Students as Students as ScientistsScientists

Alysia Caryl, M.A., Director of EducationAlysia Caryl, M.A., Director of EducationCarlos F. Camargo, Ph.D., Director of Foundation RelationsCarlos F. Camargo, Ph.D., Director of Foundation Relations

Tech Museum of InnovationTech Museum of InnovationFall 2009Fall 2009

IntroductionIntroductionScience is thought as the “forgotten” Science is thought as the “forgotten” subject areasubject area

Teachers sometimes feel uncomfortable Teachers sometimes feel uncomfortable teaching itteaching it

Teachers say there is not enough time in Teachers say there is not enough time in the daythe day

What is the best way to teach science in What is the best way to teach science in today’s early childhood learning today’s early childhood learning environment?environment?

A look at relevant early science instruction A look at relevant early science instruction research forresearch for

‘‘Lecture and Guided Tour Series”Lecture and Guided Tour Series”New Product/Service Idea New Product/Service Idea

Students as Students as ScientistsScientists

•Students appear to take more from Students appear to take more from science instruction when learning science instruction when learning seems relevant to the “real world”seems relevant to the “real world”

•Research looks at how when students Research looks at how when students are presented with what scientists do are presented with what scientists do then students are more readily able to then students are more readily able to understand and achieve more in understand and achieve more in science education.science education.

Talking science, modeling Talking science, modeling scientists: scientists:

participants and methodsparticipants and methodsFive fourth grade learning Five fourth grade learning environments are included in an environments are included in an observational study where students observational study where students complete experiments and then complete experiments and then respond to writing prompts in order to respond to writing prompts in order to encourage discussion between schoolsencourage discussion between schools

Researchers wanted to see the effect Researchers wanted to see the effect of students’ participating in activities of students’ participating in activities in which career scientists regularly in which career scientists regularly participate (Edmondson et al, 2006)participate (Edmondson et al, 2006)

Talking science, modeling Talking science, modeling scientists: resultsscientists: results

Students have a better idea of what Students have a better idea of what scientists do everydayscientists do everyday

Contributes to knowledge of careers Contributes to knowledge of careers that use science and technologythat use science and technology

Improved writing/communication skillsImproved writing/communication skills

No relevant information about No relevant information about improving specific science content improving specific science content knowledge although students did knowledge although students did complete several experiments complete several experiments (Edmondson et al, 2006)(Edmondson et al, 2006)

Implementing science journals Implementing science journals in the primary grades: in the primary grades:

participants and methodsparticipants and methods

One first grade learning environmentOne first grade learning environment

Teacher went through instruction of the Teacher went through instruction of the scientific method.scientific method.

Used science journals to document the Used science journals to document the process and teach students how to use process and teach students how to use science journals when pursuing inquiries. science journals when pursuing inquiries.

A case study that provided students with an A case study that provided students with an opportunity to utilize science journals (lab opportunity to utilize science journals (lab books) to help students understand how books) to help students understand how scientists record data (Nesbit et al, 2004)scientists record data (Nesbit et al, 2004)

Implementing science journals Implementing science journals in the primary grades: in the primary grades:

resultsresults

journals provide students with an journals provide students with an understanding of what career scientists understanding of what career scientists do in their jobs everydaydo in their jobs everyday

Provides students with written Provides students with written documentation of their experiments and documentation of their experiments and observationsobservations

Study concluded that use of science Study concluded that use of science journals does in fact improve student journals does in fact improve student achievement (Nesbit et al, 2004)achievement (Nesbit et al, 2004)

Experiment BasisExperiment BasisInquiry and natural science experiences Inquiry and natural science experiences are offered as the most effective way to are offered as the most effective way to teach students science content teach students science content knowledgeknowledge

Promotes naturalistic learning Promotes naturalistic learning experiences and constructivist teaching experiences and constructivist teaching methodsmethods

An environmental An environmental journey: journey:

participants and participants and methodsmethodsUniversity professional development University professional development

school learning environments from school learning environments from grades preK through 6 utilized for grades preK through 6 utilized for case study.case study.

