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Teaching with the Next Generation Science Standards: Part 1

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Terre dynamique : cours pour les enseignants

Muséum américain d'histoire naturelle

4.6 (106 notes) | 9.1K étudiants inscrits

The AMNH course The Dynamic Earth: A Course for Educators provides students with an overview of the origin and evolution of the Earth. Informed by the recently released Next Generation Science Standards, this course examines geological time scales, radiometric dating, and how scientists “read the rocks.” We will explore dramatic changes in the Earth over the last 4 billion years, including how the evolution of life on Earth has affected its atmosphere. In addition to looking at geology on a global scale, participants will take to their own backyards to explore and share their local geologic history. Course participants will bring their understanding of the dynamic Earth - along with content resources, discussion questions, and assignments - into their own teaching.

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4.6 (106 notes)

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DF

Sep 01, 2016

Excellent course. Required some corollary reading, but basically supplied all materials required to meet course outline requirements.

WW

Mar 19, 2016

I FOUND THIS COURSE VERY USEFUL. BEING A STUDENT OF GEOLOGY, THIS COURSE WILL HELP ME IMPROVE MY KNOWLEDGE OF GEOLOGY.

À partir de la leçon

Evolution of the Atmosphere

You will learn how the evolution of photosynthetic life changed the concentration of oxygen in the oceans and atmosphere, and how this is reflected in the rock record. You will also become familiar with how the Next Generation Science Standards connect to this week’s content. Finally, you will complete a written assignment: an analysis of a local geologic feature.

Teaching with the Next Generation Science Standards: Part 112:48

Teaching with the Next Generation Science Standards: Part 26:40

Enseigné par

Edmond Mathez, Ph.D.
Curator and Professor
Ro Kinzler, Ph.D.
Senior Director

Transcription

So today we're going to talk about teaching

and learning science with the next generation science standards.

And in particular, we're going to focus on how you can use course resources from

this week to help your students meet

the performance expectations of these new standards.

The approach of this lecture is that we're going to

talk a little bit about the principles of learning science.

How do students learn science in the classroom well.

We'll talk a little bit about the

framework for the next generation science standards, and then actually

we're going to go visit the next generation science standards website.

And explore in detail how the performance expectations are presented.

Let's start by thinking about how do students learn science in the classroom.

The National Research Council laid some very important foundational work in 2000

that really explored the research about, how do people learn?

And tried to bring this research to bear on the ways

that we think about how we teach people different kinds of content.

And what they ser, what they identified was

that there were three important principles that we

have to keep in mind when we thinking

about how students learn science in the classroom.

One, you know very well as teachers which

is that you have to engage prior knowledge.

Your students come into the classroom with preconceptions about

whatever it is you're going to be teaching them.

They're not empty vessels.

So you need to be able to

think about your, planning your learning to surface

their prior knowledge, surface

their preconceptions, identify possible misconceptions,

and then plan your teaching and instruction to help

address and help them deepen those, their conceptual understanding.

So that you know already, in addition it's important that

we help our students reflect on their learning as they learn.

Because students need to be able to become independent learners,

they have to be able to be conscious of how

to monitor their learning.

Finally, we have this idea that we need to

help our students develop competence in an area of interest.

So whether you're teaching history or science or math.

Basically, this is the discipline-specific aspect of these principles.

And to learn it well, we have to

help them develop competence in that area of interest.

To develop competency in an area of inquiry, students need three things.

They need to

have a deep foundation of factual knowledge.

They need to understand the facts and ideas

in the context of a conceptual frame work.

And then they have to be able to

organize knowledge in ways that facilitate retrieval and application.

So now we're going to take a look at the next generation

science standards that were released by the National Research Council in 2012.

And what was very interesting about the approach that they took

is they didn't actually just release a set of standards first.

They actually

started by releasing a framework for the new standards.

And that's what we're going to explore, for a few minutes here.

The framework is made up of three dimensions.

So we have the disciplinary core ideas.

Which is the content, if you will, of the standards.

