Thinking About an Elementary Science Education Curriculum:
Continuing the Conversation
17 May summary and follow up, with Kim Cassidy
Issues of technology use in relation to hands on, inquiry based
approaches and Quaker values
Science curricular revewal by adding "science" to existing teacher
- additional expertise from PTO science committee
- Pennsylvania, national standards: "openings and barriers"
- and from writing through out the curriculum
Beginning to think about a PreK-6 curriculum
- commitment to hands on, inquiry based, open-ended, transactional
(ie collective "getting it less wrong")
- commitment to engaging with others making
observations/interpretations, ie scientific literature
- Science Times (New York Times, Tuesday)
- Scientific American
- other on line, off-line materials
- Science Online, from AAAS
- Project 2061, science
literacy resources from AAAS
- other mechanisms (journal clubs, library, parent involvement)?
Continuing today: what do we want kids to have? Scope and sequence ...
- What currently doing and why?
- Exploring wide variety of things that are
- loved by kids
- age appropriate
- usable in classrooms
- fit into available time
- generate new questions (some "models" don't)
- take advantage of targets of opportunity (floods)
- with some naming of "science", "scientists"
- relevant to, motivated by social studies subjects/concerns (recycling,
health, culture, etc)
- Cross grade coordination primarily to avoid redundancy/duplication
- Relatively little building on expectations, either in content or in skill
- Contrast to language arts, math skill development
- Some ideas to build with?
- think of science as "inquiry", organize curriculum around
development of "inquiry skills"?
- think about content in relation to inquiry skill development sequence?
- PreK, K ... enjoyment of seeing new things (making observations,
- some time in grades 1-2, discover use of models/abstractions to
motivate new observations?
- some time in grades 3-4, putting thoughts into words, using those to
motivate new questions/observations?
- to continue (awareness of effect of interpretations on observations?,
ability to use that?)
- Are PreK kids wanting to know "answers", inclined to black/white?
- by innate sequence or by prior acculturation?
- "two year olds speak better than four year olds" ... ("I went to
store" vs "I goed to store")
- to continue
- What want kids to come out with at end of PreK-6?
- Be comfortable with/skilled at living not in black and white but
- to be continued
|Inquiry skill||Questions explored||Background knowledge||Communication Ability/Awarenesses|
- curiosity (inclination to make new observations
- imagination (story telling ability)
- ability to distinguish observations from interpretations
- ability to use interpretations to generate new observations
- ability to recognize/use multiple interpretations from a given set of
- ability to recognize/use dependence of observations on interpretations
- ability to make productive use of other peoples' observations/intepretations
- Who am I?
- What is outside of me?
- What is life?
- What is the relation of living and non-living things?
- What is culture?
- What/why is change?
- scales in space and time
- earth science
- logic/computer science
- personal knowledge and conveying it
- use collective knowledge
- contribute to collective knowledge
- assess collective knowledge
Send us your comments at Serendip
| Elementary Science Education Collaboration | On-line Forum |
© by Serendip 1994-2007 - This Page Last Modified:
Wednesday, 24-May-2006 12:01:59 EDT