SCE3260 Lecture Notes - Lecture 9: Metamorphic Rock
10 Jun 2018
School
Department
Course
Professor
SCE1260(-(Science(Education(in(Primary(Schools!
!
WEEK(9(-(LECTURE!
Learning!outcomes:!discuss!the!social!constructivist!approach!to!teaching!known!as!the!ERA!
model,!observe!igneous,!sedimentary!and!metamorphic!rock!samples,!apply!science!inquiry!
skills!to!perform!a!fair!test!science!investigation!about!soil!permeability!!
!
Planning(to(teach:(!
We!have!discussed!socio-cultural!(apprenticeship)!and!social!constructivist!models,!these!
views!of!how!learning!occurs!will!shape!how!we!approach!the!task!of!planning!to!teach!
science:!
• appreciate!that!students’!prior!knowledge!has!significant!impact!on!their!learning!of!
new!ideas!
• build!on!opportunities!for!students!to!share!ideas!
• recognise!that!monitoring!of!student!thinking!and!providing!feedback!is!a!necessary!
and!ongoing!process.!!
!
Creating(a(‘unit(of(work’(teaching(plan:!
1. setting!a!context!or!purpose!for!the!learning!that!gains!the!students’!attention!in!the!
initial!lessons!
2. devising!ways!to!elicit!students’!current!thinking!
3. selecting!strategies!(learning!activities)!that!help!students!modify!and!develop!their!
thinking!
4. determining!methods!to!assess!students’!learning!outcomes!that!include!students!
reflecting!on!their!ideas.!!
!
ERA(model!
• Exploratory!stage:!teachers!set!the!scene!for!children’s!learning!by!providing!a!puzzle!
or!dilemma!they!need!to!resolve.!Activities!are!structured!by!the!teacher!to!allow!
students!to!share!ideas!and!work!collaboratively!on!aspects!of!the!science!
phenomenon!that!relate!the!puzzle.!!
• Re-describe!stage:!students!rethink!their!existing!ideas!in!the!light!of!new!evidence!
(from!exploratory!stage)!and!the!scientific!view!presented!by!the!teacher.!Students!
and!teacher!talk!about!the!scientific!view!to!see!how!it!will!be!useful!in!solving!the!
puzzle!or!dilemma.!!
• Application!stage:!students!try!out!the!new!science!ideas!and!see!that!their!new!way!
of!thinking!has!exploratory!power.!Students!have!opportunities!to!use!their!new!
ideas!in!different!situations/contexts.!!
EG:!clear!description!of!the!scientific!ideas!that!underpin!the!teaching!and!learning!
! ! activities,!identification!of!the!inquiry!skills!that!students!will!use,!use!of!!!
((((((((((((((different!types!of!activities!in!different!stages!of!the!model.!!
!
Learning(activity(planning!
The!principles!of!social!constructivism!that!inform!planning!at!the!unit!of!work!level!are!also!
relevant!when!planning!a!single!learning!activity.!Each!learning!activity!must!have!a!specific!
learning!goal.!Students!are!active!learners!(not!information!receivers).!Students!need!
Document Summary
Learning outcomes: discuss the social constructivist approach to teaching known as the era model, observe igneous, sedimentary and metamorphic rock samples, apply science inquiry skills to perform a fair test science investigation about soil permeability. Era model: exploratory stage: teachers set the scene for children"s learning by providing a puzzle or dilemma they need to resolve. Students have opportunities to use their new ideas in different situations/contexts. Eg: clear description of the scientific ideas that underpin the teaching and learning different types of activities in different stages of the model. activities, identification of the inquiry skills that students will use, use of. The principles of social constructivism that inform planning at the unit of work level are also relevant when planning a single learning activity. Each learning activity must have a specific learning goal. Students need opportunities to talk about their ideas. Teacher should be monitoring students" learning by finding out what they are thinking.
