Maryland State Paper
Science Teaching Methods
Salisbury State University
The National Science Education Standards have set the standards fir teaching science. Under Program standard B the standards discuss the best ways children learn science. Program standard B states ì the program of study in the science should be developmentally appropriate, interesting and relevant to students lives: emphasize student understanding through inquiry,, and be connected with other school subjects.î This sums up what teachers need to be doing un their classrooms to teach science. The traditional textbook only and work sheet teaching of science is clearly not recommended with inquiry and hands on experiences. Standard B shows representations of methods to use not only in the teaching of science but other subject areas.
The best way to teach elementary school science is to use a variety of methods. If the teacher uses a variety of methods, the children can discover the content and process of science. Some methods work better than others. This is what the teacher must find out in each class. By using a variety of methods, the teacher is sparking the interest of the children.
One of the widest used methods is learning through discovery. Discovery is finding out information using hands on experiments. The children can discover what happens in science and why. They answer the problems for themselves. They use their schema, prior knowledge of science, to search for information. The cycle of scientific discovery is first a question or series of questions are raised. Second, through a discussion a problem is identified and narrowed so that the kids can solve the problem. Third, with the assistance of the teacher, the children propose a way of looking at the problem and then collect the data. Fourth, the students interpret and summarize their findings. They come to conclusions, which they evaluate. Last, new questions arise with new problems, which need to be investigated which produce new conclusions. Then the process is repeated. The best way to discover science is with experiments. They promote interest and curiosity. The child can take what they learned and use it for future experiments and discovery. It becomes part of their schema. It is also good to have a discussion after the experiment. This way the teacher can find out what the children learned and what they do not understand.
Mrs. W. is a fourth grade science teacher in Maryland. She uses a variety of methods including hands on activities, cooperative learning, videos, field trips, and speakers to teach science. She believes that the one method that does not work very well is lecturing. She uses a variety of techniques to divide her time between hands on activities and lecturing. She tries to connect science to real life by using science articles and periodicals for children.
She believes that her role in the classroom is to help the children learn. She feels that her strong point is that she likes to learn new things. She tries to teach this to her students. She wants them to learn new things. She also feels that a teacher needs to love to work with children to be an effective teacher.
A similar approach needs to be taken when teaching middle school students. At the middle school age the students may learn better if they are given the chance to experiment and see what will happen. According to Mr. S a vice principal in Maryland, hands-on activities are the best way to bring students into the realization that science is life and the two cannot be separated. Mr. S. was a classroom teacher for seventeen years before he was moved into administration in the fall of 1996. When a person sits and talks with him about his time in the classroom Mr. S. can easily reminisce with his past students while still being able to remain on the topic of science.
When Mr. S. is asked how would he recommend dealing with multiple ability levels in the same classroom he gives a wealth of ideas for young teachers. He used the practice of grouping the different abilities together. When using this method Mr. S. was able to observe the assistance that some of the students received that they may have missed before. The other method Mr. S. talked about using in his classroom was differentiated instruction. Differentiated instruction is to change how the kids learn the material without changing the material. A few years ago when Mr. S. had a group of students who could not grasp the concept of matter changes between states. He used Jell-o to illustrate the different changes. The students were able to understand better in this way. The methods he used to teach science were almost always hands-on. He used guided discovery, exploration, and inquiry as only a few. Some things Mr. S. said would work for some but may not work for all. The method that over seventeen years Mr. S. found worked best was the hands-on methods. The method that Mr. S. found that didnít work was the pencil, paper, dittos, and book based instruction. The current science program at his school is hands-on. It uses investigation to discuss current issues, or issues of regional concern. Much of student success depends on their teacherís attitude.
The ease found in connecting science to real life is a benefit. Mr. S. described a unit or lesson that he did with some students to show how connect our society is to science. The students were asked to find something that had nothing to do with science. Many of the students could not complete the assignment; or rather found that their lives were extremely interconnected to science. Science is one of the easiest subjects to connect to real life.
Inquiry, also known as the scientific method, can be used at any grade level, including college. The teacher poses a problem and the students come up with a hypothesis. Then the teacher has designed activities to help the student gather information about their hypothesis. Then at the end the information comes together. Guided inquiry is a hands-on approach that guides the students in the right direction, letting them discover the answers for themselves. This method shows students that ìlearning demands curiosity and openness, a willingness to make mistakes, and recognition that no answer is ever finalî(Bruce). The last part being very important-no answer is ever final.
Dr. W., a college professor in Maryland, strongly believes in the inquiry method for teaching her students. She uses this method now and when she taught younger students. She feels that she is the facilitator as she teaches. The most effective method she has found is ìdoing science and guided inquiry.î She uses the learning cycle which consists of introduction, exploration, explanation, bringing together to assess, and then extensions [as a follow up].î
Dr. W. feels that inquiry is very student centered with many strong points and some weak points. The strong points are ì[you get to] create lessons that make the students think, [you] are not sure what you are going to get so you can readjust [flexibility], and [you donít] have to follow lessons [previously made].î A couple weak points were [you] may appear disorganized and [you have to] think on your feet.î
Inquiry is just one method of teaching science that teachers are turning to. Using hands on activities and not using straight lecture help children learn better. Inquiry gives them experiences that can help them retain the knowledge that their teacher is trying to give them.
References
Bruce, Chip (1997). Helping Children Learn Science. Retrieved February 9,
2000 from the World Wide Web: http://www.ed.unic.edu
Martin, D. J. (2000). Elementary Science Methods: A Constructivist Approach( 2nd Ed.). Belmont, Ca: Wadsworth.
National Academy of Sciences. (1995). National Science Standards.
Available:http://www.nap.edu/readingroom/books/nses/html/
Parker W., &Jarolimek, J. (1997) Social Studies in Elementary Education.
Upper Saddle River, NJ: Prentice Hall.
Scientistsí and engineersí guide(1997). Methods of teaching science.
Retrieved February 29, 2000 from the World Wide Web: