DOCUMENT RESUME ED 296 885 SE 049 411 AUTHOR Orlich, Donald C. TITLE Physical Science Methods for Elementary Teachers. An Experimental Course. A Model to Improve Preservice Elementary Science Teacher Development. Volume V. INSTITUTION Washington State Univ., Pullman. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 15 Jun 88 GRANT TEI-8470609 NOTE 452p.; For other volumes in this series, see SE 049 407-412. PUB TYPE Guides Classroom Use Materials (For Learner) (051) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS *College Science; *Course Content; Course Descriptions; Curriculum Dew opment; Elementary Education; Elementary School Science; Experiential Learning; Higher Education; *Preservice Teacher Education; Science Education; *Science Experiments; Science Teachers; Science Tests; *Teacher Education Curriculum; *Teaching Methods ABSTRACT A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document is a comprehensive guide to be provided to students in a physical science teaching methods course. Chapters include: (1) "Science as a Focus" (rationales, teacher as decision maker, trends and progress); (2) "Determining What Will Be Taught" (planning and objectives); (3) "Taxonomics and Teaching Science"; (4) "Questions and Teaching Science"; (:) "Using Science-Related Discussions"; (6) "Using the Real Stuff of Science: Inquiry"; (7) "Classroom Management"; (8) "Simulations and Games in Science Teaching"; (9) "Science Safety"; and (10) "Evaluating Students and Elementary Science Programs." Each chapter concludes with a list of references. An outline of the methods course content is appended. (CW) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** FINAL REPORT Submitted to the National Science Foundation A MODEL TO IMPROVE PRESERVICE ELEMENTARY SCIENCE TEACHER DEVELOPMENT Julie H. Lutz, Principal Investigator Donald C. Orlich, Principal Investigator NSF Grant No. TEI-8470609 WSU 145 01 12V 2460 0102 Washington State University Pullman, Washington 99164-2930 June 15, 1988 3 PHYSICAL SCIENCE METHODS FOR ELEMENTARY TEACHERS An Experimental Course Designed by Donald C. Orlich Department of Educational Administration and Supervision Washington State University For Elementary-Secondary Education 311 Physical Science for Elementary Teachers 1988 Volume V, Final Technical Report Submitted to the National Science Foundation, WSU Project Nc. 0102 NSF Grant No. TEI-8470609 Julie Lutz, Project Director Department of Astronomy Washington State University Pullman, WA99164-2930 4 TABLE OF CONTENTS CHAPTER 1 SCIENCE AS A FOCUS Understanding Science Education 3 Why Teach Science in the Elementary Gradz.s? 3 The Modern Rationales 5 Scientific Processes 6 The Teacher as Decision Maker 12 Teaching as Interaction and Decision-Making 14 Teaching With Only One Style 19 Content and Process as Decisions 21 Goals and Schools 24 Curriculum and .:nstructional Decision Areas 27 Approaches to Curriculum Design 28 Curriculum as Subject Matter 30 Curriculum (Is Experience 31 Analysis of the Two Basic Approaches to Curriculum 32 Curriculum and Individual Differences 34 Analysis and Implications 35 Trends and Progress in Elementary Science Education 39 General Findings 43 Some Washington State Data 49 Probable Directions 50 Conclusion 53 References 55 CHAPTER 2 DETERMINING WHAT WILL BE TAUGHT Planning for Successful DAruction 57 Performance Objectives 58 Beginning the Process 62 Rationale for Performance Objectives 64 Taxonomies of Behaviors 66 The Cognitive Domain 67 The Affective Domain 67 The Psychomotor Domain 67 Elements of Performance Objectives 68 Element One: The Performance Term 69 Element Two: Elaboration of the Conditions 73 Element Three: The Criterion Measure 77 Criterion Grading 80 Models of Completed Performance Objectives 83 Are Performance Objectives Necessary? 85 Problems in Writing Appropriate Objectives 86 Confusing Instruction with the Conditional Statement 87 Incomplete Criterion Statements 87 Level of Performance in Criterion Statement 88 Reductio ad Absurdum 90 A Final Caution 94 CHAPTER 3 TAXONOMIES AND TEACHING SCIENCE Using Taxonomies in Science 99 Why Use a Taxonomy 100 Bloom's Taxonomy: A Classification System For The Cognitive Domain 105 Knowledge 107 Comprehension 109 Application 112 Analysis 115 Synthesis 118 Evaluation 122 The Cognitive Domain: A Critical Analysis 125 Uses of the Taxonomy 127 Post Script 130 References 133 6 ii CHAPTER 4 QUESTIONS AND TEACHING SCIENCE Formulating Meaningful Questions 134 Tips for the Teacher 137 Classroom Question Classification Method for Science Teaching 139 Applying Three Strategies 140 Convergent