tag:blogger.com,1999:blog-49416120141657238392024-02-08T07:54:13.544-08:00Science Literacies 2014Amandahttp://www.blogger.com/profile/04288157704159727422noreply@blogger.comBlogger76125tag:blogger.com,1999:blog-4941612014165723839.post-84987057191542107842014-11-13T12:06:00.002-08:002014-11-13T12:06:41.315-08:00In chapter 3 of Buehl, they discuss how there may be problems bridging the gap between students with gaps in their academic knowledge. For science they talk about misconceptions, which we've discussed many times and they bring up how students bring experiences to the classroom to be used in guiding cirriculum. We have discussed this as far as trying to plan around student's individual experiences. This can be beneficial because it allows them to enter science easier, as well as making it relevant and important to the students.<br />
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In chapter 4 of Buehl, they discuss how reading in science is important. I was happy to have read this because my lessons that I have planned and been a part of this year in teaching has been focused on having the students explore outside resources. Instead of providing info for them directly after, I lead discussion where students present the knowledge they gained from the reading and then I elaborate on their ideas and answer their inquisitive questions. This was a very reassuring chapter.<br />
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<br />Anonymoushttp://www.blogger.com/profile/00275513447950084050noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-10163764421578541762014-11-12T13:48:00.003-08:002014-11-12T13:48:57.375-08:00Teaching to the Match<span style="font-family: Times, Times New Roman, serif;"> Chapters 3 and 4 of <i>Developing Readers in the Academic Disciplines </i>speak to many of the themes we've been working with this semester. Buehl refers to the importance of informal education as a determining factor in a student's capacity to understand academic texts and experiences. I think that Braund and Reiss would agree with the value of grounding abstract formal knowledge and reading with life experiences, effectively guiding the knowledge students gain outside the classroom and lending formal learning more context and intrinsic value to the student's lives, instead of separating the realms of home and academia. </span><br />
In Buehl's discussion of application, I really enjoyed his attention to specific strategies throughout chapter 4. While some of them seem more applicable to my practice than others, it was nice to read through all the options and pick and choose elements that could easily fit into the biology curriculum and support foundational knowledge. I also enjoyed the incorporation of reading complex texts into the modeling cycle so I could see how I could achieve the inquiry and discovery approach Im hoping to use and simultaneously support my student's foundational knowledge and literacy. <br />
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<!--StartFragment--><!--EndFragment-->Anonymoushttp://www.blogger.com/profile/17315936034048290240noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-52581608552212162972014-11-12T11:59:00.002-08:002014-11-12T11:59:40.098-08:00Buehl & Reading ComprehensionThe two Buehl sections we read for this week addressed the various amounts of access to content knowledge and processing abilities that characterize students' reading comprehension proficiency, and strategies for reinforcing comprehension of content area texts for classrooms comprised of similarly or dissimilarly proficient students.<br />
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In sections of chapter 3, the author characterizes students by using a three-tiered scale. One axis of the scale represents a student's access to academic texts outside of the classroom, and the other denotes a student's ability to process new academic texts. The scale presents nine prototypical students who could comprise a hypothetical classroom. The author then discusses how the needs of each prototype might differ, and how they might be addressed in the context of a science classroom. He talks about 'matching' texts to students, and providing students with opportunities to make connections between themselves and texts, texts and other texts, and texts and the outside world. Science texts ought to do more, he says, to capitalize upon students' previous experiences and challenge them to make meaningful text-to-self connections based upon their status as 'natural scientists'. I find the author's discussion of the difference between topic and domain knowledge particularly useful, because it provides me with the means of characterizing students' prior knowledge both in terms of their formal science instruction and their personal experiences with natural phenomena.<br />
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In chapter 4, the author presents various strategies for improving students' comprehension of disciplinary texts based on the makeup of the classroom, all of which he places under the umbrella of 'frontloading'. He says the classroom can be made up mostly of students who only need a bit of review before grappling with a new science text, mostly of students who have little experience with the topic in question and who therefore require more substantial frontloading, or of students with mixed ability levels and amounts of prior knowledge. He describes many useful structures for eliciting student thinking before reading and for channeling student thinking during reading. These include familiar structures, like the KWL chart and the concept map (<b>love</b> concept maps), and unfamiliar structures, like story impressions and 'jigsawing' particularly complex texts. He finishes with a discussion of equipping and challenging students to inform themselves by independently initiating interactions with new texts.<br />
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While this is all very useful for preparing students to grapple with complex texts, I'm preoccupied currently with how some of these structures might be used to help students review knowledge in preparation for summative assessment. Is it possible to interpret this sort of review (i.e., students' understanding of recently learned material) as a text, and to use these frontloading strategies to reinforce their comprehension of content knowledge they're expected to know already?Jackson Reimershttp://www.blogger.com/profile/12551390625749083205noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-2546846744216631102014-11-12T10:16:00.000-08:002014-11-12T10:16:28.475-08:00Buehl Reflection While reading about text-to-self experiences, I found it very concerning that teachers do not have access to "good" science textbooks. What can teachers do with such limited resources to make science exciting in the classroom? Not only must we find supplemental text readings, we might have to find better representations to utilize. It all sounds kind of overwhelming, re-evalutating every diagram or representation within a textbook or workbook, especially if we have to research and find better representations to aid understanding of any given topic. If the science textbook our school has provided for us just will not work for what we envision with our lesson plans and models, do we find another textbook or just make up worksheets for every single lesson? I think removing a traditional science textbook from a classroom could be very beneficial in the sense that one's students might be more open to learning or even find learning about science more accessible to them. A teacher could then draw on all of the informal learning students have shared, and incorporate that into the lessons if he/she is writing up his/her own worksheets. I think this would be a great way to engage students in the learning by making it directly related to their own life experiences. Buehl mentions teachers have used hands-on activities to combat this, but that these often to correlate to meeting standards or taking standardized tests. I think use of minds-on activities would be best to let students developing deeper understanding of concepts but we would still need to use and test students with some standardization, in addition to testing based on creating or explaining a scientific model.<div>
