3

Chapter 1

The Art of Teaching Science:

A Reconnaissance

The Art of Teaching Science: A

Reconnaissance
 4

How to Read This Chapter

• This chapter is a reconnaissance of the profession of
science teaching, and also a place to begin the learning-to-
teach process. There are some activities that are designed
to help you explore some of your prior conceptions about
science teaching (Inquiry Activity 1.1), and other activities
designed to have you investigate the ideas that experienced
teachers hold about teaching, and students about science.
All of these are here to help you build upon your prior
knowledge and to help you in the construction of your
ideas about teaching. You might get the most out of this
chapter by skimming the main sections, and then coming
back to deliberately move though the chapter.
The Art of Teaching Science: A
Reconnaissance
 Introduction
• Select one of the four parts of the Art of The Art of
Teaching
Teaching Science, and select one of the Science

chapters from that part of the book.

• Note that the chapter has two parts; 1. The
content of the chapter--Part I; 2. Science The Art of
Teaching Gazette--the second part. Preview Teaching Goals and
Curriculum
Connecting
Theory to
Strategies
of Science
the content by looking over the main Practice Teaching

headings, and identify the two or more

Science Inquiries in the chapter and examine Ch.2. Ch.3. Goals Ch.10.
one of them in depth. What is the essence of Science for
All
and History Ch.5.Learning Facilitating
Learning
the the Inquiry.
• Focus on the Gazette for the chapter, and note
the elements contained in this section. Which Ch.1: A
Reconnaissance
Ch.4.Curriculum Ch.6.
Models Ch.9.
Strategies
of the following elements did you find?
• Think pieces; Case studies; Science education
literature; Research matters; Science teacher Ch.7.
Design Ch.11. S-T-
talk; Problems and extension; Notes; S

Readings; On the web

• What is the point of the chapter? Ch. 8.
Assessment Ch.12. The
Internet

The Art of Teaching Science: A

Reconnaissance
 The Art of
Teaching
Science

The Art of
Teaching Goals and Connecting Strategies
Curriculum Theory to of Science
Practice Teaching

Ch.2. Ch.3. Goals Ch.10.

Science for and History Ch.5.Learning Facilitating
All Learning

Ch.1: A Ch.4.Curriculum Ch.6.

Reconnaissance Models Ch.9.
Strategies

Ch.7.
Design Ch.11. S-T-
S

Ch. 8.
Assessment Ch.12. The
Internet

The Art of Teaching Science: A

Reconnaissance
 Text page-->4

Invitations to Inquiry
 What are your current views about science teaching? How do
these compare with the views of professional science teachers?
 In what ways might science teaching be an art? Do you think
that there is artistry to teaching?
 What are some major conceptual ideas about science teaching?
 Why do you want to be a science teacher?
 What do science teachers like most about teaching?
 What are some of the important characteristics of science?
 Is inquiry teaching a valid method in secondary science
classroom? What fosters inquiry? Are there other valid
approaches?
 Do scientists and students represent two cultures? If so, how
can these cultures be bridged?
The Art of Teaching Science: A
Reconnaissance
Chapter 1 Map
The Art of
Teaching
Science: A
Reconnaissance

Artistry of Nature of
Teaching Science
Teaching

Nature of Science
Science Teaching &
Inquiry

Scientists Effective
& Students: Science
Two Teachers
Cultures?

The Gazette

The Art of Teaching Science: A

Reconnaissance
 3

Case Study: Kids are Just Like

Scientists
• Read the Case on p.3
• In the case, a teacher, Ms.
Jamison, disagrees with
the department chair’s
position that “kids are like
scientists.”
• What are the pros and
cons of this position?
• What do you think? Who
do you agree with? Are
kids just like scientists?

The Art of Teaching Science: A

Reconnaissance
 3-4

The Artistry of Teaching

• Teaching is • Developing
professional artistry professional artistry
suggests that teachers
• Professional artistry is need to develop their
inherently related to own knowledge claims
human imagination about teaching and
and creativity and learning rather than
one’s willingness to simply adopting the
experiment and play knowledge claims of
others
The Art of Teaching Science: A
Reconnaissance
 3-4

The Artistry of Teaching:

Questions
• Is teaching • How might
professional artistry? professional artistry be
• How is teaching developed?
related to human
imagination and
creativity?

The Art of Teaching Science: A

Reconnaissance
 6-7

Inquiry 1.1: Initial Ideas about

Teaching
• Select randomly one of the • How do your initial ideas
themes in Table 1.1, e.g. The compare with other students in
Nature of Science, Inclusion, your class?
Goals, etc. Print the next slide, • What is a framework? How do
cut it into the twelve themes, & frameworks develop? How can
use select themes randomly. they change?
• Read the associated “Problem
Situation” for the theme.
• Use the the leading questions to
assess your initial ideas.