Researcher developed naturalistic Researcher developed naturalistic curriculum program to use in multi-curriculum program to use in multi-age group science classesage group science classes

Idea was that a naturalistic science Idea was that a naturalistic science program would produce students program would produce students excited to learn different science excited to learn different science knowledge (Keena & Basile, 2002)knowledge (Keena & Basile, 2002)

An environmental An environmental journey: resultsjourney: results

Students gain confidence in the Students gain confidence in the knowledge and subject matter of knowledge and subject matter of environmental scienceenvironmental science

Students also increase in their personal Students also increase in their personal citizenship, esteem, and advocacy when citizenship, esteem, and advocacy when addressing environmental learningaddressing environmental learning

Students excited about learning scienceStudents excited about learning science

Study appears to have met goals and Study appears to have met goals and evidence in article suggests that evidence in article suggests that students learned from naturalistic students learned from naturalistic learning experiences (Keena & Basile, learning experiences (Keena & Basile, 2002)2002)

Outdoor Outdoor achievement: achievement:

participants and participants and methodsmethods100 students and 4 teachers 100 students and 4 teachers

developed a standards based developed a standards based naturalistic science programnaturalistic science program

850 students participated in program850 students participated in program

In this case study students and In this case study students and teachers developed performance teachers developed performance tasks that incorporated inquiry, tasks that incorporated inquiry, hands-on activities, and problem hands-on activities, and problem solving instruction into how to solving instruction into how to develop a wetlands community near develop a wetlands community near their school (Ash & Luckey, 1998)their school (Ash & Luckey, 1998)

Outdoor Outdoor achievement: achievement:

resultsresultsResults indicated that this study was Results indicated that this study was successful.successful.

Students were interested in science Students were interested in science being conductedbeing conducted

Students learned/understood science Students learned/understood science content knowledge presented in hands-content knowledge presented in hands-on activitieson activities

Students met standards set forth by Students met standards set forth by program (Ash & Luckey, 1998)program (Ash & Luckey, 1998)

Environmental literacy for Environmental literacy for young children: participants young children: participants

and methodsand methodsPreK through third grade students in an PreK through third grade students in an urban school district in Southeast Texas urban school district in Southeast Texas were interviewed about four components of were interviewed about four components of respect for the environment. The respect for the environment. The components included components included 1. How to teach students science so that they 1. How to teach students science so that they

understand how living systems workunderstand how living systems work2. How to teach respect for living things2. How to teach respect for living things3. How to facilitate problem solving, decision 3. How to facilitate problem solving, decision

making, and critical thinkingmaking, and critical thinking4. How to model stewardship4. How to model stewardship

Researchers want to promote respect for Researchers want to promote respect for environment by having students actively environment by having students actively participate in science activities (Basile & participate in science activities (Basile & White, 2000)White, 2000)

Environmental Environmental literacy for young literacy for young children: resultschildren: results

Results showed that students Results showed that students developed into just, caring individuals developed into just, caring individuals who have respect for living things when who have respect for living things when the importance of their actions is the importance of their actions is stressed by teachers and peers.stressed by teachers and peers.

Met goal but little evidence as to if this Met goal but little evidence as to if this enhanced student achievement in enhanced student achievement in science content knowledge (Basile & science content knowledge (Basile & White, 2000)White, 2000)

Development of elementary Development of elementary students’ cognitive students’ cognitive

structure etc: participants structure etc: participants and methodsand methods

69 students from an urban elementary 69 students from an urban elementary school in Taiwan are divided into 2 school in Taiwan are divided into 2 groups for research purposes. One groups for research purposes. One group receives constructivist teaching group receives constructivist teaching methods while the other receives methods while the other receives traditional teaching methods.traditional teaching methods.