I was also intrigued/concerned about dealing with students who might have misconceptions about science either because they were told something inaccurate or because they view science through a religious lens. Altering students' schemas sounds very daunting and perhaps impossible. How should a teacher approach this? I do not want my students to partition what I teach them into "what I need to know while I'm in this class" and "what I really know about things" nor do I think that I should be okay with that. Perhaps one could overtly convince them otherwise by frontloading them, which might ease the discomfort of learning something that combats what they believe. I really like Buehl's idea of mentoring students to inform themselves because maybe they could resolve any misconceptions by themselves, which could be more comfortable than a teacher telling them "Nope, this is how it is and this is why you are wrong." Encouraging this curiosity is exactly what a science teacher needs to do so that students would be more willing to recognize or experience informal learning.</div>
Anonymoushttp://www.blogger.com/profile/16390312573744301584noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-49080208833900577102014-11-12T09:48:00.004-08:002014-11-12T09:48:32.543-08:00Buehl 3 and 4<div class="MsoNormal">
Towards the beginning of chapter 3, there are two different
sample passages that require a lot of background knowledge. The first is about
Yemen, and the whole time I was reading, I could think about what a challenge
this passage could pose to students. The second was about Nicotine, and I read
the whole thing without once thinking about the range of background knowledge. The
passage about Yemen revealed to me my own lack of understanding and presented
concepts where my background knowledge is shallow, while I was completely comfortable
reading the nicotine passage. It will be much harder for us to detect stumbling
blocks for students in our areas of expertise. Maybe we should swap texts with
a history teacher to spot difficult parts. <o:p></o:p></div>
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Chapter 4 is all about anticipation of what’s coming in the
reading to prepare students. Some of these methods introduce the students to
the topics to be covered later. Heather, how does this align with what we were
saying in methods about only introducing students to vocabulary once they are
ready to use it? These reading strategies seem to me to be saying the opposite.
<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/01391018891349243090noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-8596015590318834692014-11-12T08:52:00.005-08:002014-11-12T08:52:56.678-08:00Buehl 3&4<div class="MsoNormal">
In chapter 3, Buehl mainly focused on the importance of the prior
knowledge each students brings and the academic knowledge required to fully
understand the concepts learned inside the classroom.<span style="mso-spacerun: yes;"> </span>I especially liked this chapter because they
are so relevant to today’s teaching and learning found inside the
classroom.<span style="mso-spacerun: yes;"> </span>Today, classrooms are
composed of more and more diverse student bodies and therefore various
instructional strategies must be used to ensure the success of all
students.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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One topic that he talked about was the different ways of
knowing.<span style="mso-spacerun: yes;"> </span>What I have found as I have
read these chapters by Buehl is that the author makes everything that is
intuitive to us, or at least me, very explicit.<span style="mso-spacerun: yes;">
</span>Thus, when reading about the different ways of knowing (text-self,
text-text, text-world), I thought about how I previously connected to readings
in science textbooks or generally to concepts learned and realized I did most
of these too.<span style="mso-spacerun: yes;"> </span>However it is important to
realize that many students, especially ELL students, do not know or understand
how to go about reading dense scientific texts so explicit instruction and
practice is necessary.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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In chapter 4, Buehl focused on the
concept of frontloading, “ the instruction preceding reading that addresses
assumed academic knowledge” (121). <span style="mso-spacerun: yes;">However, o</span>ne question I have regarding the concept of frontloading is: is it just occurring prior to reading or is it actually occurring throughout the learning process, through investigation and revision? (was a little confused) <span style="text-indent: 0.5in;">Buehl
showed just how critical frontloading is, especially with dense scientific
texts that students are oftentimes required to read.</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Scientific texts include not just specific
terms like DNA, protein, and molecule, but also verbs that when placed in
scientific texts, have completely different meanings.</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Thus, before students begin reading texts,
they need to understand these words and what they mean in the reading.</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">These terms could be presented in a chart
format (as suggested by Buehl) where the word is present on the left and
students fill in the meaning as it pertains to science.</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Thus, based on the importance of
understanding specific vocabulary within the context of the material how much
time should teachers devote to it?</span><span style="text-indent: 0.5in;">
</span><span style="text-indent: 0.5in;">Additional activities, such as K-W-Ls would be beneficial because
students can draw upon their previous knowledge about a topic coming up, write
what they would like to know, fostering interest, and finally, at the end come
full circle and write what they have learned.</span><span style="text-indent: 0.5in;">
</span><span style="text-indent: 0.5in;">Throughout these earning processes, students will continually
collaborate with peers, teach each other scientific concepts, find connections
to their own lives, and revise their own thinking. </span><span style="text-indent: 0.5in;">Overall, how would you modify various
pre-reading supports for students with varying needs?</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Furthermore, how would you incorporate the
previous knowledge that students have into actual classroom discussion?</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Would you ask students to share?</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Just collect short quick writes?</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Share in small groups?</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;"> </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/02943823651532283724noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-90068494284324960862014-11-11T21:40:00.002-08:002014-11-11T21:40:30.545-08:00Week 13<div class="MsoNormal">
As
Buehl writes in chapter three, there is a match made between authors and
readers. When readers are a good match for the authors, the readers understand
what the author is trying to communicate; this product is called comprehension.
We as teachers, in order to produce effective readers must first educate the
students about the topics that they will be reading. While students may have
what Buehl called topic knowledge, teachers must construct the domain
knowledge. Having topic knowledge may able the students the ability to read
about a subject, having the domain knowledge will boost comprehension and
create deeper levels of thinking. Buehl also writes about how science education
is a continuous flow of learning. Science is a field where new discoveries,
theories and studies are created daily. Teachers should introduce new ideas
then use literature to scaffold the concepts and repeat.</div>
<br />
<div class="MsoNormal">
In
chapter four, Buehl considers what practices should happen before reading
specific literature. Mostly importantly Buehl says classroom instruction should
change from first reading then discussing to discussion, then reading followed
by more discussion. Rather than reading in order to build knowledge, students
should build knowledge so that they may be able to further the knowledge in literature.
Lastly, Buehl’s Comprehension Checkdown provides helpful steps for reading
disciplinary texts. Preparing students to read literature with these procedures
in mind could provide great steps in comprehension and learning. The check list
focuses on understanding what the reader knows then adding inquiry thought to
the literature.</div>
Anonymoushttp://www.blogger.com/profile/01070260618307447634noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-51799705427428345172014-11-11T19:36:00.003-08:002014-11-11T19:36:58.496-08:00Buehl 3 &4: Bridge the gaps!<div class="MsoNormal">
In Buehl chapter three, I found the idea of match and
mismatch with an author interesting, because I encounter all three types when I
read a new text. I know that I will lose interest in a passage if I am not
familiar with the concepts or terms that are used by the author. If this
happens for a text I have to read for a class, I take forever to finish, or
even attempt to finish the whole passage. In the end, I do not get anything out
of the text. If I know just enough, I feel motivated enough to go look up the
few terms that I do not know. Then, usually, I am able to read through the text
and process the new concepts. It is worrying that teachers sometimes try to
avoid the problem of having an academic knowledge gap by avoiding reading texts
as much as possible, and just do activities or tell the information instead. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Buehl offers frontloading as a way to build the bridge
across the academic knowledge gaps that can occur. It seems that frontloading
can be diverse and flexible, as it can review old material and get students to
pull in prior knowledge while being either quick or long. It sounds like it
could even do some of the work a clinical interview does, as it allow a teacher
to see what a student has heard before. <o:p></o:p></div>
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<br /></div>
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<!--StartFragment-->
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">I would like to hear more about wide reading. How
complex should the texts and articles offered to the students be when students are
still learning basic terminology for ideas and concepts? Also, can media count
as wide reading?</span><!--EndFragment-->
Anonymoushttp://www.blogger.com/profile/11549437410221232637noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-44890656086280658852014-11-11T12:54:00.000-08:002014-11-11T12:54:07.563-08:00Buehl Chapters 3 & 4<div align="center" class="MsoNormal" style="text-align: center;">
Buehl Chapters 3
&4<o:p></o:p></div>
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<br /></div>
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I think Buehl brings up some really great points about
reading assignments and students.<span style="mso-spacerun: yes;"> </span>He
writes, “We tend to think of comprehension as the understanding of what an
author tells us, but it is the implicit part -what is not on the page- that
matters most” (Pg. 74).<span style="mso-spacerun: yes;"> </span>I never really
thought about how much background knowledge and experiences go into reading
assignments.<span style="mso-spacerun: yes;"> </span>The knowledge gap is a huge
issue; especially with such dense science textbooks we all know and love.<span style="mso-spacerun: yes;"> </span>That being said, I really enjoyed chapter 4
and the idea of frontloading instruction and building knowledge for reading,
not through reading.<span style="mso-spacerun: yes;"> </span>Having students
draw from their own previous knowledge and then re-examining that knowledge is
a great way to see where the class is as a whole with the concept prior to much
reading.<span style="mso-spacerun: yes;"> </span>Buehl brings up great examples
of frontloading with much knowledge, frontloading with diverse knowledge, and
frontloading with insufficient knowledge. <o:p></o:p></div>
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For me, what I enjoyed most about this reading was how
applicable it is to my future classroom.<span style="mso-spacerun: yes;">
</span>I can absolutely see myself using some of these frontloading strategies
in an effort to not only draw out prior knowledge and promote priming for new
knowledge, but also to help bridge the knowledge gap with textbook readings
that can be intimidating.<span style="mso-spacerun: yes;"> </span>I like a lot of
the strategies presented, especially ones that leave room for predictions,
hypotheses, inquiry, discussion, and revision.<span style="mso-spacerun: yes;">
</span>These types of strategies would fit nicely into a modeling approach.<span style="mso-spacerun: yes;"> </span>Earlier, I bashed Buehl for writing to much
about himself (what he is good and bad at), family, and things he likes to do
and not do, but after reading these sections it’s pretty clear he knows what’s
up.<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/06356524710224828003noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-45618063751789478722014-11-04T22:20:00.003-08:002014-11-04T22:20:52.405-08:00Designing Learning Across SettingsQuinn and Bell decide to discuss how the Framework for K-12 can be reached through designing, making and playing. They pushed for students to engage in the material through exploration of phenomena on their own. They advocated for student participation in the design process and active in the decisions that are put into their education. They identify many similar practices that many of the other articles have highlighted are essential to science. Asking questions and defining problems, modeling practices, investigations, etc.<br />
<br />
Brand and Reiss talk about how engaging in science outside the classroom is important for the development of science knowledge. These practices are able to authentically immerse the student in a scientific phenomena. For instance, exploring nature to look at similarities between species or organisms and talking about why that may be. Seeing and experiencing science is more powerful because it is able to connect the student to the knowledge. Outside resources that are not authentic can be helpful as well. Field trips to museums, movies, speakers, etc. can provide a different way for the student to interact with information rather than through a textbook, the internet, or a teacher's voice. These practices are interactive and engage the student. They highlight five ways that engaging in science outside the classroom is beneficial: improved concept development, more authentic and practical interactions, new access to science resources, improvement of attitude toward science, and students are able to collaborate together.<br />
<br />
These two articles focus on many of the same practices that we have been discussing. It is quite clear that engaging in science as scientists actually do is the best mode of learning. The articles discuss how modeling, engaging the students, posing questions for students to investigate, and evaluation are essential to good science learning. All of this information builds on each other nicely. Anonymoushttp://www.blogger.com/profile/00275513447950084050noreply@blogger.com0tag:blogger.com,1999:blog-4941612014165723839.post-76848042952514571852014-11-04T17:56:00.001-08:002014-11-04T17:56:09.295-08:00Bring the outside in?<div class="MsoNormal">
The two readings for this week focused on how students can
learn science from informal education settings. Quinn and Bell focused on how
designing, making and playing can support and help the goals of the A Framework
for K-12 Science Education, of which we read earlier in the semester. Braund
and Reiss argue that out-of-school experiences would benefit science learners. <o:p></o:p></div>
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<br /></div>
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Motivating and interesting students seems to be the
overarching theme for why informal science education should be used in schools.
