Module+2

=**Module 2** = 

2.1 Nature of Science
 The Ontario Ministry of Education summarizes its goals with regards to Science education and the nature of science well in their 2008 curriculum documents. Read their statements on page 4 of either science curriculum document. A similar philosophy is written by the National Science Teachers' Association . What is it we believe to be the nature of science? How do we teach the subject of science with the goal of promoting scientific thinking and inquiry? In the article below, Kienholz sums up some of the difficulties science teachers experience in the classroom in the following few sentences: "// The desire for students who think independently, critically, and imaginatively may be in direct conflict with a simultaneous call for control and regulation in the classroom. A teacher's concerted effort to gain an upper hand may actually preclude the students' capacity to struggle through problems in their own way and at their own pace." // As science teachers, our goal is to create scientifically literate students who will be able to think independently and form their own opinions. This is something that needs to be learned, and in it will require a certain degree of chaos and conflict in the science classroom. After reading the article below, submit a reflection in the drop box below. In your submission, answer the following questions:
 * How do you define conflict in the science classroom?
 * How do you envision introducing conflict?
 * How much conflict can you introduce at once?
 * How do you help students resolve conflict without limiting their ability to grow and learn from the conflict?


 * __ARTICLES__**

2.2 Assessment and Evaluation: FOR, AS, OF
**Attached Files**

 What do you think the purposes of assessment and evaluation are? What is the difference between an assessment and an evaluation? What are diagnostic, formative and summative evaluations or assessments? Think for a moment about these questions and how you address assessment and evaluation in your professional practice. After your reflection, open the viewing guide posted and complete page number two and read through the rest of the guide before viewing the video which is about 50 minutes. As you watch the video complete the guide. For the video, you can skip ahead to the part where Dr. Earle starts to speak. After the video, please read chapter 4 in Growing Success 2010.

2.3 Teaching Strategies Overview

 * Attached Files:[[file:2.3 SBAQ - jigsaw.pdf]][[file:2.3 SBAQ - Science teaching strategies.pdf]]**

The articles in this section highlight some of the creative teaching strategies that can be used in the science classroom that hold the student accountable for their own learning. These strategies range from a simple KWL chart to a more complex strategy that involves creating heterogeneous groupings for a jigsaw activity. The latter activity falls under the umbrella of Cooperative Learning; the instructional use of small groups so that students work together to maximize their own and each other's learning. While reading these articles reflect on the following: You will choose ** one teaching strategy ** and create an activity for an appropriate topic for the grade 11 science classroom. Include the unit where this topic falls under and describe the learning outcome. Lin, E. (2006). Cooperative Learning in the Science Classroom. The Science Teacher, 73(5), 34-39.   Shmaefsky, B R. (2007). E-Concept Mapping. Journal of College Science Teaching, 36(4), 14-15.   Boulware, B J. (2008). Using the Concept Attainment Strategy to Enhance Reading Comprehension. The Reading Teacher, 61(6), 491-495.
 * does every topic fit well with a student centered teaching strategy?
 * how often should cooperative learning strategies be used?
 * how should groups be created when using a cooperative learning strategy?
 * what types of concepts are best learnt using concept attainment?
 * when performing a jigsaw, how do you hold students accountable for their share of the workload?
 * what are ways you can check for student understanding after a student directed teaching strategy?
 * Articles: **