ECE 7706: Module 8: Pre-K Science Education

Reflect on the value (or lack thereof) of science education at the Pre-Kindergarten level

      I have not actually experience a pre-k classroom while the students were in the classroom, so I do not know from observation. However, one of my best friends just got a job as a pre-k teacher and I was with her when she was going over the curriculum to determine what kind of supplies she would need, I never once heard mention of Science lessons. Therefore, from that one experience I believe there is a huge opportunity we are missing to work off of these young children's natural inquiry about Science. There are so many ways to get these students intersted and excited about Science because they are already curious about their surroundings as it is.

ECE 7706 Module 8: Article Seven

SMART Boards Rock!

Rebecca Giles and Edward Shaw

Synopsis:

            Due to the increase in technology in our everyday lives it only makes sense that teachers incorporate various forms of technology into the children’s education. One main form of technology that a lot of students are able to use on a daily basis are the SMART Boards which are the combination of a computer, projector and whiteboard. The students are able to manipulate the board using their hands just as they would a mouse with a computer. SMART Boards are a great tool to use with students due to the interest grabbing way it is used. They make lessons much more hands-on which in turn motivates the students to want to participate in the lessons. Through the use of SMART Boards and other technology, Science and the real world are much more connected when they students are able to access links to websites and videos at the touch of the screen. Yes, it is beneficial for students to be able to directly manipulate objects that are sitting in front of them, but it is just as effective for them to be able to complete the same activity using the whiteboard where they receive immediate feedback.

Giles, R., & Shaw, E. (2011). Smart boards rock!. Retrieved from http://search.proquest.com.proxy.kennesaw.edu/docview/916224652/fulltextPDF/13F49AC3C1F7990694E/45?accountid=11824

Reflection:

            We have talked so much this semester about the importance of STEM programs, and I believe the information in this article was right on track to fit in to that specific kind of program. It is vital that we catch out student’s interest with any lesson and now-a-days technology is the way to do that. When I am planning lessons, my first thoughts are “how can I incorporate the interactive whiteboard?” because I know this is one aspect of learning that truly engages me students. When there is an opportunity for whiteboard manipulation, I always allow a student or students to come up and take part in the activity. It is very apparent when you look into my classroom and see all the hands in their air to participate that they enjoy this form of technology. The students also love working on the computers and the laptops for various other projects. I fully believe that as the years go on teachers will become more and more comfortable with these forms of technology and begin to really enjoy teaching every subject due to the amount of resources available to them. The first time I ever saw an interactive whiteboard it was a SMART Board, but when I actually had my own classroom I was having to use a Promethean Board. They were completely different, so I spent the year getting use to the Promethean Board. However, even after one year I am already much more comfortable with this form of interactive whiteboard that I am so excite to see how much more I can push my elf technologically speaking next year with my students.

ECE 7706 Module 8: Article Six

The Role of Drawing in Young Children’s Construction of Science Concepts

Ni Chang

Synopsis:

            From a very young age children express themselves through drawing, so allowing the students to draw will grab their interests as well as build understandings of certain concepts. Younger children are able to give details about different animals’, insects’ or plants’ characteristics easier when they are able to create drawings. They are also able to compare and contrast their own drawings to determine differences among these living organisms. These drawings can also be used as an assessment tool in order to gauge student understanding and plan for future instruction. The pictures could also serve as pre and post assessments to determine the amount of information the child gained throughout the course of the unit/lesson/activity. Along with the student’s drawings, it is also important to involve the student in a discussion regarding their picture because this will aid in the speaking and listening skills as well as overall language development. Allowing the children to draw what they are thinking before having to speak about it allows the child to organize the information they have in their head.

Change, N. (2012). The rold of drawing in young children's construction of science concepts. Retrieved from http://search.proquest.com.proxy.kennesaw.edu/docview/1008895426/fulltextPDF/13F49AC3C1F7990694E/55?accountid=11824

Reflection:

              I think this is a great way to allow students to express themselves for not only the younger grades, but for the older elementary grades as well. The majority of Science concepts can be expressed with a drawing, so why not allow the students to show what they know or have learned in a manner that is enjoyable to them. I have never thought about using drawings as a way of pre and post assessing a student on specific information- that is an excellent idea! I know from a personal stand point sometimes I need to write things down in a graphic organizer format and even sometimes in picture form in order to organize my own thoughts in order to express my thoughts in a verbal format. So, I completely agree that allowing students to first draw a picture to convey their understanding will allow for a smoother relay of the verbal information. Student drawings also give the students a visual connection to all of the facts they have in their heads and it will stick with the students more than just learning the facts. Drawing within Science to express different content is something I am definitely going to try this upcoming year because I believe it will help my students to absorb the information.  

ECE 7706 Module 7: Backward Design

Do you think any of your science teachers used Backward Design to plan instruction?  Why or why not?

      Personally, I did not have any memories of my Science education in elementary or middle school, so I cannot say for sure whether those teachers used the backward design approach. However, I do not believe that most of my high school teachers incorporated the backward design approach in their teaching instruction or lesson planning. I never had a true understanding of the content in my physics and chemistry classes because the way the content was conveyed to me was not in a manner that met my cognitive needs.  In these classes, we were never aware of the end result of our learning; we always dove right into the content through the use of worksheets and textbook passages. We were never given opportunities to show what we knew through a way that makes sense to us. We were expected to regurgitate facts and formulas in a whole class format. On the other hand, from what I remember about my Biology class, I believe my teacher used the backward design approach. Before moving on to the next unit, she would give us a short of checklist that would describe the things we should know and understand by the end of the unit. We participated in hands-on experiments and various projects where we were able to express our learning in a way that made sense to us. The majority of our class assignments were in small groups where we were able to discuss the information and work together to complete the assignments. From what I can recall, the assessments went right along with all of our experiments, projects and demonstrations.  

ECE 7706 Module Six: Article Five

A Field Guide to Constructivism in the College Science Classroom: Four Essential Criteria and a Guide to their Usage 

R. Todd Hartle, Sandhya Baviskar, and Rosemary Smith

Synopsis: 

      Constructivism has been a hot learning theory/topic more recently in modern Science education due to its basis of inquiry based teaching methods. However, most educators do not truly understand how to teach using a constructivism approach. This article gives an overview of how constructivism should look within the classroom environment. 

      There are many misconceptions about the constructivism approach, so the first thing we need to realize is that social constructionism and cognitive constructivism may sound similar, but they are not the same and will not effect students' learning in the same manner. Cognitive constructivism uses students' past experiences and past knowledge to form new ideas or experiences, while the social constructionism theory takes place when "that describes how the facts that a society believes to be true are ‘constructed’ through social interactions". Cognitive constructivism is what students need in order to succeed with their education, not necessarily group work. It is the manner in which the content is presented. One false characteristic that usually pushes people away from constructivism is that it seems to be an unstructured environment, when it fact it is not that way at all. Student-centered lessons does not mean that the students can do whatever they want whenever they want. 

      "The four criteria essential to identifying and assessing constructivism are as follows: 1) eliciting prior knowledge, 2) creating cognitive dissonance, 3) applying new knowledge with feedback, and 4) reflecting on learning (metacognition)." Eliciting prior knowledge most simply means to activate student prior knowledge on the content such as through an activity, or a real-world problem. The initial activity, problem or experience must be something that is engaging. This introduction is basically a time for the students to let the teacher know what they think they already know on the topic. The information gathered through the experience will let the teacher know where to begin with the lesson and how quickly the students can move through the content. This process will also allow the students to understand where to "file" the content within their previous knowledge. Creating cognitive dissonance means that the students and teacher become aware of misconceptions in the students' knowledge. The teacher needs to help the student realize their misconceptions, so that the student can construct new links. With the Application of new knowledge with feedback the teacher should give the students various real-life problems that could be looked at from different angles in order to challenge the students thinking. Once the problems are completed, feedback needs to be given through solving a problem as a class to give the students something to compare their findings too, teacher comments on assignments/assessments, and/or peer feedback. Reflecting on learning  takes the lesson back to the beginning where the students are able to re-evaluate their initial thinking at the very beginning of the lesson or unit. The more they understand about their process of thinking/learning the more likely they will be to absorb the information. reflecting on their learning 

Hartle, R., Baviskar, S., & Smith, R. (2012). A field guide to constructivism in the college science    classroom: Four essential criteria and a guide to their usage. Retrieved from http://www.eric.ed.gov/PDFS/EJ1002158.pdf

Reflection: 

      This article was very informative regarding the various characteristics needed in order for a classroom to have a true constructivist environment. I understand what a constructivist classroom is, but to see it broken down into steps makes it much easier to understand. These steps will help me to create lesson plans that really make my students think more critically about what they already know and about the current content. I really like that the last step brings the students back to their initial thinking, and allows them to correct themselves. I think that this is something that would really stick with a student and help assure their understanding. These steps still allow for the students to complete their own research and experiments in order to create their own understanding, but give the teacher a "template" to structure the lesson. 

