Taking Science Taking Science to School to School

National National Forum on Forum on Education Education Policy Policy

PhiladelphiaPhiladelphiaJuly 11, 2007July 11, 2007

Providing a Solid Foundation Providing a Solid Foundation for STEM Education: K-12for STEM Education: K-12

Richard A. DuschlRichard A. DuschlGraduate School Education & Graduate School Education & Center for Cognitive SciencesCenter for Cognitive Sciences

Rutgers UniversityRutgers University

**********

Chair, NRC Report Chair, NRC Report

Taking Science to SchoolTaking Science to School

Preventing reading difficulties in young children. Preventing reading difficulties in young children. Snow, Burns & Griffin (1998)Snow, Burns & Griffin (1998)How People Learn.How People Learn. Bransford, Brown, & Cocking Bransford, Brown, & Cocking (1999)(1999)Knowing what students know. Knowing what students know. Pellegrino, Pellegrino, Chudowsky & Glaser (2001)Chudowsky & Glaser (2001)Adding it all up. Adding it all up. Kilpatrick, Swafford, & Findell Kilpatrick, Swafford, & Findell (2001)(2001)How students learn history, mathematics and How students learn history, mathematics and science in the classroom.science in the classroom. Donovan & Bransford Donovan & Bransford (2005)(2005)America’s lab report: Investigations in HS America’s lab report: Investigations in HS ScienceScience. Singer, Hilton & Schweingruber (2006). Singer, Hilton & Schweingruber (2006)

Recent NRC ReportsRecent NRC Reports

Committee MembersCommittee MembersRichard Duschl (Chair) Richard Duschl (Chair) Rutgers, The State University Rutgers, The State University of New Jerseyof New JerseyCharles “Andy” AndersonCharles “Andy” AndersonMichigan State University Michigan State University Kevin Crowley Kevin Crowley

University of Pittsburgh University of Pittsburgh Tom Corcoran Tom Corcoran

University of PennsylvaniaUniversity of PennsylvaniaFrank Keil Frank Keil

Yale UniversityYale UniversityDavid KlahrDavid Klahr

Carnegie Mellon UniversityCarnegie Mellon UniversityDaniel LevinDaniel Levin

Montgomery Blair High SchoolMontgomery Blair High SchoolOkhee LeeOkhee Lee

University of MiamiUniversity of Miami

Kathleen MetzKathleen Metz University of California, University of California,

BerkeleyBerkeleyHelen QuinnHelen Quinn

Stanford Linear Accelerator Stanford Linear Accelerator CenterCenterBrian ReiserBrian Reiser

Northwestern UniversityNorthwestern UniversityDeborah RobertsDeborah Roberts

Montgomery County Public Montgomery County Public SchoolsSchoolsLeona SchaubleLeona Schauble

Vanderbilt UniversityVanderbilt UniversityCarol SmithCarol Smith

University of Massachusetts, University of Massachusetts, BostonBoston

http://newton.nap.edu/catalog/11625.html

Report on-line

BOSE Website

http://www7.nationalacademies.org/bose/

Committee ChargeCommittee Charge

What does research on learning, culling What does research on learning, culling from a variety of research fields, suggest from a variety of research fields, suggest about how science is learned? What, if about how science is learned? What, if any, are “critical stages” in children’s any, are “critical stages” in children’s development of scientific concepts? development of scientific concepts? Where might connections between lines of Where might connections between lines of research need to be made?research need to be made?

What Is Science?What Is Science?Science involves:Science involves:– Building theories and modelsBuilding theories and models– Collecting and analyzing data from Collecting and analyzing data from

observations or experiments observations or experiments – Constructing argumentsConstructing arguments– Using specialized ways of talking, Using specialized ways of talking,

writing and representing phenomenawriting and representing phenomena

Science is a social phenomena with Science is a social phenomena with unique norms for participation in a unique norms for participation in a community of peerscommunity of peers

Scientific Proficiency: Scientific Proficiency: The Four StrandsThe Four Strands

Students who understand science:Students who understand science:1.1. Know, use and interpret scientific Know, use and interpret scientific

explanations of the natural world.explanations of the natural world.2.2. Generate and evaluate scientific Generate and evaluate scientific

evidence and explanations.evidence and explanations.3.3. Understand the nature and development Understand the nature and development

of scientific knowledge.of scientific knowledge.4.4. Participate productively in scientific Participate productively in scientific

practices and discourse.practices and discourse.

