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Thursday, 13 September 2012 11:43

122 notes 5-7

Written by David Sheppard
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  chapter 5 notes  

 

         Section I
Concept Development in Mathematics and Science

         Unit 5

         The Basics of Science

         Processes of Science Inquiry

         Thinking skills and processes necessary to learn science

     science investigations

     class discussions

     reading and writing

     other teaching strategies

         Science Process Skills

         Allow children to process new information through concrete experiences

         Are progressive and build on and overlap each other

         Skills appropriate for preschool and primary students

     observing

     comparing

     classifying

     measuring

     communicating

         Intermediate process skills

     gathering and organizing information

     inferring

     predicting

         Sophisticated and abstract skills

     forming hypotheses

     separating variables

         Developing Scientific Attitudes Used in Inquiry

         Curiosity

         Skepticism

         Positive self-image

         Positive approach to failure

         Why Teach Science to Young Children?

         We cannot afford not to teach science

     Learning science

         aids in the development of language and
reading skills

         provides various opportunities to determine
cause-and-effect relationships

         Appropriate Science Content
for PreK–3

         Life science

         Physical science

         Earth and space science

         Science and technology education

         History and nature of science

         Health science and nutrition


  •          Section I
    Concept Development in Mathematics and Science

             Unit 6

             How Young Scientists
    Use Concepts

             Concept Formation in
    Young Children

             Support the development of young children at their present level of operation

             Enhance awareness

             Give children plenty of time to manipulate and explore

             First hand experiences are essential

             The Process of Self-Regulation

             The brain naturally classifies and stores information

         it groups related information together (schema)

             When new information conflicts with stored information, the child is in a state of disequilibrium

         this creates a teachable moment

         in this state, children actively seek information

             When sufficient information is gathered to explain the conflict, the child returns to a state of equilibrium

             Discrepant Events

             Putting children in a state of disequilibrium prepares them for learning

         they become curious

         they want to know what is happening

             Take advantage of this part of the natural learning process to teach children what you want them to know

             Strategies that Encourage Inquiry

             Ask a question about objects, organisms, and events in the environment

             Plan and conduct a simple investigation

             Employ simple equipment and tools to gather data and extend the senses

             Use data to construct a reasonable explanation

             Communicate investigations and explanations

             Assessing Inquiry Learning

             Observation is vital

  • Enabled: Statistics Tracking

             Section I
    Concept Development in Mathematics and Science

             Unit 7

             Planning for Science

             Integrating Science
    into the Curriculum

             Learning centers

         painting

         water center

         blocks

         books

         music and rhythmic activities

         manipulative center

         creative play

         playground

             Planning for Developing
    Science Concepts

             Assess what the children know

             Organize thoughts by webbing

             Start planning

         What do you want the children to know?

         Add appropriate activities to achieve your goal

             How will you evaluate the children’s learning?

             Goals and Objectives

             Goals

         broad statements that tell where you are heading with the topic or outcomes you would like to achieve

             Objectives

         state how you plan to achieve your goals

             Lesson Plans

             Help you plan the experiences that will aid concept development

             Basic science plan components

         concept

         objectives

         materials

         advanced preparation

         procedure

         extension

             Assessment

             Engage in ongoing assessments of your teaching strategies and student progress

             Assessment strategies

         teacher recorded observations

         interviews or asking questions and interacting with children

         portfolios

         science journal writing

         performance-based assessment

             Evaluating the Unit Plan

             Did you

         relate the unit to the children’s prior knowledge and experiences?

         use a variety of science process skills in the lessons?

         use developmentally appropriate science content?

         integrate other subject areas?

         use reading and writing activities that align with the science content?

         allow for naturalistic, informal, and adult guided activities?

             Evaluating the Unit Plan (continued)

             Did you

         include a variety of strategies to engage children in active search for knowledge?

         include opportunities for investigation and problem solving?

         include both open-ended and narrow questions?

         include assessment strategies that provide a way to determine if children can apply what they have learned?

         include local resources?

  •