An Overview of Ready, Set, Science

by Sarah Michaels, Andrew W, Shouse and Heidi A. Schweingruber

This overview was written by Ellen F. Bailey in order to share this resource with

her colleagues.

http://www.amazon.com/Ready-Set-SCIENCE-Research-Classrooms/dp/0309106141

Based on Taking Science to School, a Report on Best Practices in Teaching Science

Synthesis of research on learning and teaching A redefinition of and framework for what it means to be

proficient in science A practical means for implementing current brain-

based research in science education Acknowledge and support the work of teachers while

explaining the implications of new knowledge for classroom practice.

http://school.discoveryeducation.com/clipart/category/scie0.html

Chapter One – A New Vision of Science in Education

Four Reasons to Teach Science Well– Can be harnessed to improve quality of life on a

global scale– May provide a foundation for the development of

language, logic and problem-solving skills– As a democracy, we are dependent on citizens

who can make personal, community-based and national decisions that involve scientific information.

– For some students, science will become a lifelong vocation or avocation.

What Scientists Really Do

Involves Creativity– Approach problems in many different ways with

many different preconceptions– There is no single “scientific method” employed by

all scientists– A wide array of methods is used to develop

hypotheses, models, formal and informal theories– Different methods are used to assess the

fruitfulness of theories and experiments– A range of tools is used to collect data, enhance

observations and make measurements Is a Social Enterprise

– Communication with colleagues is a vital part of science

– Research is completed in large groups or by networks of scientists

– Discuss frequently the validity of data and evidence

The Language of Science

It is vital that teachers be very clear when using science terms. For example,

– Theory: well-established understanding that has undergone significant testing and is almost impossible to dispute

– Datum or data (pl.): observation recorded for future analysis- no opinions allowed

– Evidence: cumulative body of data or observations of a phenomenon

– Fact: Best seen as evidence. For example, it is a fact that different types of earthquakes occur. But, the explanation of plate tectonics as a reason for earthquakes is scientific theory.

Science in the Classroom

How a well run science classroom is remarkable similar to the way scientists operate in the real world:

– Engage in the process of logical reasoning– Work cooperatively to explore ideas– Use mathematical or mechanical models– Develop representations of phenomena– Work with various intellectual and

technological tools– Participate in active and rigorous discussion– Examine, review and evaluate their own

knowledge– See science as a process of building theories

http://worldofweirdthings.com/

Ready, Set, Science and Teaching in the Science Classroom

Science Teaching at Its Best– Several examples throughout the book of strong

science lessons at all age levels:– Samples:

Seeing Ourselves in Measurement Measuring and Graphing Height Biodiversity in a Schoolyard Molecules in Motion Establishing Classroom Norms for Discussion

Rethinking Children’s Capacity for Scientific Understanding

The capacity of young children to reason scientifically is much greater than has been previously assumed.

So teachers must…– Engage children in a wide range of subtle and

complex reasoning processes, even at very young ages in order to build a foundation of deep questioning and thinking.

Building on Knowledge, Interest and Experience

Let students communicate what they already know, think and understand. Build from there with practice in observation, creating hypotheses, collecting and analyzing data.

Students must present evidence to one another and learn how to engage in healthy disagreements about data.

Work as a classroom community to solve problems. Use as much variety as possible in tools,

communication techniques and data collection. Science should be creative!

The Rest of the Book

The goal of the remainder of the book is to teach the teacher. This book will give the science teacher the tools needed to meet the ideals set out in chapter one.

The titles of the remaining chapters:– Ch. 2: Four Strands of Science Learning– Ch. 3: Foundational Knowledge and Conceptual Change– Ch. 4: Organizing Science Education Around Core

Concepts– Ch. 5: Making Thinking Visible: Talk and Argument– Ch. 6: Making Thinking Visible: Modeling and

Representation – Ch. 7: Learning From Science Investigations– Ch. 8: A System That Supports Science Learning

Why Every Science Teacher Should Read This Book

This book finally is a handbook on HOW to teach science in a way that uses the latest brain research.

This book is practical with a multitude of lessons that can be used in almost any science classroom.

This is K-8 book with activities and lessons for every age level. This book also makes clear the progression in development in a way that informs the science teacher’s practice!

The Text is Available ONLINE

Ready, Set, Science! is available online, free to the public (as are all reports published by the National Academies Board on Science Education).

Here is the link: http://www.nap.edu/catalog.php?record_id=1

1882 CHECK IT OUT!!!

Resource

Michaels, S., Shouse, A., & Schweingruber, H. (2008). Ready, set, science. Washington DC: The National Academies Press.

http://technologynewbies.wikispaces.com/Science