Important Ideas in the StrandsImportant Ideas in the Strands

The four strands are interwoven in learning. The four strands are interwoven in learning. Advances in one strand support advances in the Advances in one strand support advances in the others. others. The strands emphasize the idea of “knowledge The strands emphasize the idea of “knowledge in use” – that is students’ knowledge is not static in use” – that is students’ knowledge is not static and proficiency involves deploying knowledge and proficiency involves deploying knowledge and skills across all four strands.and skills across all four strands.Students are more likely to advance in their Students are more likely to advance in their understanding of science when classrooms understanding of science when classrooms provide learning opportunities that attend to all provide learning opportunities that attend to all four strands.four strands.

Know, Use & Interpret Scientific Know, Use & Interpret Scientific Explanations Explanations

Children entering school already have Children entering school already have substantial knowledge of the natural world substantial knowledge of the natural world much of it implicit. Young children are much of it implicit. Young children are NOT concrete and simplistic thinkers. NOT concrete and simplistic thinkers.

Children can use a wide range of reasoning Children can use a wide range of reasoning processes that form the underpinnings of processes that form the underpinnings of scientific thinkingscientific thinking

Teaching science should not separate Teaching science should not separate content from processes, skills & practicescontent from processes, skills & practices

Generate and Evaluate Scientific Generate and Evaluate Scientific Evidence & ExplanationsEvidence & Explanations

Begin science units with socially relevant Begin science units with socially relevant scientific ‘driving questions’ that then scientific ‘driving questions’ that then promote students’ own questionspromote students’ own questions

Engage in the scientific practices of Engage in the scientific practices of observation, measurement, finding observation, measurement, finding patterns, representing and communicating patterns, representing and communicating resultsresults

Students seek empirical evidence and Students seek empirical evidence and coherence with other established coherence with other established explanations/facts to support new claimsexplanations/facts to support new claims

Understand the nature and Understand the nature and development of scientific knowledgedevelopment of scientific knowledge

Transitioning ‘what counts’ as evidence Transitioning ‘what counts’ as evidence from using senses “seeing is believing” to from using senses “seeing is believing” to using scientific theories to drive using scientific theories to drive observations “reasoning is believing”observations “reasoning is believing”Conduct experiments for reasons and Conduct experiments for reasons and reason about experimentsreason about experimentsModels of nature stand between Models of nature stand between experiments and scientific theories experiments and scientific theories

Participate Productively in Participate Productively in Scientific Practices & DiscourseScientific Practices & Discourse

Constructing argumentsConstructing arguments

Talking, writing, representing scientific Talking, writing, representing scientific ideas, data, evidence, information, ideas, data, evidence, information, models, scientific theoriesmodels, scientific theories

Responding to criticismResponding to criticism

Considering alternativesConsidering alternatives

Reflecting on/evaluating own and others Reflecting on/evaluating own and others knowledge claimsknowledge claims

Tensions with current practiceTensions with current practiceScience argument is rare in classrooms but central to Science argument is rare in classrooms but central to science; teaching focuses on recall rather than model-science; teaching focuses on recall rather than model-based reasoningbased reasoning

Classroom norms (teacher, textbooks provide answers) Classroom norms (teacher, textbooks provide answers) in tension with building scientific models from evidencein tension with building scientific models from evidence

Curricula and standards “mile wide, inch deep” Curricula and standards “mile wide, inch deep” (TIMMS)(TIMMS)

Variation in standards works against coherent learning Variation in standards works against coherent learning progression; marketplace realities lead to modularity.progression; marketplace realities lead to modularity.

Children’s Knowledge of the Children’s Knowledge of the Natural WorldNatural World

Some areas of knowledge may provide more Some areas of knowledge may provide more robust foundations to build on than others. robust foundations to build on than others. – Physical mechanics - size, shape, weight, Physical mechanics - size, shape, weight, – Biology - animate/inanimateBiology - animate/inanimate– Matter and substance - properties and Matter and substance - properties and

attributesattributes– Naïve psychology (theory of mind) - beliefs of Naïve psychology (theory of mind) - beliefs of

others may be different from your ownothers may be different from your ownThese appear very early and appear to have These appear very early and appear to have some universal characteristics across cultures some universal characteristics across cultures throughout the world.throughout the world.

