Is Science Practiced in Your Classroom? Seven Overarching Skills Used by Scientists (Part 1 of 2)
Posted: Friday, February 1st, 2013
By Bethany Dixon
The College Board has released seven science practices that describe the overarching skills and abilities that scientists use, and which will crucial for students to succeed with the new Advanced Placement (AP) Science Examinations and the upcoming Next Generation Science Standards. Intended to allow students more opportunities to build their inquiry-based reasoning skills, the practices will be implemented via revamped discipline-specific courses: AP Biology’s new Curriculum Framework began this year and plans for a revamped AP Chemistry (2013-2014) and AP Physics (2014-2015) are on the horizon. Here are the first three of the seven practices with use-them-now tips for your classroom.
Use REPRESENTATIONS and MODELS to communicate scientific phenomena and solve scientific problems.
Building models has been a mainstay of science education since the first “solar system” was made out of wire hangers. This type of kitschy, inaccurate model can be used to spark questions about how models can be improved, what scientists can learn from them, and how refining a model can help scientists (and students) to better understand complex systems. Allowing students to build and critique their own models of intricate scientific phenomena helps them to understand subtleties that might be missed in a traditional lecture. I use this strategy in groups: teams are given index cards, pipe cleaners, string, pennies, paperclips, Play-Doh, and masking tape. I use a giant “modeling toy box” filled with random donated items like packaging, plastic bottles, lids, colorful math counters, etc. Students select items from the box and model their system in partners and then share within a group of four, discussing benefits and drawbacks to each design. Critical thinking with models also extends to discussion of model organisms in science and bioethics.
Use MATHEMATICS appropriately.
Quantitative skills are an absolute necessity for any researcher! Allowing students to discover early that math skills can be used to solve student-selected problems, and WHICH math skills can be used for which type of problem, empowers students to be more numerically literate. When I hear the inevitable groans and moans in my middle school science classes at the beginning of the year, I explain that now that we are in Middle School, and Math and Science are “BFFs”—remember your best buddy, Science? She isn’t going ANYWHERE without her bestie, Math EVER AGAIN. They are fused at the hip like middle school girls. Luckily, Math is a really good influence on Science and helps her solve all kinds of problems, and you’ll find out from Science that Math is actually a much cooler friend than you ever imagined—you might even fall in love with Math and be happy that Science introduced you. AP Biology has added grid-in items on their newest exam, and we can expect to see more quantitative skills requested in introductory college classes, as math skills frequently separate which students continue in science. Make sure your class can “do the math” when they get there: for example, work with your math department to find out when they teach graphing or statistics and see if you can arrange some cross-curricular homework.
Engage in SCIENTIFIC QUESTIONING to extend thinking or to guide investigations.
Asking and answering scientific questions is one of the most difficult tasks a researcher faces. Narrowing the wonderful world of science into a single, testable question can be excruciating for graduate school students. Figuring out HOW to run the test is part of the creativity and excitement of science that is so frequently glossed over in school. So often in textbooks, it seems as if the researchers magically already “knew” how to test these questions. Taking students back to the basics of research is exciting. Most often, they seem to do it on accident, without even realizing they’re being coerced into a situation they cannot escape without thinking. Watch your students after a lab. What do they ask? What do they want to do next? How could they change the lab and what would they do? Why would they do that? Would the experiment still be safe? Valid? Would it test a new hypothesis? Starting an experiment from “scratch” can be fun, but engaging students to extend experiments that you’re already doing can yield exciting results that begin to invite them into the world of investigation.
We would love to hear what strategies you use that mirror the first three science practices! Please feel free to reply and share! Part 2, coming up in March, will include the last four practices:
- Plan and implement DATA COLLECTION strategies appropriate to a particular scientific question.
- Perform DATA ANALYSIS and evaluation of evidence.
- Work with scientific EXPLANATIONS AND THEORIES.
- CONNECT AND RELATE knowledge across various scales, concepts, and representations.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…