8599396
Descrição
Mapa Mental por Jessie Rodgers, atualizado more than 1 year ago
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Criado por Jessie Rodgers
mais de 7 anos atrás
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Pedagogy Map
- Literacy
- - Students comprehend and compose texts that provide scientific information and facts, events, recount
experiments, present opinions, theories or claims - Use literacy skills for comprehending and making
logical sense of data representation eg. reading graphs, using legends in graphs, tables, models, maps and
animations - Use to give descriptions of observations, formulate hypotheses, construct evidence-based
arguments - Students identify language and literacy usage in different (science) context - Use and
understanding of scientific vocabulary eg. photospectrometry, synthesis, glucogenosis, hydrolysis etc. -
Literacy is ESSENTIAL to link words/texts > concepts > student understanding
- Low End Pedagogy
- High End Pedagogy
- Low End Pedagogy
- - Students comprehend and compose texts that provide scientific information and facts, events, recount
experiments, present opinions, theories or claims - Use literacy skills for comprehending and making
logical sense of data representation eg. reading graphs, using legends in graphs, tables, models, maps and
animations - Use to give descriptions of observations, formulate hypotheses, construct evidence-based
arguments - Students identify language and literacy usage in different (science) context - Use and
understanding of scientific vocabulary eg. photospectrometry, synthesis, glucogenosis, hydrolysis etc. -
Literacy is ESSENTIAL to link words/texts > concepts > student understanding
- Numeracy
- - Particularly evident in Science Inquiry Skills - Practical measurement, collection of data, representation
of data as well as interpretation of data collected - Students introduced to certainty and reliability of
measurements - Collection of quantitative and qualitative data - Graphical representation of data -
Identifying trends and patterns in observations and data - Use of mathematical relationships to predict
and calculate data
- Low End Pedagogy
- High End Pedagogy
- Low End Pedagogy
- - Particularly evident in Science Inquiry Skills - Practical measurement, collection of data, representation
of data as well as interpretation of data collected - Students introduced to certainty and reliability of
measurements - Collection of quantitative and qualitative data - Graphical representation of data -
Identifying trends and patterns in observations and data - Use of mathematical relationships to predict
and calculate data
- ICT Capability
- - Researching skills using internet - Presentation of scientific
findings - access scientific information, collect, analyse,
representing data, modelling and interpreting models and
relationships/trends/patterns - Digital simulations may allow for
scientific experiments that may not be available materially in
schools allowing for increased access to information and data
- Low End Pedagogy
- High End Pedagogy
- Low End Pedagogy
- - Researching skills using internet - Presentation of scientific
findings - access scientific information, collect, analyse,
representing data, modelling and interpreting models and
relationships/trends/patterns - Digital simulations may allow for
scientific experiments that may not be available materially in
schools allowing for increased access to information and data
- Critical and Creative Thinking
- -Problem- based learning to generate and evaluate knowledge - use prior knowledge to build
understanding of scientific concepts - posing questions, hypothesising, predicting, speculating, solving
problems - forming evidence-based ideas and making decisions - planning of scientific inquiry -
formulating conclusions using variety of information sources -critically reflect on students own
process of information gathering, analysing and evaluating - student explores creative scientific
inquiry, flexible learning, open-minds to speculate and formulate facts - design creative experimental
and authentic experimental modes and styles, giving students personal space for creativity
- Low End Pedagogy
- High End Pedagogy
- Low End Pedagogy
- -Problem- based learning to generate and evaluate knowledge - use prior knowledge to build
understanding of scientific concepts - posing questions, hypothesising, predicting, speculating, solving
problems - forming evidence-based ideas and making decisions - planning of scientific inquiry -
formulating conclusions using variety of information sources -critically reflect on students own
process of information gathering, analysing and evaluating - student explores creative scientific
inquiry, flexible learning, open-minds to speculate and formulate facts - design creative experimental
and authentic experimental modes and styles, giving students personal space for creativity
- Personal and Social Capability
- - Developing of communication skills, initiative, goal setting, teamwork and
interacting with wider audiences, decision making and collaborative working
- Expands students ability to question, exploring and expanding
curiosity in the science field -students gain insight into the relevance of
science in their everyday life
- Low End Pedagogy
- High End Pedagogy
- Low End Pedagogy
- - Developing of communication skills, initiative, goal setting, teamwork and
interacting with wider audiences, decision making and collaborative working
- Expands students ability to question, exploring and expanding
curiosity in the science field -students gain insight into the relevance of
science in their everyday life
- Ethical Understanding
- - develops student's ability to make ethical judgements with relevance to science - consideration of codes of
conduct, ethical use of information and applications - students consider ethical impact of their experiments on
environment, ecosystems and organisms as well as the wider community -use ethical knowledge to inform
complex judgements on social, environmental and personal issues eg. clearing of natural land habitats to allow
agricultural farming
- Low End Pedagogy
- High End Pedagogy
- Low End Pedagogy
- - develops student's ability to make ethical judgements with relevance to science - consideration of codes of
conduct, ethical use of information and applications - students consider ethical impact of their experiments on
environment, ecosystems and organisms as well as the wider community -use ethical knowledge to inform
complex judgements on social, environmental and personal issues eg. clearing of natural land habitats to allow
agricultural farming
- Intercultural Understanding
- - students are exposed to the contribution of diverse
cultural groups and their perspectives on science today
- students gain insight and practise with cultural
sensitivity, acknowledging that some scientific debates
require cultural sensitivity - understanding of the
diverse "richness" of scientific teams, valuing of diverse
opinions and contributions in order to address
worldwide issues
- Low End Pedagogy
- High End Pedagogy
- Low End Pedagogy
- - students are exposed to the contribution of diverse
cultural groups and their perspectives on science today
- students gain insight and practise with cultural
sensitivity, acknowledging that some scientific debates
require cultural sensitivity - understanding of the
diverse "richness" of scientific teams, valuing of diverse
opinions and contributions in order to address
worldwide issues
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