Children’s ReasoningChildren’s Reasoning

Can think in sophisticated, abstract waysCan think in sophisticated, abstract ways– Distinguish living from non-livingDistinguish living from non-living– Identify causes of eventsIdentify causes of events– Know that people’s beliefs are not an exact Know that people’s beliefs are not an exact

representation of the external worldrepresentation of the external world

Reasoning is constrained by:Reasoning is constrained by:– Conceptual knowledgeConceptual knowledge– Nature of the taskNature of the task– Awareness of their own thinking Awareness of their own thinking

(metacognition)(metacognition)

Prior knowledge and Prior knowledge and “misconceptions”“misconceptions”

Children’s understandings of the world Children’s understandings of the world sometimes contradict scientific sometimes contradict scientific explanations. These often described as explanations. These often described as alternative or misconceptions to be alternative or misconceptions to be overcome.overcome.Students’ prior knowledge also offers Students’ prior knowledge also offers leverage points that can be built on to leverage points that can be built on to advance students’ science learning.advance students’ science learning.Emphasis on eradicating misconceptions Emphasis on eradicating misconceptions can cause us to overlook the knowledge can cause us to overlook the knowledge they bring; e.g., productive intuitions for they bring; e.g., productive intuitions for reasoning and knowing. reasoning and knowing.

SummarySummary

Young children are more competent than we Young children are more competent than we think. They can think abstractly early on and do think. They can think abstractly early on and do NOT go through universal, well defined stages.NOT go through universal, well defined stages.Focusing on misconceptions can cause us to Focusing on misconceptions can cause us to overlook leverage points for learning.overlook leverage points for learning.Developing rich, conceptual knowledge takes Developing rich, conceptual knowledge takes time and requires instructional support.time and requires instructional support.Conceptual knowledge, scientific reasoning, Conceptual knowledge, scientific reasoning, understanding how scientific knowledge is understanding how scientific knowledge is produced, and participating in science are produced, and participating in science are intimately intertwined in the doing of science.intimately intertwined in the doing of science.

ConclusionConclusion: Sustained exploration of core set of scientific : Sustained exploration of core set of scientific ideas is promising approachideas is promising approach

Many existing curricula, standards and assessments in the US contain too many Many existing curricula, standards and assessments in the US contain too many disconnected topics given equal priority.disconnected topics given equal priority.

Need more attention to how students’ understanding of core ideas can be supported Need more attention to how students’ understanding of core ideas can be supported and enhanced from grade to grade.and enhanced from grade to grade.

Core ideas/knowledge should be central to a discipline of science, accessible to Core ideas/knowledge should be central to a discipline of science, accessible to students in kindergarten, and have potential for sustained exploration across K-8.students in kindergarten, and have potential for sustained exploration across K-8.

NAEP 2009 NAEP 2009 Science FrameworkScience Framework

Identifying scientific principles (30%)Identifying scientific principles (30%)

Using scientific principles (35%)Using scientific principles (35%)

Using scientific inquiry (25%)Using scientific inquiry (25%)

Using technological design (10%)Using technological design (10%)

% = portion of exam% = portion of exam

National Science Education National Science Education Standards Content DomainsStandards Content Domains

Big CsBig CsLife ScienceLife Science

Physical SciencePhysical Science

Earth/Space ScienceEarth/Space Science

Inquiry Inquiry

Little CsLittle CsUnifying Principles & Unifying Principles & ThemesThemes

Science & Science & TechnologyTechnology

Science in Personal & Science in Personal & Social ContextsSocial Contexts

Nature of ScienceNature of Science

NAEP 2009 Science FrameworkNAEP 2009 Science Framework

http://www.nagb.org/http://www.nagb.org/

A learning progression is a sequence of successively more complex ways of reasoning with/about a set of ideas.

Big Ideas/Core Knowledge

Scientific Practices

Pathways & Progressions as Pathways & Progressions as Historical StepsHistorical Steps

Rochel Gelman & Kim Rochel Gelman & Kim Brennenman - Brennenman - Pathsways for Pathsways for Learning -PreKLearning -PreK– ObserveObserve– Predict what’s insidePredict what’s inside– MeasureMeasure– Record, Draw, Label, Record, Draw, Label,

Write Write

Lehrer & Schauble Lehrer & Schauble 5th-8th grades5th-8th grades– VariationVariation– DistributionDistribution– Growth MechanismsGrowth Mechanisms– Adaptive SelectionAdaptive Selection– Evolution Evolution

NRC (2006) Systems for State NRC (2006) Systems for State Science AssessmentsScience Assessments

In response to the No Child Left Behind In response to the No Child Left Behind Act of 2001 (NCLB), Act of 2001 (NCLB), Systems for State Systems for State Science AssessmentScience Assessment explores the ideas explores the ideas and tools that are needed to assess and tools that are needed to assess science learning at the state level. This science learning at the state level. This book provides a detailed examination book provides a detailed examination of K-12 science assessment: looking of K-12 science assessment: looking specifically at what should be specifically at what should be measured and how to measure it.measured and how to measure it.

