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Ambitious Science Teaching Chapter 8
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- Ambitious Science Teaching Chapter 8 Key Ideas by Mx. Lex
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- Teachers should show students that ideas can be revised and can change over time. This means students will be actively engaged in making sense of the presented information (Windschitl, M.; Thompson, J.; Braaten, M., 2018, p. 57). This is important because students may be new to scientific inquiry and be learning how ideas do not have to be set in stone.
- Students engage in collective thinking, opening up a dialogue for their peers to critique their ideas and add to them (Windschitl, M.; Thompson, J.; Braaten, M., 2018, p. 57). This is important because this practice is new to students. They need practice to get better at politely evaluating the information that they are presented with and deciding if they agree or not.
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- Interactive direct instruction important for student engagement. It should convey the main ideas and objectives (Windschitl, M.; Thompson, J.; Braaten, M., 2018, p. 59). This is important because setting students up for success requires clear information presented. Students need to know what is important.
- When introducing new ideas, teachers should be selective on which to share first. Students struggle to imagine things that are unobservable, so the anchoring event needs to be observable and explanatory (Windschitl, M.; Thompson, J.; Braaten, M., 2018, p. 58). This is important because science can feel inaccessible and unfamiliar to students who do not have any background knowledge or relevant experiences needed to make sense of the information.
- Questions: It is important to remember these key ideas because they will help me prepare to have engaging, interactive science lessons. I have been in classrooms, including my current placement where science lessons are dynamic and exciting. Students are actively engaged the entire lesson.
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