Purpose of research is to see if Purpose of research is to see if constructivist teaching methods in constructivist teaching methods in science learning environments benefit science learning environments benefit student achievement (Wu & Tsai, 2004)student achievement (Wu & Tsai, 2004)

Development of elementary Development of elementary students’ cognitive structure students’ cognitive structure

etc:resultsetc:results

Constructivist instruction results in Constructivist instruction results in higher achievement in science learning higher achievement in science learning environmentsenvironments

Instructors should use multiple Instructors should use multiple constructivist teaching strategies and constructivist teaching strategies and activities to promote cognitive activities to promote cognitive development and knowledge development and knowledge construction in science learning construction in science learning environments (Wu & Tsai, 2004) environments (Wu & Tsai, 2004)

Kindergarten Kindergarten TodayToday

Include inquiryInclude inquiry

Make developmentally appropriateMake developmentally appropriate

Base instruction on nature and communityBase instruction on nature and community

Make lessons challenging, engaging and Make lessons challenging, engaging and funfun

Make lessons hands-onMake lessons hands-on

(Gullo, 2006)(Gullo, 2006)

Developmentally Developmentally Appropriate Appropriate

PracticePracticeProvide a variety of strategies for Provide a variety of strategies for learning science content knowledgelearning science content knowledge

Build on student inquiryBuild on student inquiry

Make lessons exploratory and Make lessons exploratory and experimentalexperimental

Keep lessons concrete and within the Keep lessons concrete and within the local environment (Bredekamp & local environment (Bredekamp & Copple, 1997)Copple, 1997)

ReferencesReferencesAsh, L. & Luckey, J. Outdoor Achievement. Science Teacher, 65(4).Ash, L. & Luckey, J. Outdoor Achievement. Science Teacher, 65(4).

Basile, C. & White, C. (2000). Respecting living things: Basile, C. & White, C. (2000). Respecting living things: Environmental literacy for young children. Early Childhood Environmental literacy for young children. Early Childhood Education Journal, 28(1).Education Journal, 28(1).

Bredekamp, S. & Copple, C (Eds.). (1997). Developmentally Bredekamp, S. & Copple, C (Eds.). (1997). Developmentally appropriate practice in early childhood education: Revised edition. appropriate practice in early childhood education: Revised edition. Washington D.C.: National Association for the Education of Young Washington D.C.: National Association for the Education of Young

Children.Children.

Edmonton, E., Leonard, W.H., Peters, C., Baldwin, A.O. Edmonton, E., Leonard, W.H., Peters, C., Baldwin, A.O. (2006). Talking science, modeling scientists. Science and Children, (2006). Talking science, modeling scientists. Science and Children, 43(8). 43(8).

Gullo, D. (Ed.). (2006). K today: Teaching and learning in the Gullo, D. (Ed.). (2006). K today: Teaching and learning in the kindergarten year. Washington D.C.: National Association for the kindergarten year. Washington D.C.: National Association for the Education of Young ChildrenEducation of Young Children

Keena, K. & Basile, C. (2002). An environmental journey. Keena, K. & Basile, C. (2002). An environmental journey. Science and Children, 39 (8), 30-33Science and Children, 39 (8), 30-33

References References continuedcontinued

National Research Council. (1996). National Science National Research Council. (1996). National Science Education Standards. Washington D.C.: National Academy Press.Education Standards. Washington D.C.: National Academy Press.

Nesbit, C., Hargrove, T., Harrelson, L., & Maxey, B. (2004). Nesbit, C., Hargrove, T., Harrelson, L., & Maxey, B. (2004). Implementing science journals in the primary grades. Science Implementing science journals in the primary grades. Science Activities, 40(4).Activities, 40(4).

Owens, C. (1999). Caught between a rock and a hard place: A Owens, C. (1999). Caught between a rock and a hard place: A natural scientist writes. Language Arts, 76(3).natural scientist writes. Language Arts, 76(3).

Vasquez, J.A. (2005). You may be the only scientist your Vasquez, J.A. (2005). You may be the only scientist your students will ever know. students will ever know.

Science Teacher, 72(4).Science Teacher, 72(4).

Wirag, D. (1997). Share your bench with a bug. Science and Wirag, D. (1997). Share your bench with a bug. Science and Children, 34(8), 24-25.Children, 34(8), 24-25.

Wu, Y. & Tsai, C. (2004). Development of elementary school Wu, Y. & Tsai, C. (2004). Development of elementary school students’ cognitive structures and information processing students’ cognitive structures and information processing strategies under long-term constructivist-oriented science strategies under long-term constructivist-oriented science instruction. Wiley Periodicals.instruction. Wiley Periodicals.