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Key Ideas Behind Group Projects

Why don't more teachers just do reform science teaching?. . Resources Necessary for Reform Science Teaching. Teaching materialsExperiences, patterns, and explanationsEngaging students in inquiry and applicationAssessing students' motivation and understandingPersonal knowledge of science, student

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Key Ideas Behind Group Projects

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    1. Key Ideas Behind Group Projects Resources for reform science teaching Peer review and collective validation Environmental literacy as a goal of science education

    2. Why don’t more teachers just do reform science teaching?

    3. Resources Necessary for Reform Science Teaching Teaching materials Experiences, patterns, and explanations Engaging students in inquiry and application Assessing students’ motivation and understanding Personal knowledge of science, students, teaching strategies Social support system: Other teachers working with you to do the same thing

    4. Finding or Creating Good Resources Helping one another through peer review Creating standards Continuing to improve: Resources Standards Community of professionals

    5. How Are Scientific Journals Different from the Internet? They are products of a specific community with shared purposes and standards. They use peer review to: Select the contributions that meet the community’s standards and help to achieve its purposes. Improve the contributions before they are widely shared.

    6. Qualities of a Good Peer Review Process Constructive criticism: Identifying parts that are more and less useful, or that fall short of standards. Suggestions for improvement: Helping the author find ways to improve. Author response: Improving manuscript so that it is better than the original draft.

    7. Goals for Group Projects Make the projects more like journals than the Internet (useful for our shared purposes and standards rather than collections of everything) Move from instructor review toward peer review Move from instructor standards to shared standards

    8. Activities for March 16 Group discussion of one example Review the work you have done so far within your group. Constructive criticism based on standards and general usefulness Suggestions for improvement General question and answer. Deciding on criteria for “good peer review.”

    9. Environmental Literacy What is the most important thing that science education can do? Prepare students to be citizens What are the most important science-related issues that people who are students now will be facing in their lifetimes?

    10. Definition of Environmental Literacy Environmental literacy is the capacity to understand evidence-based arguments concerning the interactions among human populations, technologies, and ecosystems and to participate knowledgeably in decisions based on those arguments. Implicit in this definition is the idea that environmental literacy involves evidence-based reasoning about human actions and their environmental effects.

    11. One Example: Global Warming

    12. What Should Responsible Citizens Be Able to Do with this Graph? Understand what it shows Connect it to personal experience Connect it to implications for our collective future Ask questions about data, patterns, explanations How did they get the data? What do the error bars mean? Is this a real pattern or random variation? What are the possible causes? Make judgments and act on them

    13. Environmental Literacy Topics (Additional Support) Metabolism: Energy and Growth Evolution by Natural Selection Biogeochemistry of Ecosystems Population Dynamics in Ecosystems Global Environmental Changes Matter and Energy: Energy Conservation and Transformations Kinetic Molecular Theory and Physical Changes in Matter Chemical Bonds and Compounds Chemical Changes in Matter: Types of Reactions Movement of Surface and Ground Water Oceans and Oceanography Precipitation and the Water Cycle Regional and Global Climate Patterns

    14. Parts of Group Projects Topic content and standards Curriculum materials analysis Web resources Inquiry and learning cycles Assessment resources (for understanding students and for grading) Presentation to class

    15. Steps in Developing Each Part 1. First draft. Some member(s) of your group will use this Word template to create a first draft of the section. Peer review. Other group members and an instructor will review the first draft and suggest improvements. Revision and putting on web. Revise the section in the Word document, then, with help from Dipendra, put the section on the course website. 4. Presentation and discussion. All the groups will present and discuss what they have learned on April 29.

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