![\"](\"https:\/\/blogs.otago.ac.nz\/ouassa\/files\/2019\/03\/Zoology-lab-July-2015.jpg\")
<\/a>is engaged?<\/strong><\/p>\nEngagement is expressed via:<\/p>\n
- \n
- Asking and answering questions (a sign of curiosity)<\/li>\n
- Willingness to participate in learning activities (rather than passively being spoon fed)<\/li>\n
- Completion of tasks including reading and writing tasks both individually and in groups<\/li>\n
- Meeting deadlines, completion of problem solving tasks, and participation in discussion<\/li>\n<\/ul>\n
Cultivating a thriving classroom atmosphere also relies on relationships within that classroom although that is not the focus of this blog.\u00a0 We know that once this culture is created students are more likely to take risks and let\u2019s face it risk taking is essential in science – the willingness to try something new, often fail and learn from this.<\/p>\n
An example of testability\u00a0of the\u00a0scientific method in the cultural context from NZ Science Teacher<\/a><\/p>\n
Similarities:<\/strong><\/em>\u00a0Both Indigenous Knowledge and Empirical Science involve repeated practical tests and are based on the \u201ctest of time\u201d. Pasifika people were able to make repeat voyages.<\/em><\/p>\n
Differences:<\/strong><\/em> The principle difference is that tests of IK largely involve trial and error, while ES tests are ideally conducted in a laboratory\/in the field with strict control of variables.<\/em><\/p>\n
Giving opportunities for choice can increase engagement:<\/p>\n
- \n
- What variables do they want to control in an experiment? (see examples below)<\/li>\n
- What current event do they want to present to the class?<\/li>\n
- What element of the periodic table do they want to research?<\/li>\n<\/ul>\n
Using topics students are passionate becomes a great context for teaching Science content.<\/p>\n
e.g. Climate Change.\u00a0 Many students took to the streets to take part in a global student strike in March 2019.<\/p>\n
Juniors <\/strong>look at elements, compounds, states of matter, the water cycle and atmosphere.\u00a0 Sources of carbon dioxide, methane and then problem solving – What action can they take as individuals, a class, a school, community that makes a difference?\u00a0 Perhaps use Tony Ryan’s Thinking Keys<\/a> for some ideas on how to extend exploration with engaging activities.<\/p>\n
Seniors <\/strong>you could explore the importance of variation within a changing environment.\u00a0 Already we are seeing evidence of some species living at higher latitudes and altitudes.\u00a0 Which species\/groups of organisms are more vulnerable to the rapid environmental change?<\/p>\n
Whatever strategies we employ for Maori and Pasifika students will also benefit other students. This excellent NZ Science teacher article<\/a> has more detail.\u00a0 Below are some of their contextual examples.<\/p>\n
Essentially, using relevant contexts will make science education more appropriate.\u00a0 The areas of environment including ecology, medical and pharmaceutical knowledge along with genetic modification are key areas for Maori. There are, of course, many other applications in the Science Curriculum.<\/p>\n
Examples from NZ Science Teacher:<\/p>\n
- \n
- Investigate colour differences in flax varieties and the influence of soil, climate, disease, and pests<\/li>\n
- Investigate time taken for yogurt to \u201cgo off\u201d. Variables include temperature, flavour and brand.<\/li>\n
- Discuss cultural weapons and how they were used when discussing \u2018force and energy\u2019<\/li>\n<\/ul>\n
Try to remember to get the students involved in preparation of activities rather than passively participating \u2013 e.g. writing quiz questions, not just doing a quiz.\u00a0 Practicals, group work and activities that require problem solving and critical thinking are crucial.\u00a0 Include some movement where possible.<\/p>\n
Employing differentiation strategies (e.g. Jigsaw) allows you to group by learning style,
![\"Learning](\"https:\/\/blogs.otago.ac.nz\/ouassa\/files\/2019\/03\/Wendy-blog-graphic-229x300.jpg\")
