3945810
Descripción
Fichas por Jordyn Pitman, actualizado hace más de 1 año
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Creado por Jordyn Pitman
hace alrededor de 9 años
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| Pregunta | Respuesta |
| Nature of Science | Overarching strand that covers - what science is and how scientists work - build an foundation for understanding the world -appreciation towards science, knowledge, investigations and everyday contexts. |
| Living World (biology) | About living things and how they interact with each other and the environment. Life processes, ecology, biology ans sustainability. Example: Animals |
| Planet Earth and Beyond (geology) | Interconnecting systems and processes of the Earth, solar system and beyond. Humans affect on planet earth positively and negatively. Example: Rocks |
| Physical World (physics) | Explanations for a wide range of physical phenomena that are united by the concept of energy. Example: Light |
| Material World (chemistry) | Study of matter and the changes it undergoes. Composition and properties of matter. Example: Rubbish |
| Animals (living world) misconceptions | - Humans not an animal - Plants not living - Animal have four legs - Only birds can fly not animals |
| Animals (living world) scientists view | - Humans are animals (mammals) - Plants are living because they need MRSGREN - Animal groupings will show the differnce in body types - Birds are a type of animal |
| Animals (living world) learning experiences | - Get children to sort images of living and not living - Introduce each characteristic of MRSGREN and tick it off with different living things - Classify animal groupings - Explore a range of videos, pictures etc |
| Animals (living world) assessment strategies | - initial diagnostic activity compared to end of unit activity (same one) - Flash card quiz - Make a poster/write up about an animal, a grouping of an animal or an aspect of MRS GREN |
| Rocks (Planet Earth and Beyond) misconceptions | - All rocks are smooth/rough/grey... - Pebbles aren't rocks - Only one type of rock - Rocks are all the same size |
| Rocks (Planet Earth and Beyond) scientists views | - Rocks change depending on where they have come from, what changes it has endured and the type of rock it is. - Pebbles are rocks, just small, smooth ones - Three types: igneous, sedimentary, metamorphic |
| Rocks (Planet Earth and Beyond) learning experiences | - Group rocks according to colour/size/shape/texture - Label the rocks attributes - Magnify rocks - Make edible rocks (lolly cake, hokey pokey and choc slice) - Rock cycle |
| Rocks (Planet Earth and Beyond) assessment | - Grouping of a range of rocks - label a rock at the start and revisit at end of unit/lesson - Ask for reasons as to why a particular rock looks like it does - Draw and label cycle of a rock |
| Rubbish (material world) misconceptions | - Food doesn't recycle - Only bottles recycle - You can't re-use rubbish - Grouping rubbish |
| Rubbish (material world) scientists view | - Food can be recycled along with appropriate plastic bottles, glass, cardboard... - Re-use rubbish such as plastic bags - Sort rubbish according to its physical and chemical properties - Different ways to sort rubbish - Sorting rubbish leads to recycling and re-using |
| Rubbish (material world) learning experiences | - Sort rubbish according to what they think it might be made of or how it could be re-used, recycled or sent to dump - Explore and apply scientific groupings of rubbish - Sort pictures of rubbish and change between physical and chemical properties |
| Rubbish (material world) assessment | - Sort rubbish initially and then come back to that same activity later (progression) - Timeline of rubbish items and sort according to decomposition - Quiz/activity to show difference in physical and chemical changes in rubbish |
| Light (physical world) misconceptions | - light comes from the sun and light bulbs - clouds, sky and batteries give light - light comes from our eyes - a shadow is a reflection |
| Light (physical world) scientists views | - Objects that reflect light do not give off light as a source - Light bounces off the object we can see and into our eyes - Light sources include incandescent (heat) and luminescent (chemical reaction) - shadow is blocked light (transmission) |
| Light (physical world) learning experiences | - How do you see the teddy activity, drawing arrows to see how light reflects - seeing myself activity, use mirror to show the opposite 'you' moving - go outside when sunny to explore playing with shadows |
| Light (physical world) assessment | - drawing of light pathway from teddy to eyes from light source - shadow questionnaire: what is shadow, can you catch your shadow |
| Define alternative conceptions | - ideas chn have worked out for themselves - use them to explain the world around them - scientifically incorrect or partly - elicit these from diagnostic assessment - derived from books, media, adults, peers and experiences |
| Characteristics of alternative conceptions | - not specific to age, gender, ethnicity... - influenced by everyday experiences - difficult to change - not automatically replaced by correction - a big difference in conception and scientific idea causes hard move - critical to planning and teaching |
| Strategies to uncover alternative conceptions | - diagnostic assessment at beginning to plan and teach towards - find out prior knowledge by asking questions (Harlen & Qualter, 2004) - examples of writing, drawings, maps, cartoons - discussions on words, ideas, concepts, photos and videos |
| Specific examples towards uncovering alternative conceptions | Link to contextual strands: - sort living and non-living (animals) - Label stages of rock cycle (rocks) - identify recyclable rubbish (rubbish) - Show arrows of light movement from the source (light) |
| Characteristics of NOS (Nature of Science) activities for effective teaching | EXPLICIT and REFLECTIVE - use of generic activities (mystery box, tricky tracks and the hole picture) - use of contextual activities (Darwins orchid) |
