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48 Cards in this Set

  • Front
  • Back
four goals of elementary science educatioon
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 develop children's knowledge basie in science and technology develop children's understandng interest, and care about the nature, limits, and effects on people and science and technology
the modification of current knowledge schemas to be able to incorporate new knowledge that does not fit into the schemas
the stages of steps of the Scientific inquiry cycle
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
the incorporation of new experiences or information into already existing schemas
zone of proximal development
the region between the learner's spontaneous level of knowing andd thinking, and the level she can reach in problem solving with assistance
instructional model
organized approach to teaching, involving some arrangement of phases, steps, actions, or decision points
conceptual change model
modify conceptual understanding through review, development, investigation/activities, and summarry.
an idea derived from factual observations and to which new observational experiences can be attached
5E model
engagement, exploration, explanation, elaborantion, and evaluation
guided discovery
begin with an interesting question and concrete materials. Proceed through exploration to find answers to questions
SCIS Learning Model
consists of three phases of instruction: exploration. concept invention, and concept application
list three ways teachers can encourage student discourse in inquiry
-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.
closed questions
focus on a single fact, define a particular term,or attend to specific objects or events
open ended question
more likely to promote inquiry
divergent questions
engage broad portion of schema
convergent questions
more likely to promote fact recall
discrepant event
physical event with a surprising event.
thinking about the way we plan, monitor, and adjust our own learning and inquiry behaviors.
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
constructed knowledge
meaningful knowledge that h as been perrsonally constructed orr transformed from discovered and aquired knowledge
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
th e use of strategies that enable people to plan, control, evaluate, and self-regulate their cognitive efforts
a reverssible groupinig of elements of thought into a logical whole
prior knowledge
the knowledge students already have and bring into a learning situation
to mentally move back and forth flexibly beetween different aspects of a situation
SEQUENCE of guided discovery hands onn minds on science program
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.
wait time
interval between when a teacher asks a question aand whhen a student is expected to respond
halt time
teacher waits for a student to think, but does not expect an answer
translation wait-time
time needed by studentss who do not have english as their first language to translate the question and answer
probing question
teacher asks penetrating questions thaat requirie students to go beyong superficial first answer responses
name some action words used in writing science objectives
identify, distinguish, classify, state, name, construct demonstrate
6 classroom management strategies that provide a favorable learning environment
physical environment of your classroomo
grouping of learners
managing materials
managing student behavior
diagnostic assessment
completion of the things i know and things i iwant to know char
formative assessment
teachers examine model houses wired by students to decide what is being learned
summuative assessment
conducting a unit examination to understand what the students learned over the course of a unit of instruction
discrepant event
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
concept mappingc
can be used to assess understanding of relationships among various ideas
a set of criteria that students see before the activity and that spells out what is expected in the process and the product.
makes decisions about next steps based upon collected information
national science Education Standards
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.
scientific literacy
knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity
project 2061
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.
process of actively doing science
an objectively confirmed statement about things that really exist or events that have actually occured.
scientific inquiry
process of raising questions, planning investigations, collecting and organizing relevant data, proposing explanations, and communicating investigations and explanations to others
network of conceptss, assumptions, and relationshipis that serves to explain observations
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
a representation of some object or event that is slike the real thing in important ways