Braund claims that out-of-school trips and projects would allow students to
experience ‘authentic’ science. Quinn has similar feelings, and says projects
and out of school experiences would allow students more autonomy in what they
learn, which would boost their intrinsic motivations to learn. He calls it
identity-driven, which reminded me of the Buehl chapter on identities. Other earlier
reading touched on this idea as well. In the modeling, argumentation and
explanation papers, the authors argue that students should have the ability to
choose a question they wanted to answer. Teachers can scaffold what questions could
be asked, but the students should want to find out the answers. Quinn and
Braund argue that informal education could lead to student interest, as it
would be student driven. Furthermore, it can give students a positive idea of
what practicing science and engineering is like. I liked the example, where
physics students to can to a theme park to see physics and engineering
practices at work. However, going back to Beuhl’s identities and motivating
students; how can we motivate a student who’s strengths are not in the science,
engineering, or computational fields?<o:p></o:p></div>
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<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Braund and Reiss bring up the difficulties of
including more out-of-school experiences. There is limited time and funds for
teachers to take students on field trips, and while students can learn how to
put vocabulary into context, there is not certainty that all of the students
will learn what they need to learn for standardized tests. However, I think
that Quinn and Bell attempt to bring the ‘authentic’ science into the classroom. The
authors discuss how their method can be used to support the goals of the Framework.
There may be less fieldtrips, but they say that students encounter chances for
science exploration enough in their world outside of school. The designing,
making and playing method seems to follow along the ideas of modeling,
argumentation, and communication, which is what all of our readings argued
students be able to do, but adding even more autonomy for the student. Projects
would help scaffold what students observe outside of school. However, I wonder
what designing, making, and playing projects would look like in and out of
class. Would it be like the tweet assignment we do, but then create a project
to solve a tweet question, and then present the refined models to the class? How would
these types of projects be scaffolded? </span><!--EndFragment-->Anonymoushttp://www.blogger.com/profile/11549437410221232637noreply@blogger.com3tag:blogger.com,1999:blog-4941612014165723839.post-34890687534886944162014-11-04T10:48:00.000-08:002014-11-04T10:48:07.719-08:00Designing Learning Environments Across Settings<div class="MsoNormal">
Braund
and Reiss’ article titled, “Towards a More authentic Science Curriculum: The
Contribution of Out-of-Schooling Learning,” sought to give evidence to why
informal science education can help scaffold science education. Pairing school
learning with experiences outside of school creates validity in student’s
science education. The authors wished for students to create a positive
relationship with their science education, possibly through outside
experiences, so that their will for learning is greater than their will for
schooling.</div>
<div class="MsoNormal">
Quinn
and Bell’s article titled, “How Designing, Making and Playing Relate to the
Learning Goals of K-12 Science Education,” described that students should
engage in work, influence outcomes and contribute ideas to flourish their
science education. The authors seek to influence
student participation in group problem-solving, investigation, explanation and
argumentation. Also, the authors reference, “A Framework,” throughout to incorporate
engineering practices into the classroom. Modeling and evidence-based
argumentation is also expressed.</div>
<br />
<div class="MsoNormal">
Both
articles used informal science learning as a form of scaffolding for
professional science education. Quinn and Bell described that students could
develop in initial interest in a topical niche of science while learning
science informally. Braun and Reiss described that this increases intrinsic
motivation however does not support the mastery of concepts. School science can
sometimes be too constructive for students at times; these informal learning
opportunities could be a catalyst for some students. However, formal education
is where the most of learning occurs. The use of modeling, explaining and
arguing was frequently described; these practices should effectively be
practiced to develop and maintain an intrinsic motivation for science
education, both formally and informally. Learning and more specifically, scientific
learning, should never stop, regardless of the venue.</div>
Anonymoushttp://www.blogger.com/profile/01070260618307447634noreply@blogger.com3tag:blogger.com,1999:blog-4941612014165723839.post-25210116537574489372014-11-03T11:53:00.000-08:002014-11-03T11:53:45.930-08:00Authentic Science Education <div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Quinn and Bell (2013) explicitly draw the connections
between the modeling and argumentation based learning we’ve been talking about
all semester and the NGSS standards. In a sort of summary of the class thus
far, they showed the value of less-traditional learning approaches, including
the similarities between a design-based classroom and less formal, real-life
learning experiences such as hobbies and work. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Braund and Reiss (2006) contrast the experiences of school
science, which is often seen as boring and irrelevant to all but the future
scientists in the room (and unlikely to persuade more students to fall into
this category), and real-life science experiences, which are typically more
exciting and interesting. They talk about integrating science with students’
actual experiences as a means to add value to and deepen school learning. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“Classrooms had evolved to a culture of activity and
engagement that failed to address important learning goals such as developing,
using and critiquing scientific models, or engaging in evidence-based
argumentation… Classrooms must change again, not back to a failed model, but
forward to one that learning research demonstrates is more effective: to
recognize the central role of active knowledge for learners and the social
process of dialogic learning within communities.” This is something I have had
to remind myself over and over this semester. The classes that were
activity-heavy that I disliked so much during school were not designed around
these learning goals. The activities were fun, but often felt like distractions
from the real learning. Active construction of knowledge by students is
completely different from entertaining students through exciting activities. It
is not taking away from our time for the real learning, it creating time for
much deeper and more meaningful learning. Braund and Reiss talk about the
importance of a mixture of educational and entertainment motivations in mastery
of concepts. I think some teachers may believe that we can trick students into
learning by entertaining them with something that is secretly educational. But
that’s not what their research advocates. I think that a design-centered
classroom is fun, but it also doesn’t try to hide the education, or stick it on
at the end. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We all know that students like field-trips, and I think that
most of us would love to be able to provide these experiences beyond the
classroom for our students. Braund and Reiss talk about tons of benefits of
these types of experiences. How feasible is it to do this in
secondary schools? I only remember a handful of fieldtrips after elementary
school, and those were always complicated because I had to miss other classes.