Questions 140 Patterns for Divergent Thinking 142 The Evaluative Questioning Pattern 145 Technical and Humane Considerations 148 Framing the Questions 148 Probing Techniques 150 Prompting 151 Handling Incorrect Responses 151 Concept Review Questions 153 Encouraging Nonvolunteers 155 Developing Student Skills in Framing Questions 156 Teacher Idiosyncrasies: A Caution 161 Repeating the Question 161 Repeating all Student Responses 163 Answering the Question 164 Interrupting a Student's Long Response 165 Ignoring the Responding Student 166 Selecting the Same Student Respondents 166 The Status of Classroom Questioning 168 Questions and Cognitive Effects 171 Summary 176 References 180 CHAPTER 5 USING SCIENCE-RELATED DISCUSSIONS Organizing for Process Skills 184 Establishing Goals 184 Using Small Groups 187 Developing Small Groups 191 iii 7 Why Use scussions? 192 Techniques for the Classroom 196 Brainstorming 197 Phillips 66 199 Tutorial 200 Task Group 203 Introducing the Concept of Evaluation 204 In General 209 Cooperative Learning 210 Structuring for Cooperative Learning 211 Adapting for Cooperative Learning 212 Co4clusion 213 References 214 CHAPTER 6 USING THE REAL STUFF OF SCIENCE: INQUIRY Understanding the Concept of Inquiry 215 The "Professional Bag of Skills" 221 Inductive Inquiry 222 Guided Inductive Inquiry 224 Inferences 227 The Time Involved 228 Analysis of Guided Inductive Inquiry 231 Models of Guided Inductive Inq"&ry 234 Model 7- An Inductive Approach to the Compound Light Microscope 236 Exploring the Compound Light Microscope 237 Objectives 237 Use 238 Part 1 238 Sample Results 239 Part 2 240 iv Part 3 240 Model 2 - Color Wheeling and Dealing 241 Objectives 242 Procedures 243 Questioning and Guided Inductive Inquiry 247 Unguided Inductive Inquiry 252 Some Unguided Inductive Inquiry Techniques 256 About the Inductive Method 261 Problem - Solving 263 Understanding the Implications 264 The Teacher's Role 268 Examples of Real Problem-Solving 269 Some Steps in Solving Problems 272 Discovery Learning 275 Examples of Discovery Learning 278 The Black Widow Spider 278 Mystery Island 279 Assumptions About Inquiry 280 References 285 CHAPTER 7 CLASSROOM MANAGEMENT Managing Materials and Children for Inquiry 293 Using the Class Members as Helpers 293 Preparing for a Science Lesson 299 Other Coping Skills 304 Incorporating Science Learning Centers 308 Getting Started 308 Objectives 309 Designing a Science Learning Center 310 Teachable Moments 311 Unteachable Moments 311 Constructing a Science Learning Center 312 Managing Learning Centers 315 9 Safety as a Management Concern 318 Materials Management 318 Chemicals 319 Life Science Consideration 320 Conclusion 321 References 322 CHAPTER 8 SIMULATIONS AND GAMES IN SCIENCE TEACHING Brief Background about Simulation 324 Purposes of Simulations 326 Types of Simulations 329 Complexity of Activity 332 Selected Techniques 336 Role-Play 336 Simulations 337 Conducting Games or Simulations 343 The Teacher 343 The Class 343 Designing Your Own Games 345 Other Considerations 346 Some Research Findings on Simulations 347 Locating Sources About Simulations 351 References 354 CHAPTER 9 SCIENCE SAFETY* The Legal System in Perspective 358 Tort Law 359 Foreseeability 359 Reasonable and Prudent Judgment 360 Sovereign Immunity 362 Save Harmless Provision 362 vl 0 Liability Insurance 364 Statute of Limitations 366 Negligence 368 1. Did You Owe a Duty to the Injure Person? 369 2. Did You Fail to Exercise Your Duty of Care? 370 3. Way Another Person (Plaintiff) Injured? 372 4. Was the Failure to Exercise the Duty of Care the Cause of Injury to Another? 372 Contributory versus Comparative Negligence 373 Contributory Negligence 373 Comparative Negligence 374 Duties of the Teacher 375 Proper Instruction 375 Duty of Adequate Supervision 380 Duty of Equipment Maintenance 381 Avoiding Negligence Suits 385 Eye Protective Devices or Goggle Law 387 Case Studies 391 Teacher Found Liable 394 Teacher Not Liable 396 References 399 CHAPTER 10 EVALUATING STUDENTS AND ELEMENTARY SCIENCE PROGRAMS Measuring Student Performance 401 Formative and Summative Evaluation 401 Formative Evaluation 402 Summative Evaluation 405 Achievement Tests 406 Criterion-referenced Tests 407 Mastery Tests 409 Cognitive Domain 410 Knowledge 410 Understanding 411 Application of Knowledge 411 Application of Understanding 411 Evaluating Process Skills 412 Evaluation of Pupil Progress in Science 415 Pupil Evaluation Record for Elementary Science Program 416 Specific Science Testing Mechanisms 418 Measuring Program Efficacy 420 Evaluating Science Programs 420 Program Goals