How People Learn and How People Teach
-
Upload
thangnd286 -
Category
Documents
-
view
227 -
download
0
Transcript of How People Learn and How People Teach
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 1/39
How People Learn and How People
Teach: Combining the Two in anIntegrated Pre-service Science
Content Course
Dr. Brad Hoge and Dr. Scott Slough
University of Houston – Downtown
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 2/39
Constructivism informs our view of how
people learn, which in turn informs our viewof how we teach science to pre-serviceteachers. This paper discusses the conflict,and hopefully some resolutions, between
implementing constructivitic teachingmethodologies while attempting to integratephysical science and earth science contentinto a single course for pre-serviceelementary teachers within the NaturalScience Department at UH-Downtown.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 3/39
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 4/39
Science education has been moving towardsan inquiry based constructivism since theearly 90’s, due to the goals and guidelinesof The National Science Teachers
Association (1992), The American Association for the Advancement of Science(1993), and the National Research Council
(1996).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 5/39
The National Science Education Standards callfor a shift in emphasis from “focusing onstudent acquisition of information tofocusing on student understanding and useof scientific knowledge, ideas, and inquiryprocesses” (NRC, 1996)
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 6/39
NSF Standards for Inquiry
Students should understand that in science:
► Investigations involve asking a question andcomparing the answer to what is known
► Explanations emphasize evidence
► Explanations have logically consistent arguments
► Investigations are repeatable by others
► Scientists make their results public, review and askeach other questions
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 7/39
Constructivist views of learning provide atheoretical framework to teachers in helpingstudents reconstruct their ownunderstanding through a process of
interacting with objects in the environmentand engaging in higher-level thinking andproblem solving (Driver, Asoko, Leach,
Mortimer, & Scott, 1994).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 8/39
Constructivism provides the theoretical frameworkfor all forms of project-based learning (Grant,2002).
PBS pedagogy (Schneider, Krajcik, Marx, & Soloway,
2002) assumes that students constantly ask andrefine questions; design and conduct multipleinvestigations; gather, analyze, interpret, anddraw conclusions from data; and report findings.
. . . by extension, learning scientific process(literacy) extends beyond the classroom(Bransfield etal, 1999).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 9/39
Scientists explore the physical world forreproducible patterns which they representby models and organize into theories
according to laws (Hestenes, 2004).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 10/39
Constructivism posits that individuals buildtheir own knowledge and understanding byassimilating their prior knowledge with the
new experience with which they areconfronted (Richardson, 1997).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 11/39
Individuals do not obtain knowledge byinternalizing it from the outside but byconstructing it from within, in interaction
with the environment (Kamii, Manning, &Manning, 1991; Perkins, 1992; Piaget,1969; Vygotsky, 1978)
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 12/39
Thus, constructivism is based on the premisethat, by reflecting on our experiences, weconstruct our own understanding of theworld we live in.
Learning is a process of modifying our mentalmodels to accommodate new experiences.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 13/39
Research shows that students learn sciencebest by engaging in hands-on minds-onlessons through a inquiry based curriculum
(Abell and Bryan, 1997; Stepans, et. al.,1995: Metz, 1995; Glasson, 1989).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 14/39
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 15/39
Inquiry is a fundamental component of
effective science teaching and learning(Lunetta, 1997; Roth, 1995).
Inquiry-based instruction allows students tomake connections between the classroomexperience and their personal lives.
Learning becomes relevant to students.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 16/39
Without preparing teachers with this learningstrategy, the benefits of inquiry-basedscience does not trickle down to students
(Slater, et. al., 1996; Stepans, et. al., 1995;Michelsohn and Hawkins, 1994; Fullan andStiege, 1991; Doyle and Ponder, 1977).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 17/39
Restructuring science content courses forteachers is the logical place for these skillsto be taught, since this is where teachers
learn to connect science content to theirown “special knowledge” (Marek et.al.,2003: Kelly, 2000; Shulman, 1986).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 18/39
The ever-expanding knowledge base inscience, new technologies for teaching andlearning, high-stakes testing and increased
accountability have produced anoverburdened local curriculum in scienceand mathematics (NRC, 1996).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 19/39
This has led, in many instances, to an
increase in the number of courses pre-service teachers must complete, or, anintegration of content across disciplines.
In particular, high stakes testing has beenwidely blamed for curricula that are “a mile
wide and an inch deep” (NRC, 1997).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 20/39
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 21/39
Therefore, science education of pre-serviceteachers should utilize more appropriatemetacognitive psychology.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 22/39
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 23/39
We have developed a new paradigm for teachingscience, a more metacognitive constructivism.
Our paradigm draws on the research into howlearning takes place as well as how it can best betaught.
It calls for a hierarchical metacognition whichcascades through ranks and generations, ratherthan just being passed on.
A more whole brain, whole body approach will alsolead to greater retention of content knowledge.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 24/39
Our metacognitive approach to teachingscience requires knowledge of the history ofthe science, current science knowledge and
practice, and theories of explanation.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 25/39
E.O. Wilson stated, the benefits of metaphor
over analogy in teaching science is rooted inour evolutionary past. We use metaphor tomake sense of our world.
Integrated science provides metaphors byrelating knowledge from one field as
examples for lessons in another, such as theapplication of physics to earth science.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 26/39
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 27/39
Three categories of metacognition:
► person variables – knowledge about howhuman beings learn and process information(also self-knowledge of personal strengthsand weaknesses)
► task variables – knowledge about natureof task and type of thinking skills needed tomeet it
► strategy variables – knowledge ofcognitive and metacognitive strategies.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 28/39
Cognitive strategies are used to help an
individual achieve a particular goal.
Metacognitive strategies are used to ensurethat the goal has been reached.
Metacognitive experiences precede and follow(or both) a cognitive activity.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 29/39
Simply providing knowledge withoutexperience or vice versa does not seem tobe sufficient for the development of
metacognitive control (Livingston, 1996).
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 30/39
The scientific process (historically and in aphilosophical perspective) is the ultimatemetacognitive strategy for problem solving.
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 31/39
Scientific MethodIs a Metacognitive Process
ConstructivismIs a Metacognitive
Process
Pedagogy Is aMetacognitive
Process
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 32/39
Teach the ContentPhilosophically
(for literacy)
Give theStudent
MetacognitiveControl
Teach the lessonConstructively
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 33/39
Normal and Reverse
Faults
The onlyDifference
Is Time
Conservation ofMomentum
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 34/39
Plate Tectonics
The onlyDifference
Is Scale
Buoyancy
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 35/39
ConvectionIn the
Earth’s Mantle
Heat TransferExperiments
In the Laboratory
Heat TransferIn the Atmosphere
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 36/39
Bowen’s Reaction Series
The RockCycle
Distillation
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 37/39
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 38/39
Discussion
►How can we best integrate metacognitivestrategies into integrated science lessons(teaching for literacy)?
►How can we best structure our curricula tointegrate the earth and physical sciences?
►What PBS curricula is there to meet these
needs?►What PBS curricula needs are there to be
developed?
8/12/2019 How People Learn and How People Teach
http://slidepdf.com/reader/full/how-people-learn-and-how-people-teach 39/39