What are the core ideas of learning genetics? How can we build coherent learning experiences to support these ideas? Learning progressions are an approach to outline how learners come to understand abstract concepts over time. This article describes a learning progression that promotes understanding of genetics from late elementary school into high school.
DATE:
TEAM MEMBERS:
Katie Van Horne
resourceresearchMuseum and Science Center Exhibits
In teacher-student interactions during pre-visit, in-museum, and post–field trip interactions, open-ended styles of questions tended to happen more often during the in-museum part of the field trip, although closed-ended questions were still more frequent overall.
Observation is a key skill in science. It is also an important initial skill in early learning. In this paper, Johnston examines the skill of observation in 56 children (4–11 years), asks how it influences other skills in science, and considers how it may be supported. The paper draws attention to that fact that in recent years primary science education has been about the acquisition of conceptual knowledge rather than key skills, and that this balance may not be justified. Of further interest to ISE practitioners is Johnston’s comments that contexts where children can observe natural
This study compares scientific practices in a research laboratory and a second grade classroom. Through conversation analysis, the author found that in both settings similar processes were followed to establish a mutual understanding about what was seen, done and concluded in a collaborative investigation. The author shows how “mutual understanding” differs from “agreement,” and suggests ways to structure science inquiry activities that can engage young children with the tentative nature of science while helping them to resolve discrepant procedures, observations or interpretations.
The authors of this article advocate for broad opportunities for young children to engage with the natural environment. In one out-of-school time (OST) program, called Animal Rescuers, children aged 10–12 participated in zoo visits, environmental education activities, and the creation of an online space. This project can give ISE educators insight into how zoos might connect children’s development with issues such as animal and environmental justice.
ISE professionals can use this article as a source of ideas to guide thinking about what makes a successful dramatic experience for learners. Alternative, physical ways to engage science learners are often the most challenging to envision, effectively execute, and articulate how learning is fostered. The researchers and teachers in this study incorporated drama into science lessons to bring in fun, creativity, thinking, and imagination as part of classroom learning, and showed how the young students collectively represented the scientific world more accurately.
Primary and early childhood teachers are generally regarded as lacking competence and confidence in teaching science. But rather than pointing the finger at teachers, this paper suggests that the prevailing philosophy of pedagogy may be to blame.
In this paper the analysis of science lessons in early-years classrooms shows that the lessons did not promote scientific investigation or make connections between the ideas involved and the material world. Teacher directed scientific activities observed had limited value in terms of scientific inquiry and consequently did not foster the development of ideas or support the formation of hypotheses. The paper raises questions about how to best promote scientific practices, including through continuing professional development.
This study makes the case for the ways in which children's everyday experiences are foundational to learning science. The authors argue for the importance of instruction that capitalizes on the diverse experiences and ways of thinking that children bring to the classroom. The article has implications for the design of learning activities in informal settings, where, in the absence of testing pressures, educators might be more free to engage children in ""science talk"" to support deeper meaning-making.
This study examines how early elementary school-aged children develop theories of the origin of species. It may interest ISE educators who are developing strategies for engaging their audiences with theories and processes of evolution. The article provides background on the research literature about teaching and learning of evolution. The results of this study suggest that direct instruction or interactions with Darwinian models, even at a young age, can support children's understanding of evolutionary theory, and may be as important as developmental or cultural concerns already documented in
In this study, researchers investigated the nature of three different modes of classroom talk—cumulative, exploratory, and disputational—to determine how these modes supported engagement and participation of college-aged students in psychology courses. The article is relevant to ISE educators in that conversation and verbal meaning-making often characterize programs such as science summer camps, afterschool programs, etc. The paper points out how such talk can be made more productive by making it more exploratory in nature.
Children’s drawings are often used by researchers as an indication of their conceptual understanding. But, to what extent is this approach valid? Do such drawings offer real insight, or are they simply clichéd representations produced by the children? In this study of children’s conception of ‘Earth,’ the researcher concludes that drawings have value only if they are used in conjunction with the children’s own narrative explanation of their drawing.