| Importance of teaching NOS (Nature of Science) | - most people are consumers of science - Helps to make informed decisions - understanding affects what you enact from the curriculum - can change your beliefs about science - increases interest in science - it's acurriculum requirement |
| Characteristics/aspects of NOS (Nature of Science) | - way of explaining natural phenomena - scientific knowledge relies heavily on observation, evidence, inference, arguments and scepticism - no universal way to do science - scientists require accurate record-keeping, peer review and reproducability |
| NOS (Nature of Science) learning experiences | - Tricky tracks: highlights difference between observation and inference. Several answers to the same question are valid. - Hole picture: reinforces difference between observation and inference. Introduces space for peer review, arguments and scepticism. |
| 6 investigation types | - Fair testing - Pattern seeking - Classifying and identifying - Exploring - Investigating models - Making things/developing systems |
| Fair testing + learning experience | Observing an exploring relations between variables - Dancing raisins in different liquids |
| Exploring + learning experience | Making careful observations of objects or events over time - Growing mould on food - Moth collecting |
| Classifying and identifying + learning experience | Arranging phenomena into manageable sets and recognising the sets to which object/event belong, using a clear system. - animal kingdom classification - identifying bugs - classifying marine organisms |
| Pattern seeking+ learning experience | Involves observing and recording natural events as they occur or carrying out experiments where the variable cant easily be controlled. - Exploring lunar tides - Earthquakes, past and future |
| Investigating models + learning experience | Developing theories that model aspects of the natural and physical world and understanding these to explain an idea/concept. - Exploring the Solar system - Forming cinder cone models |
| Making things or developing systems + learning experience | Designing an artefact to meet a need or to make a need. - Creating an insect habitat - Constructing a food web |
| Fair testing: What makes a fair test? | - All variables stay the same except one (independent variable) - Careful and accurate monitoring Precise reading of data - Clear goal/ questions/ hypothesis - Gather and record data continuously |
| Fair testing: How to conduct a fair test | - ensure your question is investigative - decide on your dependent and independent variables - collect and record your data - process and interpret your data - communicate and evaluate |
| Fair testing: Steps in a fair test | 1. question 2. hypothesis 3. step-by-step experiment 4. collect data 5. describe observations 6. analyse data 7. present your findings |
| Characteristics of Socio-scientific issues 1 | - scientific basis - great importance to society - relevant to students real-life events - local, regional and global dimensions - involve ethical and/or moral reasoning |
| Characteristics of Socio-scientific issues 2 | - decisions involve both knowledge and values - understanding of probability and risk - requires an awareness of interdependence between science and society - reported in the media |
| Educational advantages of socio-scientific issues 1 | - appreciate local issues and complexity of environmental issues - relevancy can cause student interest - confidence in expressing ideas - useful context fro exploring science concepts |
| Educational advantages of socio-scientific issues 2 | - cross-curricular opportunities - learning about NOS - develops scientific literacy - citizenship education |
| How a unit of work based on socio-scientific issues can be developed | - engagement of dialogue, debate and discussion -controversial topics - moral reasoning and ethical concerns involved -evidence-based reasoning (Skamp & Preston, 2015) |
| Ways to develop units of work | - ensure students have background info - use appropriate questioning - appreciate students beliefs/morals - prepare range of tasks/investigations - guided discussion for debate and argument strategies |
| Importance of science education | - encourage chn to pursue career in science - provide chn with world knowledge - develop scientific literacy - 'participate as critical, informed and responsible citizens' NZC 2007 - life skills |
| Various characteristics of scientific literacy | 1. are interested and understand the world around us 2. engage in discourses of and about science 3. sceptical and questioning of claims made 4. question, investigate and draw evidence-based conclusions 5. make informed decisions about the environment |
| Scientific literacy implications 1. are interested and understand the world around us | Finding out things that affect us and being able to extend your knowledge further. I- Relating concepts to chn everday lives and interests |
| Scientific literacy implications 2. engage in discourses of and about science | Feeling comfortable enough to read and talk about science. I- Regular opportunities for chn to engage and be aware of the purposes of science |
| Scientific literacy implications 3. sceptical and questioning of claims made | Being aware that people make claims about science sometimes for personal gain and that you can disagree or agree. I- Use of websites being inaccurate |
| Scientific literacy implications 4. question, investigate and draw evidence-based conclusions | Based on evidence gathered in investigations, this is a process central to science I- opportunities for chn hands on experiences and asking questions. Practicing drawing conclusions from an inquiry |
| Scientific literacy implications 5. make informed decisions about the environment | Thinking about the implications after the investigation and finding relevant information I- integrating science into everday lives as well as curriculum areas. Taking science trips |
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