We have the cross cutting concepts.

And then we have the science and engineering practices.

So, what I would like to do is take a moment to explore each

of these dimensions because they actually are

really significant in defining the space if

you will within which the new performance

expectations, which are the actual standards are, articulated.

So the first dimension I want to focus is the Practices.

Very importantly, the National Research Council recognized that

we have to make more clear the actual

ways in which scientists and engineers do their work.

What are the practices that they engage in

as they do sciences, as they do engineering?

And they articulated these practices in a set of eight.

And I think that these practices will make sense to you,

in terms of when you think about what do scientists do.

Well they ask questions, obviously. They plan and carry out investigations.

They analyze and interpret the data that they

gather during their investigation.

Of course, they want to construct explanations based on these data, then

they have to engage in argument, because they're going to put forth a hypothesis,

they're going to evaluate it with the data they collected, and then they're

going to have to defend why they think that their interpretation is correct.

And of course, communication is essential in science.

So in addition, you might see some practices here that really

haven't been part of prior descriptions of how scientists do their work.

And here

we identify as an important practice, developing and using models.

This includes conceptual models, thought experiments, physical

simulations where you have physical representations of

phenomena and you, you know, create interactions,

you can observe what happens to computer simulations.

So really making it explicit that model thinking,

is essential in science, is a real strength of

this articulation.

Another strength which is related of

course, is using math and computational thinking.

Math is the language of science, but it's never been necessarily

as explicit, in prior ways of understanding how science is done.

An here it's identified as one of the eight practices.

So, even though the practices are presented as a set of eight, it's

really important than we not see them as a, as a list that provides,

like, a stepwise set of instructions.

That is not at all what the framework is trying

to do in terms of depicting how science is done.

And, in fact.

They present a, figure in the framework, which is a little bit abstract, but I

think it's extremely valuable because this is

basically spheres of activity for science and engineering.

And what we see is that it's extremely

non-linear, that there's three different spheres that are identified.

There's Investigating,

i e gathering data, testing, asking questions.

There's evaluating all the different times

that you're accessing the data you collected.

The interpretations of others and then developing explanations and solutions.

These are three different spheres but

they happen throughout the entire scientific process.

And you can enter into it from many points.

You might be an observationalist.

You might go out into the, into the field and,

and make geologic maps.

You're, you're making observations and you're reflecting them on a map.

Or you might be a theorist.

You might actually come into this process with the idea

that you're going to create models to, that reflect particular theories.

And then you're going to run those models to assess the theory.

All the time you're going to be engaging in critical thinking, in

scientific argument, and analyzing your information so that you can make

progress with the investigation that you're doing.

I know it's kind of a crazy picture, but this is a much stronger representation

of how science is done than what we

might think of as the traditional scientific method.

So it's literally step 1, step 2, step 3, step 4, and then magically you're done.

This reflects much better the complexity of it.

So let's talk about another very important dimension, the crosscutting concepts.

We talked about, this idea around how people

learn that having a conceptual framework is essential,

so if you don't have a conceptual framework

for something, you're going to learn new information that's going to

be a list of facts And you'll try to fit all those facts in your mind,

but then, without a framework, you can't actually

put them anywhere, that you can make sense of.

That means you're going to have a very hard time remembering them and

certainly a hard time retrieving them and applying them to a new

situation, and therefore you really aren't going to be able to learn.

The crosscutting concepts are extremely powerful because

they are the conceptual framework that we

want to begin engaging our students in

since kindergarten right up through 12th grade.

So, we see that they've identified seven and

it's great because it's not actually a huge number.

But these are very

big ideas, and in terms of Earth science we

can think of the crosscutting concepts with many different

examples, and certainly giving examples to your students is

going to be a powerful way for them to understand it.

So if we think about patterns, the fact that we

observe earthquakes and the distribution of earthquakes and volcanoes across the

Earth's surface The pattern that those distributions make are, are set

of information that we use to develop our understanding plate tectonics.