Sustained exploration: Sustained exploration: Learning ProgressionsLearning Progressions

Findings from research about children’s Findings from research about children’s learning and development can be used to learning and development can be used to map learning progressions in science. map learning progressions in science. Steps in the progressions are constrained Steps in the progressions are constrained by children’s knowledge and skill with by children’s knowledge and skill with respect to the four strands. respect to the four strands. Learning progressionsLearning progressions– Revisit with increasing depthRevisit with increasing depth– Bring together 4 strands (building, knowing and Bring together 4 strands (building, knowing and

applying scientific ideas) vs. separate content applying scientific ideas) vs. separate content and process (content-free skills) learning goalsand process (content-free skills) learning goals

Engaging learners in scientific Engaging learners in scientific practice: Project-based Inquirypractice: Project-based Inquiry

IQWST: Investigating and Questioning Our World IQWST: Investigating and Questioning Our World Through Science and Technology (6th grade bio)Through Science and Technology (6th grade bio)

Driving question: How do we stop a biological Driving question: How do we stop a biological invasion?invasion?

Task: Assist Great Lakes Fishery Commission in Task: Assist Great Lakes Fishery Commission in designing plan to stop the sea lamprey invasion.designing plan to stop the sea lamprey invasion.– Form/function; food webs; predator/prey; Form/function; food webs; predator/prey;

interdependence of species in ecosystemsinterdependence of species in ecosystems

Conclusion Conclusion

Students require support to engage in the Students require support to engage in the practices of science, including their social practices of science, including their social interactions, learning the discourse of interactions, learning the discourse of science, and working with representations science, and working with representations

Recommendations for Policy, Recommendations for Policy, Practice and ResearchPractice and Research

Standards, Curricula, and Assessment: Standards, Curricula, and Assessment:

What to Teach and WhenWhat to Teach and WhenRevise standards, curricula and assessment to reflect Revise standards, curricula and assessment to reflect new understanding of children’s thinking.new understanding of children’s thinking.

Next generation of standards and curricula should be Next generation of standards and curricula should be structured to identify a few core ideas in a discipline and structured to identify a few core ideas in a discipline and how these ideas can be grown in a cumulative manner how these ideas can be grown in a cumulative manner over grades K-8.over grades K-8.

Developers of curricula and standards need to present Developers of curricula and standards need to present science as a process of building theories and models science as a process of building theories and models using evidence, checking them for internal consistency using evidence, checking them for internal consistency and coherence, and testing them empirically.and coherence, and testing them empirically.

Instruction: How to TeachInstruction: How to TeachScience instruction should provide opportunities Science instruction should provide opportunities for students to engage in all four strands. Policy for students to engage in all four strands. Policy makers, education leaders, and administrators makers, education leaders, and administrators need to ensure adequate time and resources are need to ensure adequate time and resources are provided; teachers have adequate knowledge of provided; teachers have adequate knowledge of science content; and adequate professional science content; and adequate professional development is provided.development is provided.

State and local leaders in education should State and local leaders in education should provide teachers with models of classroom provide teachers with models of classroom instruction that incorporate the four strands.instruction that incorporate the four strands.

Professional Development: Supporting Professional Development: Supporting Effective Science InstructionEffective Science Instruction

State and local school systems should ensure that all K-State and local school systems should ensure that all K-8 teachers experience science-specific professional 8 teachers experience science-specific professional development in preparation and while in service.development in preparation and while in service.

University-based courses for teacher candidates and University-based courses for teacher candidates and teachers’ ongoing opportunities to learn science in teachers’ ongoing opportunities to learn science in service should mirror the opportunities they will need to service should mirror the opportunities they will need to provide for their students.provide for their students.

Federal agencies that fund providers of professional Federal agencies that fund providers of professional development should design funding programs that development should design funding programs that require applicants to incorporate models of instruction require applicants to incorporate models of instruction that combine the four strands, focus on core ideas in that combine the four strands, focus on core ideas in science, and enhance teachers’ knowledge.science, and enhance teachers’ knowledge.