reality and personal ideas, and persistently working to resolve the discrepancies through assimilation and accomodation

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metacognition

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th e use of strategies that enable people to plan, control, evaluate, and self-regulate their cognitive efforts

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operation

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a reverssible groupinig of elements of thought into a logical whole

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prior knowledge

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the knowledge students already have and bring into a learning situation

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reversible

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to mentally move back and forth flexibly beetween different aspects of a situation

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SEQUENCE of guided discovery hands onn minds on science program

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1-develop an assessment plan based on youor goals and objectives for teaching science
2-stress the skills and knowledge you will emphasize during your science teaching
3-select appropriate assesssment techniques (test and other devices)
4-assess your students
5-Analyze the results of your assessment devices
6-Study the implications of your assessment data for future teaching.

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wait time

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interval between when a teacher asks a question aand whhen a student is expected to respond

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halt time

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teacher waits for a student to think, but does not expect an answer

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translation wait-time

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time needed by studentss who do not have english as their first language to translate the question and answer

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probing question

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teacher asks penetrating questions thaat requirie students to go beyong superficial first answer responses

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name some action words used in writing science objectives

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identify, distinguish, classify, state, name, construct demonstrate

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6 classroom management strategies that provide a favorable learning environment

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physical environment of your classroomo
grouping of learners
comomunication
managing materials
managing student behavior
discipline

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diagnostic assessment

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completion of the things i know and things i iwant to know char

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formative assessment

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teachers examine model houses wired by students to decide what is being learned

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summuative assessment

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conducting a unit examination to understand what the students learned over the course of a unit of instruction

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discrepant event

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expecting thata the paper that iis held over a pencil would press downward when someone blows over it, the student notes that the paper raises in nthe air and considers why

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concept mappingc

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can be used to assess understanding of relationships among various ideas

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rubric

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a set of criteria that students see before the activity and that spells out what is expected in the process and the product.

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evaluation

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makes decisions about next steps based upon collected information

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national science Education Standards

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document that represents a consensus of leaders that establish a foundation for U.S. Science education by offering the Americann public a coherent vision of what it means to be scientifically literate.

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scientific literacy

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knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity

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project 2061

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intended to study the status of science education on a national scale, make recommendations and provide resources for designing world class science curriculum for all U.S. students.

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sciencing

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process of actively doing science

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fact

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an objectively confirmed statement about things that really exist or events that have actually occured.

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scientific inquiry

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process of raising questions, planning investigations, collecting and organizing relevant data, proposing explanations, and communicating investigations and explanations to others

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theory

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network of conceptss, assumptions, and relationshipis that serves to explain observations

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science

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a search to understand the worrld, it is concerned with exploring and describing objects, organisms, and phenomena and explaining them through the application of scientific knowledge that is tentative and subject to change with new evidence

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model

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a representation of some object or event that is slike the real thing in important ways