The Art of Teaching Science: A

Reconnaissance
 6-7

Conceptual Themes
Nature of Inclusion Goals
Science
Curriculum Learning Models

Planning Assessing Strategies

Management & Science, Technology

Facilitation Technology,
Society
The Art of Teaching Science: A
Reconnaissance
 9

Wisdom of Practice: Science

Teachers Talk
• Select one of the teachers
listed on page 9.
• Use the index to find one
or more “craft-like”
statements made by the
teacher.
• What can you discern
about this teacher’s beliefs
about science teaching?
• How does the teacher’s
view compare with yours?

The Art of Teaching Science: A

Reconnaissance
 10

Nature of Science Teaching

Sample list:*
• Try and recall one or more • Uses examples-live and otherwise
of your “favorite” • Brilliant- knowledge of teaching
• Knowledge of history of science
teachers. What was it
• Multiple ways to communicate
about them that made you • Stories- real life connections
recall them? • Open inquiry-student exploration
• With your team, use your • Hands on
ideas to make a list of the • Long term projects
characteristics of these • Project based
favorite teachers. • Respect for students- disposition
• Enthusiasm

*List generated by students The Art of Teaching Science: A

at Georgia State University Reconnaissance
 11-12
Science Teaching
Inquiry 1.2
• Read through the two
modes of teaching
described in Table 1.2
which is part of Inquiry
Activity 1.2.
• Compare these two
approaches to teaching to
the research on science
teaching discussed on pp.
10-11.

The Art of Teaching Science: A

Reconnaissance
 30

Science is Not Words*

• Read Dr. George Feynman’s
article (pp. 30-32), “Science is
not words.”
• How does Feynman’s view of
science stack up with your
views? Is this a practical view
that might be applied to
teaching?
• Follow-up with a visit to a
Feynman Site:
http://www.amasci.com/feynma
n.html

The Art of Teaching Science: A

Reconnaissance
 13-17

Aspects of Science
• Courage--p. 13
• Problem Solving &
the Human Mind--
p.14
• Human Values--p.15
• Democracy--p.17
Read any one of the above sections and
discuss how the aspect (courage) was
exhibited by a scientist.
The Art of Teaching Science: A
Reconnaissance
 18

Inquiry Activity 1.3 Surveying

Students’ Views of Science
• Method 1: Analyzing students’ essays
• Method 2: Analyzing students’ drawings of
scientists
• Method 3: Analyzing the results of a
questionnaire

The Art of Teaching Science: A

Reconnaissance
 18-19

Draw-a-Scientist
• How can you investigate
students’ views of the
nature of science using
drawings as your data?
• Plan a brief investigation
and carry it out.
• Summarize and report
your results in the form of
a poster report.

The Art of Teaching Science: A

Reconnaissance
 20

Inquiry Outcomes
• Understanding of
scientific concepts
• Appreciation of “how we
know” what we know in
science
• Understanding the nature
of science
• Skills to become
independent inquirers
• Disposition to use skills,
abilities & attitudes
associated with science
The Art of Teaching Science: A
Based on the NSES Standards Reconnaissance
 21

Inquiry Abilities
• Identify questions & concepts that guide science
investigations
• Design & conduct scientific investigations
• Use technology & mathematics
• Formulate & revise scientific explanations and
models using logic and evidence
• Recognize and analyze alternative explanations
and models
• Communicate and defend a scientific argument
Based on the NSES The Art of Teaching Science: A
Standards Reconnaissance
 21-22

Variations on Inquiry
Definition Role of Teacher Role of Student Classroom
Example

Guided
inductive
inquiry
Unguided
inductive
inquiry
Deductive
inquiry

Problem solving

Work with a team The Art of Teaching Science: A

& complete the chart Reconnaissance
 24

Scientists & Students: Two

Cultures?

Make lists of characteristics of scientists

and students; Are there two cultures? The Art of Teaching Science: A
What are the implications for teaching? Reconnaissance
 26

Inquiry 1.4: The Student is First

Student Characteristics Activities Potential
student might learning
enjoy problems
Chris

Mary

Joseph

Alice
Are there any at-risk students here? The Art of Teaching Science: A
How might science help this student? Reconnaissance
 29

Think Piece
• Write an essay on the
topic “artistry of
teaching.” Make use
of your experiences as
a student and teacher.

The Art of Teaching Science: A

Reconnaissance
 32

Interview a Teacher
• Using one or more of • If you were to describe
the questions used to to prospective science
interview the teachers teachers what you like
for this book’s section: most about science
Science Teacher Talk, teaching, what would
interview a classmate you say.
or a teacher. • Refer to p.32 for the
• Report your results on rest of the interview
the net, or in class. questions.
The Art of Teaching Science: A
Reconnaissance
 33

Problems and Extensions

• What has your
experience with
science been like? Do
you see science in the
ways Bronowski,
Feynman, Polyani, or
Sagan see it? What is
your notion of
science?
The Art of Teaching Science: A
Reconnaissance