Chapter 4 - Science Teacher Talk
Is science teaching an art, a science, or both? Explain.
Chad Barner
I believe teaching itself is an art form in that teaching is a truly creative process. It eclipses mere instruction or explanation and inspires and enlightens a new generation. This inspiration goes far in developing young people who do dream and achieve. Teaching then is not simply current techniques but the challenging of a generation to achieve more than simply test scores but the creation of a better country and world.
Bill Blythe
This seems like an easy question but I believe that it changes constantly. Good science teaching is based in the methods and best practices that have been developed over the years. Also, as I have progressed I believe that I have become a more artful teacher in that it is not always the best move to follow the script and you have to follow your instincts to where your students take you. You have to be well versed in the best practices but at the same time have the confidence in yourself to allow changes of direction and then use the art of teaching to bring you back to the science that you are teaching. The science is first and the art takes you to where you need to be; they must work together dependent on the circumstances.
Eric Hazelip
Science teaching is definitely both an art and a science. It's an art form that continually gets crafted and refined, and it is unique to each individual teacher. I honestly feel like I have a lot of artistic freedom as a teacher! Teaching is also a science in that there are best practices that we have to recognize and do our best to implement.
Scott Schomer
Science teaching is definitely an art because teaching takes content/information and makes it interesting and applicable. And since a classroom is filled with a variety of learners, teachers must use a variety of strategies. So the art unfolds as teachers meld their ability to reach a variety of students in a multitude of interesting and effective ways. For me, it's also a science. My teaching continually evolves as I collaborate with other science teachers, receive professional development regarding new teaching strategies and the most up-to-date science, and reflect upon my own teaching as a source of growth. I am also a researcher in that I change the way I teach and what I teach based on my assessment of previous teaching experiences with students and by what I observe in the classrooms of my colleagues.
Does your science teaching include any aspects of the historical and cultural development of science? Explain.
Chad Barner
Definitely yes! Since I teach earth science I teach a unit on plate tectonics. I deal with Alfred Wegener and the theory of continental drift that preceded plate tectonics. You cannot teach the nature of science or the development of theory without understanding the human element or the cultural process that is undertaken to produce theoretical frameworks. Uniformitarianism is another example of a theory produced in conjunction with a historical and cultural process. I usually have my students try to define science at the beginning of the year and most do not have the cultural understanding yet.
Brian Davis
My teaching does include the historical and cultural development of science however, the manner in which this is addressed is not so formalized. I usually begin the school year telling my students that science is about thinking, reasoning, investigating, and examining. Many of my students arrive to my class expecting to be taught science, not engaging in the scientific process. Historical and cultural development is touched upon as my students investigate the relevance of science today and then all that we have learned through science over the years.
Ginny Almeder
I accommodate students with different learning styles in my classroom by using different modalities, which include auditory, visual, and tactile components. Each teaching unit is a composite of lecture, written work, large and small group discussion, audiovisual, and laboratory activities. I generally use activities, which involve all of the students one way or another. One other thing that I would add is this. There is some flexibility built into participation. For example, following group work students may do an oral presentation or a written presentation using the blackboard. For homework, they may elect to write out their objectives or cross-reference the objectives with the notes. This is a more efficient approach for those students who learn better by listening than by writing. Some students also benefit from reversing the teacher-student relationship by working in after-school study groups where they act as tutors. Some student mentors come to realize very quickly that teaching is a form of learning.
Anita Bergman
I use a variety of materials and approaches in my classroom to help accommodate differences in learning style. I use visual aids when presenting orally, to help both the visual and auditory learners. I also help my students understand their learning styles by teaching them about the "true colors"--personality and learning styles characterized as blue, orange, gold and green learners. This study helps them in group-processing, since it promotes understanding and appreciation of differences in learning styles.
Alexia Bultman
At the beginning of each semester I give a learning styles inventory to determine each students' learning style. I then use that throughout the semester to place students in groups and to develop activities suited for each student/learning style.
Brian Davis
My method for accommodating students with different learning styles usually begins with establishing a rapport with the student; this aids in my acquisition of information about their individual strengths and weaknesses. Once I have determined who learns best visually, as opposed to the tactile or kinesthetic I make sure that these components are integrated into several parts of my unit lesson sequence. I teach 90 minute blocks, which is an eternity for 8th grade students to sit, so I make sure I combine lectures with visual, tactile, experiential learning opportunities.
Angela Gula
I've come to use a multitude of instructional methods in my classroom. At times content is introduced in a traditional fashion of notes and discussion, while other times, students are given an opportunity to explore online simulations or small group activities. I use a variety of graphic organizers and/or flipbooks to organize the content in a way that is meaningful to students.
Anna Morton
Accommodating students with different learning styles is a necessity. Students who are visual learners are provided with pictures, diagrams, charts, and graphs, and when possible students are asked to construct pictures, diagrams, charts, and graphs. Visual learners must be placed in front of the classroom, be given detailed notes or handouts, and like content or pictures on overhead transparencies. Visual learners must see the importance of a concept in order for it to have any relevancy. Auditory learners must hear the content. If a video can be found for a particular subject, I find it helpful for both visual and auditory learners. I also find that auditory learners prefer lectures and class discussions. A class discussion, linking the technology to the current content, followed by group work, adds clarity. Because class time is very limited, I find it necessary to pair auditory learners when they are conducting reading strategies, like note taking. These learners help each other to read through the content and identify important details. Some learners require movement and touch. For these learners, hands-on activities are indispensable. Sitting in class, without any movement, is taxing for these students. The laboratory experience provides these students with an opportunity to explore and manipulate the physical world. I have found that matching my students' learning style to my teaching style helps to eliminate boredom and inattentiveness.
Barry Plant (Australia)
I choose a range of learning activities that can challenge the more gifted, excite the average, and allow the less capable some success. Each unit of work would encompass a range of tasks, designed to offer students alternative pathways to learning.
John Ricciard
I try to plan and construct lesson activities that are constantly in a directional movement or "flow" from one particular learning style to another. Individual learning styles are not fixed, like still pools of water. Maximum brain-mind stimulus is more a style of learning that is symbolized by the water movement in a small country stream...the liquid patterns are observed to be in constant oscillating motion. In the classroom, there is, say 25 different "stream" patterns of thought emanating and synergizing. The only real common denominator is that there is a pendulation or "back and forth" learning flow of attention. Like the bubbling brook, the brain is constantly jumping here and there, picking and choosing between modalities of information, input, such as symbolic, visual, auditory, kinesthetic, and so forth. I try to juxtapose my lesson activities to this mental movement, moving through at least three, and sometimes up to six different instructional modalities within a 50-minute period.
Henley Sawicki
I try very hard to incorporate choice whenever possible in assignments. I give the students creative control over format, presentation, etc. I have found this really engages them in each assignment and allows them to express themselves. In addition, I try to address all learning styles within my classroom. I typically give an assessment at the beginning of the semester to find out what styles the learners are. If the students are struggling especially I can tailor the remediation that I do to their learning.