There are so many factors to consider in addition to whether or not these are
really valuable. What are some really practical ways that we can integrate
out-of-school science if we aren’t able to do many field trips and without
presumptuous homework assignments (things that would require excessive
parental involvement)? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<div class="MsoNormal">
Finally, science is not a collection of flashy, exciting experiences. Typically, real
science is careful, diligent study that may lead to new or deepened
understandings. I worry that we’re attempting to lure students into the field
with flash, and then surprise them when they get into a real lab and learn
what it actually means to have a good sample size. I agree that the activities
that Braund and Reiss describe are “pale imitations” of real science, but
science museums are not accurate representations of science either. I think that they are placing too much emphasis on one type of science learning and are forsaking some of what science really is. <o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/01391018891349243090noreply@blogger.com2tag:blogger.com,1999:blog-4941612014165723839.post-12853128103550329642014-10-28T23:05:00.001-07:002014-10-28T23:05:21.061-07:00Computational Thinking<div class="MsoNormal">
Sengupta
et al’s article sought to describe computational thinking as a scientific
process that also involves inquiry and problem solving. Computational thinking
was also described as a science as a practice theory, which includes modeling
and representational forms. The article placed computational thinking into
science and math standards, citing that their similar cognitive processes for
reasoning.</div>
<div class="MsoNormal">
Grover
and Pea’s article described computational thinking as information processing so
that a solution may be sought out by a processing agent or through a set of
instructions. The National Science Foundation has listed seven big ideas for
computational thinking. The last big idea says that computing enables
innovation in other fields or subject areas. Effective pedagogical approaches
to computational thinking are still being developed; curriculum and assessment
are still being developed.</div>
<br />
<div class="MsoNormal">
Between
both articles computational thinking was described as a thought process that describes
problems such that they may be solved simplistically, such as by an algorithm. Computational
thinking should be described as a science as it involves inquiry and creation
of ideas and artifacts. Also, both articles ask important questions such as
what is the best pedagogical approach to computational thinking and how can
instructors scaffold computer science so that the content is challenging for
students with little to large background knowledge. Both articles agree that pedagogical
approaches to computational thinking are still being developed and that the
most effective ways are still yet to be sought out. Computational thinking has
a great importance in how frequently technology is used currently. Both
articles stressed the importance of preparing students to be problem solvers;
computational thinking develops this skill set as a science.</div>
Anonymoushttp://www.blogger.com/profile/01070260618307447634noreply@blogger.com3tag:blogger.com,1999:blog-4941612014165723839.post-85000691378351597982014-10-28T21:22:00.002-07:002014-10-28T21:23:19.317-07:00CT:)<div class="MsoNormal">
Grover & Pea’s article, <i style="mso-bidi-font-style: normal;">Computational Thinking in K-12: A Review of the State of the Field</i>,
focused on the definition of <i style="mso-bidi-font-style: normal;">computational
thinking</i>, the application of CT within K-12 schools and concerns with each,
and the next steps for improvement of CT application and broadening of
discourse.<span style="mso-spacerun: yes;"> </span>The Royal Society provided
the concise definition that <i style="mso-bidi-font-style: normal;">computational
thinking</i> is the “process of recognizing aspects of computation in the world
that surrounds us,” and using knowledge and tools from CS to “understand and
reason about both natural and artificial systems and processes.”<span style="mso-spacerun: yes;"> </span>The current CT within schools focus on a
variety of systems, including abstractions and pattern generalization to debugging
and systemic error detection.<span style="mso-spacerun: yes;"> </span>Grover and
Pea touch upon the controversy and debate surrounding where to place the
potential curricula and the amount of emphasis placed on it.<span style="mso-spacerun: yes;"> </span>Ultimately, Grover and Pea conclude that
researchers are still in the process of forming the specific curricular
associated with CT and have mainly focused on defining it.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The Sengupta, et al article focused on the various practices
associated with CT, their relationship to science and math, and their
integration into K-12 science topics.<span style="mso-spacerun: yes;">
</span>Through looking at past research and evidence, the researchers promoted
a specific learning environment that fosters the joint development of a
scientific topic and the computational thinking associated with these higher
level science ideas.<span style="mso-spacerun: yes;"> </span>This learning
environment was determined to include a specific type of programming, in this
case agent-based to help promote both modeling and simulations of the science
topic and CT. Finally, Sengupta outline four major design principles for
integrating understanding and development of science and CT: 1.<span style="mso-spacerun: yes;"> </span>Support low-threshold and high ceiling
activities, 2. Design programming, 3. Support algorithm visualization and 4.
Sequence learning activities.<span style="mso-spacerun: yes;"> </span>Findings
from the study supported these ideas and showed that students greatly learned
from this teaching environment and scaffolding, especially one-on-one, was very
beneficial.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Major themes:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->CT will create students capable of inquiry
(coming up with their own questions) who have the ability to solve these
problems in a logical way<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->CT involves using CS, inquiry, and reasoning
skills<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->CT should be used as a medium for/integrated
into teaching and understanding other subjects.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->CT is an active process-not just a technological
machine doing the work-where modeling, simulations, and real world applications
are stressed and performed<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Incorporating CT into schools is highly
beneficial for all students<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One aspect that I really liked and Grover and Pea touched
upon it was the fact that CT may and can be used as a medium for understanding
other subjects.<span style="mso-spacerun: yes;"> </span>Finding connections
between concepts across disciplines is critical for complete understanding.<span style="mso-spacerun: yes;"> </span>This leads to one issue/controversy that the
researchers faced: whether or not computational thinking should be a separate
subject, within a specific discipline or spread out over many.<span style="mso-spacerun: yes;"> </span>In a world where technology is so prevalent,
I can definitely see the pros to CT being its own separate subject.<span style="mso-spacerun: yes;"> </span>This way, more emphasis and time can be given
for real world applications and hands-on projects, opportunities that may fall
by the wayside when CT is incorporated within a specific topic.<span style="mso-spacerun: yes;"> </span>However, with this mindset, how would you go
about incorporating all the subjects and their connections into one class?<span style="mso-spacerun: yes;"> </span>However, including it in the maths and
sciences is essential, whether within the same class or a separate one.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
Another question I had regarded resources.<span style="mso-spacerun: yes;"> </span>In schools that do not have many funds or
lack certain technology, how can CT, using CS, be effectively carried out?<span style="mso-spacerun: yes;"> </span>While deSessa mentioned that many schools do
not have this problem, there are schools that lack sufficient funds or are
overcrowded.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<div class="MsoNormal">
Finally, I just wanted to say that I liked deSessa’s
reasoning, in the article, <i style="mso-bidi-font-style: normal;">Computational
Media and New Literacies-The Very Idea, </i>and how he/she explicitly states
what computational literacy is- “intelligence achieved cooperatively with
external materials,” not just solely by the technological machine-and separates
it from the term computer literacy.<span style="mso-spacerun: yes;">
</span>Through defining these terms and stating the differences, I was able to
see the greater importance CT held, the active nature involved in completing
CT, and how it applies to many other domains. <o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/02943823651532283724noreply@blogger.com1tag:blogger.com,1999:blog-4941612014165723839.post-83463536892212408692014-10-28T21:18:00.005-07:002014-10-28T21:18:32.872-07:00CT<br /><div class="MsoNormal">
Grover and Pea review what has been done and what is lacking
in CT K-12 education. A need for CT education has been articulated and somewhat
accepted, meaning that they know what aspects of computer-related education are
most important for K-12 education. Research is needed on how students best
learn CT (i.e. pedagogical content knowledge in CT.) They posed many questions
including where in the curriculum it would fall, who would teach it, whether it
would be integrated with other courses or stand alone. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Sengupta et al described a specific means for incorporating
CT in the K-12 science classroom. They proposed the integration of core science
courses and CT, noting the similarities in thinking, problem solving and most
importantly modeling. They then proposed many details on specifically what
types of programs are best for K-12 education and why. Finally, they presented
a study that showed content knowledge gains in the core sciences through using
CT.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Both articles stressed the importance of computational
thinking, not computer programming specifically. I find this important because
the kind of thinking described in the articles in very transferable. While
computers are ubiquitous in society, not all people need to be skilled
programmers. <o:p></o:p></div>
<div class="MsoNormal">
My concern with the push for CT in all science classrooms is
twofold. First, it requires students to be in a computer lab for class. Most
schools only have a few computer labs, and it could be very difficult for many
teachers to try to implement CT in their curriculum simultaneously.<o:p></o:p></div>
<div class="MsoNormal">
Second, I do not think that there is a qualified teacher
force to implement these ideas. The research presented showed that students
learn best when they are taught one-on-one from a professional researcher, and
that without these added scaffolds, improvements in disciplinary gains are very
small. Teachers would need to be trained significantly on CT for it to ever
enter the science curriculum. <o:p></o:p></div>
<div class="MsoNormal">
These papers made me realize that I should probably have
taken some kind of computer science course. I felt very lost in the academic
language at times. I also know that I am completely unqualified to teach CT. I
know that to be able to implement it will require significant professional
development. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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Anonymoushttp://www.blogger.com/profile/01391018891349243090noreply@blogger.com3tag:blogger.com,1999:blog-4941612014165723839.post-8976267116970184552014-10-28T20:51:00.001-07:002014-10-28T20:51:50.208-07:00Computational Literacy<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The
readings this week focused on the implementation of computational thinking in
high school curriculum.<span style="mso-spacerun: yes;"> </span>In Grover
and Pea, the authors presented a synthesis of contemporary definition and
debate of computational thinking as a discrete topic with little reference to
it’s implications for other subjects.<span style="mso-spacerun: yes;">
</span>Sengupta et al. take the problem solving mechanisms of computational
thinking one step further and envision their integration into science
curricula.<span style="mso-spacerun: yes;"> </span>Using kinematics and
ecosystems as sample contexts, Sengupta et al. walk the reader through their
“three world” system and clearly map the ways in which carefully scaffolded
computational thinking can improve student comprehension of complex
systems.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>I
found the argument in Sengupta et al very compelling, and think that the
process of abstraction and pattern recognition can be readily incorporated into
Lehrer’s modeling cycle.<span style="mso-spacerun: yes;"> </span>During
