thinking about science and stem education january 15, 2015 kevin anderson, ph.d. dpi science...
TRANSCRIPT
Thinking about Science and STEM Education
January 15, 2015Kevin Anderson, Ph.D.DPI Science Education Consultant
IntroductionsPlease share name, position and
brief overview of current science and STEM work in your district (< 30 seconds)
What’s new in state science?
New science test likelyStill waiting on standards…NGSS, WMAS and NRC framework> 100
Share with a neighbor…What is your vision for quality science instruction?
From the NRC framework:
[By] the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.
Moving ForwardQuality science education is
supported by high quality standards...
WMAS vs. NGSS
WMAS or NGSS? Evaluate articles and reports in
the popular press, in scientific journals, on television, and on the Internet, using criteria related to accuracy, degree of error, sampling, treatment of data, and other standards of experimental design.
WMAS or NGSS? Investigate how current plans or
proposals concerning resource management, scientific knowledge, or technological development will have an impact on the environment, ecology, and quality of life in a community or region.
WMAS or NGSS? Plan and conduct an
investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
WMAS or NGSS? Develop and use a model to
describe that waves are reflected, absorbed, or transmitted through various materials.
WMAS or NGSS? Use the major ideas of atomic
theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases.
Moving ForwardChanging standards is not
necessarily going to be a magic bullet.◦But it can be an opportunity to
breath new life into a program!Regardless of standards used,
what are some key characteristics of effective science instruction?
Quality science instruction has a clear 4K-12 scope and sequence
How do skills and concepts build from one year to the next?
How do big ideas in science support connections among disciplines?
Quality science instruction is phenomena-based, not chapter-based or fact-based
Is the science program dependent on what happens in the next chapter?
Or, what happened on the news last night?
Or, what’s happening in our community right now?
Or, students’ questions?
Quality science instruction involves students engaging in science work
Argumentation and reaching consensus, not text/teacher presenting ideas
Students construct explanatory models, not copy diagrams
Quality science instruction has ALL students connecting to meaningful work
Too many packetsSorry, we have to move on to
_____“We have time for deeper
investigations in the advanced class…”
Quality science instruction includes meaningful assessment
Blurred line between assignments and assessments
Performance, creation and application, not regurgitation
SLOs…
Not a quick & easy road
Professional development:1) Embedded in subject matter2) Active learning3) Connected to teacher practice4) Coherent system of support5) Ongoing…
Timeline?
What about STEM?
At DPI◦$700K for State STEM Center◦$250K for STEM grants◦Leadership committee – vision and
definition
What about STEM?
STEM Wisconsin◦Fall Summit◦Spring workgroups◦Fall connections conference◦wistem.org – models, calendar
What are characteristics of a quality STEM Program?
1) Integrated and thematic◦No one discipline running the show; all are
willing to take risks◦Teachers have the skills and/or the PD
2) Real-world, authentic learning◦Business partners◦Sufficient funding—equipment, field trips, etc.◦Current and future workforce needs
3) All students◦Particular attention to underrepresented
groups