      However, the step that confuses me the most is "creating cognitive dissonance", because it was a very short, vague description. I understand that it is important to correct misconceptions, but is this something that needs to be done on a more individual basis in order not to "call out" the children who do not understand? The paragraphs specifically stated not to have the students undergo too much cognitive dissonance because it will be detrimental to the students' confidence and overall interest in the topic. Therefore, I do not understand the best way to go about fixing the misconceptions without unmotivating the students. 

ECE 7706 Module Six: Student Profiles

Student Profiles

Tier 1 Girl:

• Visual learner- show presentations/watch videos
• Logical/Mathematical- collect and analyze data

EIP Math/Reading Student Girl:

• Tactile learner- use manipulatives to solve problems; complete experiments
• Interpersonal- participate in group collaboration, help others with specific content 

Gifted Student 1:

• Abstract conceptualization- create concept maps
• Visual leaner- show presentations; create presentations

Tier 1 Boy:

• Commonsense learner- participate in experiments; discovery through the use of technology
• Bodily-Kinesthetic learner- play interactive games

ADD Student:

• Concrete experiences- relate information/content to personal life
• Concrete Sequential learner- provide student with step-by-step learning examples/experiences

ESOL Student:

• Bodily-Kinesthetic leaner- participate in creative play experiences/process dramas
• Abstract Random learner- participate in group discussions/graffiti walls

EIP Reading Student:

• Dynamic learner- experimental science centers
• Naturalistic- make models/experience environmental surroundings

Speech Student:

• Interpersonal- particiapte in cooperative learning centers
• Imaginative learner- reflect on science experiences

Gifted Student/World Traveler:

• Spatial- use technology to create content simulations; create visual to express learned content
• Analytic learner- complete a research project

Gifted Student 2:

• Musical- create songs/raps to teach content; learn songs/raps to help remember content
• Linguistic- write newspaper articles to express learned content

Reflection

      I have been learning about the importance of diversity throughout my educational career. Within education, diversity refers to the differences found in our students' learning, as well as incorporating cultural differences of our students and within the content itself into our daily teachings. We have to remember that our students come to us with different cultures, background knowledge, personal backgrounds and learning styles. It is vital that we get to know our students on a personal level, as well as academically. At the beginning of the year, I always send home activities that will allow me to get to know my students and where they come from, and I give the students a multiple intelligence assignment that will allow me to see how my students believe they learn best. We must keep these things in mind when we are planning our lessons to ensure that we reach each and every one of our students. 

      There are so many different ways in which a student learns various types of content. For example, I am a very visual and kinesthetic learner, but my brother, even though we come from the same DNA, is very auditory. I always did very poorly in lecture-based classrooms, because it was very hard for my to focus on the content while also trying to figure out what exactly they meant. However, my brother could sit in a lecture-based classroom, barely take notes, and completely understand the content within the lecture. When I am creating a lesson or unit, I made sure that at some point or another I have reached each one of the visual, auditory, tactile and kinesthetic learning styles. I also try to make it a point to allow the students to collaborate with one another, but also have time to work and think on their own. Differentiated Instruction Strategies for Science, Grades K-8 had a great idea that I wish to try to incorporate more in my classroom this upcoming year: the use of Choice Boards. Choice Boards are a great way to allow your students to take responsibility for their education by choosing an activity that appeals most to their learning style. I started to experiment with Choice Boards as a way to express ones learning more towards the end of the year. My students loved being able to choose or come up with their own way of showing their peers what they learned. This not only appealed to the students learning style, but also began to appeal to their personal interests because they were able to bring their personalities into their projects. Students need to be excited about their learning, and this was a great, easy way to accomplish this through simply giving students a choice.  

            

ECE 7706 Bonus Blog: Math/Technology/Science

      It is evident in articles posted for this class, and articles I have found on my own that in traditional education all the subjects were taught completely separate of one another. However, since the initiation of integrated STEM education, it is especially evident that these subjects are so closely related that it is vital they be taught together to ensure a deeper understanding. 

      At the base of technology you will find scientific and mathematical influences. All technology works off of patterns and algorithms (math), but science determines how the machine will work. New Science and Math concepts both come first from hypothesis and then work through trial and error until the desired results are discovered. When conducting Science experiments, there is always some sort of math involved such as measurement, or problem solving capabilities. Also during Science experiments, scientists and students a like will use technology to further their understanding of the results of the tests by helping to analyze and process them. Technology also gives us various tools to complete mathematical computations.