the “construction world”, students can define and create their own models, test
them in the “enactment world”, and finally modify them during the “envisionment
world”.<span style="mso-spacerun: yes;"> </span>Besides readily supporting
active modeling, computer models can additionally help students envision
complex interactions among elements in a system that would otherwise require
many physical and two dimensional models to represent.<span style="mso-spacerun: yes;"> </span>While I think that physical models are
irreplaceable in biology, computational models can provide the critical missing
link of dynamics and interrelation that my students struggled with in the interviews.<span style="mso-spacerun: yes;"> </span>I’m excited to learn more about the
programs in class and potentially include the ecosystem program in my food web
curriculum to help explain trophic cascades and keystone species.<span style="mso-spacerun: yes;"> </span></div>
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<span style="mso-tab-count: 1;"> </span>In
comparison, the Grover and Pea article seemed a little limited in it’s vision
for computer science in the classroom.<span style="mso-spacerun: yes;">
</span>I think we are a long way off from compulsory computer science in high
school, but agree that computational thinking is very valuable in modern
society and across many disciplines, so it makes more sense to me to
incorporate computational theory into existing math and science courses.<span style="mso-spacerun: yes;"> </span>Similar to highlighting engineering in
biology, chemistry, and physics like we talked about last week, incorporating
computer science into the other sciences can help students see the
interconnectivity between sciences and the application of computer models
across disciplines.<span style="mso-spacerun: yes;"> </span>By exposure to
computer programming in a well-scaffolded way like Sengupta et al. suggest, you
can counteract the issues of challenge and disinterest that Grover and Pea
raise.<span style="mso-spacerun: yes;"> </span>When students see that
computer models are fun, accessible, and helpful for a wide variety of
problems, they may be more likely to choose a computer science elective and
subsequently achieve the goals that Grover and Pea set for computational
literacy, avoiding the common challenges to novices and skipping the unnecessary
pandering to ‘sexed’ interests like gaming or sewing.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div>
Anonymoushttp://www.blogger.com/profile/17315936034048290240noreply@blogger.com1tag:blogger.com,1999:blog-4941612014165723839.post-83953861001259342922014-10-28T17:13:00.000-07:002014-10-28T17:13:14.723-07:00Computational Thinking<div align="center" class="MsoNormal" style="text-align: center;">
Computational
Thinking<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
(Grover & Pea,
Sengupta et al.)<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
The Grover & Pea paper essentially gives insight into
where computational thinking is now in K-12 education and gives an overview of
some gaps in research as well as priorities for future research.<span style="mso-spacerun: yes;"> </span>The article gives many viewpoints of how
people define computational thinking and what it entails.<span style="mso-spacerun: yes;"> </span>The article brings up questions about how to
assess computational thinking and what teachers need to develop into successful
computer science teachers.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The Sengupta et al. paper draws on the similarities between
computational thinking and developing scientific knowledge through modeling,
reasoning and problem solving in many science and math disciplines.<span style="mso-spacerun: yes;"> </span>The purpose of this paper was to show, “That
the development of scientific modeling in K-12 curricula can be synergistically
supported by a science curriculum that is based on computational thinking” (pg.
3).<span style="mso-spacerun: yes;"> </span>This paper goes into detail about a
possible framework that incorporates agent-based computation into K-12 science
education.<span style="mso-spacerun: yes;"> </span>It focuses on two disciplines
as examples (Physics and Biology), and explains how and why CT can and should
be integrated into science education.<span style="mso-spacerun: yes;">
</span>The paper then explains a pilot study and examines findings and possible
implications.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Both of the readings this week focus on computational
thinking and its integration into K-12 education.<span style="mso-spacerun: yes;"> </span>They also mention modeling and simulation as
key parts of computational thinking.<span style="mso-spacerun: yes;"> </span>The
idea of cross-cutting concepts from last week is also mentioned as the readings
describe computational thinking as much more than just programming. The
sengupta et al. paper goes into much more detail and mentions ideas aligned with
what we have been learning in class about modeling, scaffolding,
representations, inquiry, revision, and more.<span style="mso-spacerun: yes;">
</span>The paper even uses Lehrer & Schauble as a reference to a science as
practice perspective! The authors clearly understand modeling and how we view
it today; I wonder how many questions or discussions these Vandy authors had
with Lehrer while composing this research?<o:p></o:p></div>
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I have used computational modeling in an ecology class
before to explore population dynamics and found it to be extremely useful.<span style="mso-spacerun: yes;"> </span>We basically had a program created that
reflected the equation used by biologists in population dynamics and then
explored what changing each variable would do to the future population.<span style="mso-spacerun: yes;"> </span>The program let us change variables and then
it would graph the population over time and we could visualize what effect each
variable had on the population.<span style="mso-spacerun: yes;"> </span>I think
integrating computer simulations and models into K-12 science education would
be an effective way to scaffold learning and understanding about certain
scientific concepts.<span style="mso-spacerun: yes;"> </span>However, I don’t
think I buy into the idea of learning the actual programing behind the models
we are using.<span style="mso-spacerun: yes;"> </span>I see the potential value
of learning the programming as well, but I think it would add an unnecessary
challenge to any classroom.<span style="mso-spacerun: yes;"> </span>The
important thought process might be there, but the programming aspect of class
might overshadow the content specific knowledge of biology, or chemistry, or
physics.<span style="mso-spacerun: yes;"> </span>The thought of spending 5 weeks
of class to learn and explore a new computer-programming program troubles
me.<span style="mso-spacerun: yes;"> </span>I also think a lot more research
needs to be done on CT before implementing it in the classroom.<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/06356524710224828003noreply@blogger.com2tag:blogger.com,1999:blog-4941612014165723839.post-79242847412878950072014-10-28T15:44:00.004-07:002014-10-28T15:44:31.150-07:00CT CT CT<div class="MsoNoSpacing" style="text-align: justify; text-indent: 0.5in;">
<span style="font-family: Arial;"><span style="color: #351c75;">Computational
thinking is a burgeoning subject/field, and that to not give the opportunity
for K-12 students to learn about it is definitely destructive to their
futures.<span style="mso-spacerun: yes;"> </span>Computer literacy has become so
