Shawn: Created page with '==Possible pedagogical components for any lesson== ;From Crawford et al., 2009, page 703 #Instruction is situated in authentic tasks; #students develop interdependency in small g…'

2010-03-31T18:07:42Z

Created page with '==Possible pedagogical components for any lesson== ;From Crawford et al., 2009, page 703 #Instruction is situated in authentic tasks; #students develop interdependency in small g…'

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==Possible pedagogical components for any lesson==
;From Crawford et al., 2009, page 703
#Instruction is situated in authentic tasks;
#students develop interdependency in small group work;
#students and teacher debate ideas and negotiate understanding;
#students and teacher publicly share ideas with members of the classroom community;
#students collaborate with experts outside the classroom;
#responsibility for learning and teaching is shared.

;From Brown et al., 2006, page 799
#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:
#What is the problem under investigation?
#From what preceding discoveries and difficulties does it ares?
#What data are chosen for search by the scientist?
#How well do the data represent the phenomena for which they stand?
#What outstanding assumptions are involved in their interpretation?
#To what conclusion?
#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:
{| cellpadding = "4" frame = "border" rules = "all"
!Essential Feature
!colspan="4"|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==
<bibreferences />

Pedagogical components - Revision history

Shawn: Created page with '==Possible pedagogical components for any lesson== ;From Crawford et al., 2009, page 703 #Instruction is situated in authentic tasks; #students develop interdependency in small g…'