In terms of cause and effect we talk about greenhouse gasses.

The fact that we have greenhouse gasses present in the atmosphere, such as carbon.

And if we increase the amount of greenhouse gasses then

we will increase the warming that is associated with those gases.

That's a good example of cause and effect.

Scale, proportion and quantity, this is a huge concept in earth and space science.

There's nothing bigger that we know of than the scale of the universe.

So,

how do we help our students understand those vast scales spatially?

And also, temporally.

There's nothing older than the universe that we know of.

So, you know.

What does it mean that it's 13.7 billion years?

How do we help our students understand that?

We also have the idea of how do

we represent scale on maps and having students

understand the role of the scale bar when

they're trying to er, interpret a geologic map.

With systems and systems models, it's very

helpful if we can describe for our students

and with our students that the earth is

a system, that it's made up of many

subsystems and all of these sub systems interact together.

So students can use that as an example of systems and systems models.

For energy and matter, a good example there that is very dramatic is hurricanes.

You know the sun heats the Earth unevenly.

You have this concentration of heat at the equator.

That, that energy has to go somewhere.

And what happens

is it, it basically gets transported. It gets evened out.

Transported from the equator towards the poles and a major mechanism for

that is, in fact, hurricanes, which can be a very dramatic example.

Structure and function, we can think of in many different ways.

One good way to think about it is, is with minerals.

The structure and the makeup of minerals is what gives them their properties.

So we can help students try to understand that.

And then finally with stability and change,

this can be a difficult concept for students to pick up.

Often times when students think of stability, they think nothing's happening.

And that's definitely not the case in Earth and space science.

Stability is usually some dynamic interplay between different forces.

So think about a star, for example.

You have the pressure exerted outward by the

fact that the star is burning fuel, fusing hydrogen.

And that's balanced, in fact, by gravitational pull inward,

and that's what makes a star stable.

That's what makes it look like it's not changing in the sky.

But eventually over time the fuel will burn

out, so that outward pressure will go away.

The gravity will win.

The star will collapse and you'll get

a huge explosion potentially depending on the size.

So these are just a few examples of the way that these crosscutting concepts.

Permeate the field of Earth and space science.

So finally, let's talk about the content.

Scientific understanding is a combination of the practice

of science and the factual content of science.

And then it's all linked together by the crosscutting concepts.

Fortunately, they've actually worked hard.

To limit the number of big ideas they've articulated,

that they think are important for students to understand.

Because this is a course about the dynamic Earth system, we're

going to focus in on Earth and space sciences, and what the

National Research Council has done is, they've identified

three big ideas within Earth and space science.

So we have Earth's place in the

universe, Earth systems, and Earth and human activity.

So these three areas encompass the full range of content in Earth and

space sciences that we want to explore with

our students from Kindergarten through 12th grade.

And what's really interesting about how this is

done is that each of these big ideas is

broken up into component ideas, and there's not a huge number of them.

So for Earth, space, and the universe, it's three.

Earth systems is five.

Earth and human activity is four. So we can see that across these three

big ideas within earth and space sciences there's actually a total of 12.

So it's 12 big ideas that we're expecting our students to master from kindergarten

through 12th grade.

And this is a big departure from some prior approaches to

doing standards where it sort of becomes a laundry list of all

the different facts that we want our students to, to master

and memorize and know as they progress from kindergarten through twelfth grade.

So I think this is a really powerful approach for us as educators.

Not only that, but they've chosen the big ideas so that

they are, they link many cross-cutting concepts together, they are relevant

to students' lives, and, and therefore, it makes it easier for us to

plan our instruction, to engage students in

them, and get them excited about learning.

So this is just an introduction really to

the framework for the Next Generation Science Standards.

We encourage you to visit the website, to become more familiar

with the framework itself, as well as the articulated student expectations.

And also, as we work through the different subject

areas in this course, think about the ways

that the resources we're providing to you, any activities,

you can then use them in the classroom to

help your students meet the student, the performance expectations.

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