KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
I was considering better ways to incorporate higher level thinking skills into non-math based science classes. I noticed on a shelf in my classroom a sadly unused resource about using analogies in education. This book is not specific to science. I pulled it off the shelf and immediately got inspired.
I knew that I would have to model some analogies first before assigning them to the students as an assessment. So, I created this document that I shared with students: ANALOGY DOCUMENT. As you can see, I set up this organizer so that students would be required to make their thinking and creativity visible. It also provides some structure for them to have a frame for their work. With the examples, only a few students caught on right away. Some student got the idea but struggled to create their own original analogy about our topic. Then there were some that just didn't get it. The students in the second category required some small group coaching with me. First, I let them struggle with it for a while. Then, I gathered them together and took them through a thought process. Here's a rough depiction of the coaching dialog. ME: "What topic do you feel you know a lot about from this unit?" STUDENTS: "Maybe X." ME: "What do know about X?" STUDENTS: "That it does Y." ME: "O.K. now what is the connection between X and Y?" STUDENTS: "X makes Y happen." ME: "Right, it's a cause and effect relationship. What else do you know that has a similar relationship?" STUDENTS: "A and B?" ME: "Are you asking me or do you know that?" STUDENTS: "A and B!....(pause) OH!" ***LIGHTBULB MOMENT*** ME: "Let's word smith this into the format of an analogy so that it flows __ is to __ as __ is to __.. Now, go write another one using this same type of thinking." Students in that third category needed a little more time with me and/or with peer mentors. We began with simpler non-science examples. Then came back to the original examples on the document to show the use of analogies in science. Eventually, we were able to have the same dialog as the one given above. This was a powerful lesson and assessment for my students. For most, the A-HA moment was a point of pride because they had been allowed to struggle at first. Then they realized how much more they knew about the topic than they initially realized. To finish the title analogy: Science is to Awesome as Analogies are to ____, I'd love your suggestions in the comments. Can't wait to hear from you. Scientifically yours, Nadene
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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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