KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
Recently I took a lesson plan from my days teaching middle school and upped the ante for my high school physics class. How did I increase the challenge of building a Rube Goldberg Machine? Well, I added the challenge of collaborating after working in isolation. Each student in the class had to design that which could become one component of a Rube Goldberg machine making sure it clearly demonstrated the transition between potential and kinetic energy. Then they had to communicate and problem solve with the rest of the class to figure out how to assemble these independent parts into one working machine. Success came in the form of a cohesive functioning machine.
Learning to collaborate became more important than the technical science. It became a real world working engineering experience. Gurus such as Dr Tony Wagner agree that this is more important than simple content mastery/memorization. I can have students memorize the formula for calculating kinetic energy (K.E. = 1/2 m v2). In the long run, what good will that serve? Siri can tell any kid the formula when they need it. The learning that happened will go much further and transcend science to any problem solving situation. What's good for the goose is good for the gander, right? RIGHT! In a small school with one other science teacher who does not teach the same content as I do, offers limited chances to collaborate. So I make my own. I often bring my collaborations back to the classroom, I mean directly back to the classroom. Here are 3 such examples: For my Zoology class, my students will be Skyping with a wildlife biologist to learn from her about doing animal studies and field work. Stuff I've only read about, she can discuss first hand. My Earth and Environmental Science classes get the double bonus. First, I collaborated with my husband (a real scientist) to guide my lesson about taking samples from the environment and then he came and actually took core samples from our school's pond and helped my students analyze them. For those same classes, I'm collaborating with a long time professional friend (and cofounder of Global GreenSTEM LLC) to bring a Green STEM project to them. They'll be working to improve the lives of poverty stricken people with environmentally friendly solutions. When I collaborate in innovative and inspiring professionals, great things happen for my students! Scientifically yours, Nadene
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Many teachers struggle with motivating students who continually ask, "Why do we have to learn this? When will I ever use this?"
I never get asked either of those questions any more. There are some strategies that I use that make those questions vanish. First, I begin the class by defining science with my students. They begin the semester already knowing that science seeks to explain everything around us, everything we sense, and everything we do. Second, either I state the real world connection or ask my students to find it for themselves with every lab and lesson. They answer those questions before they've formulated the question in their mind for themselves. Third, as often as possible, I give students choice to integrate what they are familiar with from their own lives. Voice and choice as well as connecting to self empower students as they engage in learning. I don't simple say, "You can either make a poster or a power point." It's more like..."Bring a toy from home..." "Choose an animal that you can observe everyday..."Decide what you want to know more about..." "Design a format for a data table that works for you... "...or if you have a better idea, let me know. We can try that." Make sure students know why they are learning what you bring to them. They'll be more motivated, engaged, and invested. Scientifically yours, Nadene |
AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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