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53 Cards in this Set
- Front
- Back
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Science |
-predict and explain events and phenomena -dependent upon ideas developed through observation |
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Science Laws Change |
new information is constantly being learned that can contradict scientific theories: forces them to change (characteristic of the nature of science) |
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Generalization |
-statement, idea, or scientific principle -used to make sense of what we observe -taking something specific and applying it broadly -how stereotypes are formed |
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Scientific Method |
1. ask a question 2. background research 3. hypothesis 4. experiment 5. analyze data 6. draw conclusions 7. communicate results |
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Spiral Approach |
as new details are introduced they are related back to the basics; connection and mastery |
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What Influences Experiments? |
-hypothesis -controlling variables |
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Scientific Attitudes to Increase Student Self-Esteem |
-curiosity -inventiveness -critical thinking -persistence -uncertainty |
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John Dewey |
schools teach facts and conclusions; they should teach concepts through experimentation *when students experiment to learn they internalize the knowledge |
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Science Equity |
giving all students a fair opportunity to learn science |
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4 Strands of Science |
-understanding scientific explanations: know, use, and inter-operate information -generating scientific knowledge: generate and evaluate evidence and explanations -reflecting on scientific knowledge: understanding the nature of science -participating productively in science: having scientific practices |
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Goals of a Science Program |
-problem solving -developing inquiry skills -prepare a diverse workforce |
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Piaget's Stages of Development |
-Preoperational: (2-7) intuition -Concrete Operational: (7-12; school age), logical but not abstract thinking -Formal Operational: (12+) abstract thinking |
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Definition of Teaching |
actions or methods used by a teacher to promote learning |
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Constructivism |
-teacher=active role -students=facilitative role -provides inquiry experiences |
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Constructivist Learning Model |
-invitation -exploration -proposing explanations and solutions -taking actions |
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Schema |
-cognitive framework -units of understanding that can be hierarchically organized |
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Piaget vs. Vygotsky |
Piaget: development leads learning Vygotsky: learning leads development |
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Scaffolding |
-move students progressively toward stronger understanding -teachers model the problem solving process |
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Direct Instruction |
teaching using lectures or demonstrations of materials instead of inquiry based learning |
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Open Ended Activity |
promotes critical thinking and doesn't have just one correct answer |
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Open Ended Questions |
-multiple correct answers -associated with problem-centered learning |
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Planning Units |
-where and why -hook and hold -equip -rethink, reflect, revise -evaluate -tailor to students' needs -be organized |
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Bridging |
look at big picture and connect multiple areas of study/activities |
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Close-Ended Activity |
-having an end result -one correct answer |
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Lesson Plan Features |
-contextual framework (standards and objectives) -materials -vocabulary -procedures -assessment -bibliography |
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The Learning Cycle Step 1 |
develop quest for knowledge, data, or truth |
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The Learning Cycle Step 2 (Phases) |
-exploration -concept introduction -concept application |
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The Learning Cycle Step 3 |
evaluation and discussion |
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Observation |
-sense perceptions -mental observations of prior knowledge -observation of physical properties |
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Classification |
-group objects by common properties -order based on characteristics -dichotomous classifications (dividing into at least 2 groups, ex: blue eyes and brown eyes) |
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Forms of Communication |
-sharing information -written -charts -graphs -reports -publications -oral (oral reports, demonstrations) |
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Inference |
explain what we observe using knowledge collected from evidence |
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Prediction |
forecast future problems |
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Hypothesis |
"If...then" statement prediction of what will happen in an experiment |
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Controlled Variable |
does not vary or change |
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Plant Ovary |
central part of the flower where seeds are produced |
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Flower |
reproductive system of a flowering plant |
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Stamen |
pollen-producing male part |
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Pistil |
ovule-bearing female part |
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Mold |
-fungi kingdom -heterotrophic (cannot make its own food) -must gain nutrients from other organic sources -absorbs food; doesn't actually eat -secretes enzymes that breaks down food |
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Angiosperm |
-flowering plants -forms seeds in cases within flowers -250,000 species (petunias, daisies, beans, apples) |
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Gynosperm |
-flowerless plants -develop seeds attached to open scales or cones -600 species (evergreen, pine, spruce, fir) |
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Stomata |
microscopic openings that allow gases to enter and leave the leaf (transpiration) |
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Germination |
growth process from seed to seedling |
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Plate Tectonic Theory |
plates continuously pull apart, collide, grind together, and slide |
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Igneous Rock |
formed through the cooling of lava/magma |
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Sedimentary Rock |
formed from sediments of eroded rocks (most likely to contain fossils) |
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Metamorphic Rock |
formed when sedimentary or igneous rocks undergo severe pressure and heat |
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Weathering |
breaking down of rocks into smaller parts from: -plants -chemicals -frost -changes in temperature |
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Topsoil |
takes 500 years to form 1 inch of soil |
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Magma |
fiery molten rock from deep underground that explodes up from weak spots and cracks in the Earth's crust |
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Lava |
magma that has reached the surface |
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Formation of Ocean Floors |
2 tectonic plates drift apart and magma pushes up from the mantle and fills the gaps between the plates |
