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by: Dani Williams
Dani Williams
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day 2 notes
Science for Elementary Teachers
Sheila Hendry
Class Notes




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This 3 page Class Notes was uploaded by Dani Williams on Sunday September 4, 2016. The Class Notes belongs to SME 432 at University of Southern Mississippi taught by Sheila Hendry in Fall 2016. Since its upload, it has received 4 views. For similar materials see Science for Elementary Teachers in Science at University of Southern Mississippi.


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Date Created: 09/04/16
SME 432 Day 2 National Science Teachers Association Standards/Nature of Science Science in the Classroom  Science must be taught as an engaging, hands­on subject that students learn through  experience, not by just listening or learning by rote memorization.   Children must be involved in associated learning, meaning there must be connections  between the topics taught and the students’ everyday life.  When children are given the opportunity to follow their interests and curiosity to explore  the world around them, they learn best. Learning How to Teach Science  There is no guide that lists all of the steps to handle different situations. Teachers must  make decisions based on many different factors.  Development of teacher skills and practice will help make these abilities automatic.  Teachers must remember to retain the memory of what it’s like to not know something, in order to relate to the students’ learning process.  Children love hands­on learning, which is the natural way to learn, so a good elementary  science teacher will guide their learning experiences.  Students must think and talk about what they are doing in science; “minds­on” must  accompany “hands­on.”  Science teaching should lead to deeper understanding of concepts; memorization is a  lower mental function, and although some may be necessary, this kind of learning should  not be emphasized. Constructing Your Own Knowledge About What Science Is  A teacher’s knowledge and understanding develop slowly as new facts are combined with existing knowledge.  The National Science Teachers Association Preservice Science Standards were designed  to help elementary education majors prepare to become highly effective science teachers. o See the handout ­ NSTA Preservice Standards (with assignment instructions)   Science has helped us gain an ever­increasing knowledge of the natural world. Teachers  help students learn what others have found out, the processes used to discover facts, and  that science is constantly changing, so continual investigation is necessary.  Scientists collaborate with others, so students should be encouraged to work together on  investigations, sharing observations and discussing solutions to problems.  Science and technology have a complex relationship. They feed off of, and into, each  other. Students need to have opportunities to that include both. Sources of Knowledge  Teachers must understand the differences between several sources of knowledge so that  the appropriate methods can be used.  Concrete concepts come from direct experience or observation. These experiences will  lay the foundation for understanding abstract concepts, which are not easily observed.  Various types of knowledge are gained in different ways. o Arbitrary Knowledge: the kind of knowledge that students can't discover on their  own; someone else must tell them. Examples are names of things, like animals,  colors, etc. o Physical Knowledge: knowledge gained from direct experience and/or  observation. Examples include how magnets interact, objects sinking/floating, etc. o Logical Knowledge: concepts and higher order ideas constructed in the mind of  the student as a result of thinking about experiences and observations; this cannot  be simply memorized. o Social Interactive Knowledge: gained through cooperating/collaborating with  others, and seeing things from the point of view of others. rd Howe, Ann (2002). Engaging Children in Science, 3  edition. New York: Merrill Prentice Hall.


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