Pedagogical components

Possible pedagogical components for any lesson

From Crawford et al., 2009, page 703

1. Instruction is situated in authentic tasks;
2. students develop interdependency in small group work;
3. students and teacher debate ideas and negotiate understanding;
4. students and teacher publicly share ideas with members of the classroom community;
5. students collaborate with experts outside the classroom;
6. responsibility for learning and teaching is shared.

From Brown et al., 2006, page 799

1. The planners are aware of both the degree of guidance and the degree of inquiry, acknowledging that these can be separate.

From Schwab, 1962, page 75, these questions posed to the student of enquiry writing a paper

1. What is the problem under investigation?
2. From what preceding discoveries and difficulties does it ares?
3. What data are chosen for search by the scientist?
4. How well do the data represent the phenomena for which they stand?
5. What outstanding assumptions are involved in their interpretation?
6. To what conclusion?
7. What more is seen when this conclusion is joined to the conclusions of other papers?

From NRC 2000, Inquiry and the National Science Education Standards

Essential Feature	Variations, from more learner self-direction to less
1.Learner engages in scientifically oriented questions	Learner poses a question	Learner selects among questions, poses new questions	Learner sharpens or clarifies question provided by teacher, materials, or other source	Learner engages in question provided by teacher, materials, or other source
2.Learner gives priority to evidence in responding to questions	Learner determines what constitutes evidence and collects it	Learner directed to collect certain data	Learner given data and asked to analyze	Learner given data and told how to analyze
3.Learner formulates explanations from evidence.	Learner formulates explanation after summarizing evidence	Learner guided in process of formulating explanations from evidence	Learner given possible ways to use evidence to formulate explanation	Learner provided with evidence
4.Learner connects explanations to scientific knowledge.	Learner independently examines other resources and forms the links to explanations	Learner directed toward areas and sources of scientific knowledge	Learner given possible connections
5.Learner communicates and justifies explanations.	Learner forms reasonable and logical argument to communicate explanations	Learner coached in development of communication	Learner provided broad guidelines to use to sharpen communication	Learner given steps and procedures for communication

A toolbox of pedagogical activities

Concept Maps

In EDUC 6470 we read Joel Mintzes' Concept Mapping in College Science.<bibref>Mintzes.etal:2006</bibref>

Pre-Post Testing

In EDUC 6470 we read Judith Heady's Gauging Students' Learning in the Classroom. <bibref>Heady:2002Gauging-StudentAA</bibref> Testing can help compare efforts in courses and measure conceptual or affective change.

References

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