<\/a>or topic or simply a chance for students to take ownership of their knowledge by becoming familiar with it and teaching others, often several times. This repetition is key along with reciprocal learning and teaching. \u00a0If catering to learning styles then different presentation styles can be employed.<\/p>\nWhat else?<\/p>\n
- \n
- Think, pair, share<\/li>\n
- Flash cards<\/li>\n
- Science facts in cards: sort into piles: I know, I sort of know, I didn\u2019t know. Do at start and end of topic.\u00a0 Do on own or in pairs \u2013 discuss and explain your understanding or lack of for each fact.\u00a0 What do you have in common?\u00a0 Where do you differ?<\/li>\n
- Word games to help with Scientific symbols and terminology: Hangman, Pictionary, Bingo, Scrabble, Odd One Out, Charades, and online versions e.g. Kahoot and Quizlet<\/li>\n
- Word parts: Lots of scientific terms can be broken down. Students get 2-3 parts that they have to match up along with a definition, e.g. Prefix = Photo (light), Synth (make), isis (process).\u00a0 Helps them identify new terms in the future.\u00a0 Students can relate to other languages.<\/li>\n
- Supply terms which students must place in order (e.g. smallest to largest: cell, tissue, organ, organism) either as cards on desk\/board OR they hold them up and arrange themselves in order. Then make sentences linking terms or explaining the relationship with examples.<\/li>\n
- Online Science Games. Try this<\/a> or this<\/a> NZ site \u2013 don\u2019t underestimate how even some of the simple ones are actually very useful to a range of ages and abilities<\/li>\n
- Use of Aps in the classroom. Students can explore cells, use light meters.\u00a0 I like this one<\/a><\/li>\n
- Students identify and share good science feeds to follow on Twitter<\/li>\n
- Analyse a movie for its scientific accuracy. Check out 10 STEM ones here<\/a> (first few are for younger viewers but the supporting ideas are good for the others)<\/em><\/li>\n
- Field trips, Virtual Science fieldtrips and practical work<\/li>\n
- Thinking maps to link between concepts. There are also sites students can create online<\/li>\n
- Write learning objectives as questions at the start of the lesson. Draw attention to them so that students know what is happening and why this strategy will help their learning.\u00a0 Check understanding with students answering questions at the end.<\/li>\n<\/ul>\n
Another article in NZ Science Teacher<\/a> focuses on Physics.\u00a0 It gives a strategy to enable structured explanations as DELA (Define, Explain, Link, Answer the question).<\/p>\n
\u201cThe student must not imagine physics as a process of \u2018finding the correct formula to use, rather they must experience the need to understand\u00a0physics\u201d.<\/em><\/p>\n
Whakatauk\u012b (proverbs) are a key part of M\u0101ori culture.<\/p>\n
Wh\u0101ia te iti kahurangi ki te t\u016bohu koe me he maunga\u00a0teitei.<\/em><\/p>\n
Aim for the highest cloud so that if you miss it, you will hit a lofty\u00a0mountain<\/em><\/p>\n
Try creating a proverb for some aspect of science e.g.\u00a0 \u2018He who gains speed most quickly will have the greatest\u00a0acceleration.\u2019<\/p>\n
Further Reading<\/p>\n
- \n
- FACILITATING IMPROVED ACHIEVEMENT OF MAORI STUDENTS IN\u00a0SCIENCE<\/a><\/u>
\nGraham Foster. NZ Science Teacher 8 Dec 2013.<\/strong><\/li>\n- \u00a0<\/strong>SUPPORTING ACHIEVEMENT IN PHYSICS FOR MAORI STUDENTS.<\/a>
\nGraham Foster. \u00a0NZ Science Teacher 31 Jan 2014<\/li>\n- 50 INNOVATIVE TEACHING METHODS IN SCIENCE<\/a>.\u00a0 \u00a0Edsys\u00a0 \u00a05 Jan 2018<\/li>\n<\/ul>\n
Wendy Dunn\u00a0 Bsc.DipTchg
\nScience Teaching Co-ordinator<\/p>\n","protected":false},"excerpt":{"rendered":"As a teacher it\u2019s always great to get a few more ideas or to be reminded of some techniques you have used in the past but have dropped off the radar. Don\u2019t forget to model your interest in trialling new … Continue reading
- \u00a0<\/strong>SUPPORTING ACHIEVEMENT IN PHYSICS FOR MAORI STUDENTS.<\/a>
- Use of Aps in the classroom. Students can explore cells, use light meters.\u00a0 I like this one<\/a><\/li>\n