much more valued not only in the CS field but also in many others (hello, STEM
careers).<span style="mso-spacerun: yes;"> </span>Last week, some local news
channel had a story about the new common core/standards that were being implemented
in Tennessee, and they interviewed a woman about how she disagreed with there
being computer literacy added to the curriculum.<span style="mso-spacerun: yes;"> </span>Her sole reasoning was that she was concerned
about the students who did not have access to a computer at home.<span style="mso-spacerun: yes;"> </span>Although this could look like a valid
argument to some, I completely disagree because students already have to do
internet research, homework assignments, and paper writing with a computer
regardless of computer science work.<span style="mso-spacerun: yes;">
</span>Plus, students without computers are the ones who would benefit most
from more work with computers since they do not have regular use and
interaction with them at home.<o:p></o:p></span></span></div>
<div class="MsoNoSpacing" style="text-align: justify; text-indent: 0.5in;">
<span style="font-family: Arial;"><span style="color: #351c75;">I
like how Grover & Pea discuss the use of fantasy in getting students
engaged with CT; game design and robotics are really fun ways to introduce some
fundamentals to otherwise uninterested students.<span style="mso-spacerun: yes;"> </span>I would also like to see more
information/investigation about the idea of computing as a medium for teaching
other subjects.<span style="mso-spacerun: yes;"> </span>Modeling software in
science could be huge for this; the computer program we used in class to see
the changing moon phases comes to mind.<span style="mso-spacerun: yes;">
</span>The subject of astronomy in general would benefit greatly if students
had greater CT because it could help simplify advanced math and physics, so
that topics are easier to comprehend without delving into complex computations.<o:p></o:p></span></span></div>
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<div class="MsoNoSpacing" style="text-align: justify;">
<span style="font-family: Arial;"><span style="color: #351c75;"><span style="mso-tab-count: 1;"> </span>I am not sure if I completely agree with Sengupta et al’s
point that CT should be integrated with learning in the math and science
domains.<span style="mso-spacerun: yes;"> </span>A separate course, like an
introduction to computer literacies, would be helpful so that students have a
familiarity with CT and possibly go more in depth than a science class
could.<span style="mso-spacerun: yes;"> </span>However, I do agree that aspects
of CT should be interwoven with the curriculum.<span style="mso-spacerun: yes;">
</span>The abstractness of CT is perfect for engaging students in higher levels
of thinking, and will hopefully help them to connect classroom models to their
physical phenomena with greater ease.</span><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/16390312573744301584noreply@blogger.com2tag:blogger.com,1999:blog-4941612014165723839.post-79637650948384353032014-10-28T15:28:00.002-07:002014-10-28T15:28:23.721-07:00Compute!<div class="MsoNormal">
The readings for this week discuss the importance of
incorporating computational thinking into science for K-12. Grover and Pea
review the research that has been the response to Wing’s idea of using
computational thinking in school curricula to help support science literacy and
raise computational literacy. Sengupta offers a theoretical framework on how to
incorporate computational thinking into the classrooms. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As with many of our readings this semester, modeling and
representation is imbedded in teaching, or using, computational thinking and
literacies. Computational thinking also includes similar principles of teaching
engineering practices that we read about last week. Engineering and
computational practices use models and representations to learn and then reason
and explain possible ways to solve a problem. For older students, computational
programs would allow them to have a better understanding of complex ideas that
includes connecting different levels or ideas (abstractions) to make a whole
picture. Computational thinking could be a good method to support the learning
of explanation and/or argumentation, which are important parts of science
literacy, according to Sampson and Reiser. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Last weeks reading, A Framework, put emphasis on building up
a child’s knowledge throughout their time at school. Sengupta seems to agree
with this, and suggests that computational thinking should be introduced in
primary schooling, and then built upon. Computational thinking also appears to
be a potential tool to carry and build crosscutting concepts across subjects,
as it would also be supportive in mathematics. Sengupta and Grover mentioned
that computational thinking could also help in the designing and scaffolding of
lessons. Students would be able to create their own questions, based off of
prior knowledge, and then designing their own ways to solve them. Using
computational thinking as a crosscutting concept, or to support crosscutting
concepts, would make more meaningful connections from prior knowledge to the new
concepts students are learning. <o:p></o:p></div>
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Literacy in computational thinking is important in future
classrooms, as technology is a large piece of our society and helps scientists
in analyzing or modeling their findings. However, I am not sure of the
qualifications I have, or others, have to teach this along side their
curriculum. It sounds like a few of the programs could be more complicated than
others when programming. How would teachers be trained for this type of
instruction? For example, I have never taken a computer science class. What training
would I have access to, or have to take in order to successfully be able to
teach in my classroom? Or, would I have to bring in another teacher who is more
familiar with programming and these programs? Also, how much time can be
dedicated for the children to learn how to use the programs? <o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/11549437410221232637noreply@blogger.com3tag:blogger.com,1999:blog-4941612014165723839.post-39403864271257646882014-10-28T10:11:00.000-07:002014-10-28T10:11:17.142-07:00Computational Thinking The articles define computational thinking as solving problems, designing systems, and understanding human behavior by drawing on concepts that are fundamental to computer science. They define it as thinking like a computer scientist.<br />
<br />
The College Board and NSF identify 7 practices of computational thinking:<br />
1) computing is a creative human activity; 2) abstraction puts focus on concepts rather than details;<br />
3) Data and info facilitate creation of knowledge; 4) Algorithms are tools for finding solutions to computational problems; 5) Programming produces computational artifacts; 6) Digital devices, systems, and networks that interconnect enable computational approaches to solving problems;<br />
7) Computing enables innovation in other field<br />
<br />
They define the following as components of CT:<br />
Abstractions and pattern generalizations (models and simulations); systematic processing of info; symbol systems and representations; algorithms; problem decomposition; iterative, recursive and parallel thinking; conditional logic; efficiency constraints; debugging (error detection)<br />
<br />
They believe that computational thinking should be integrated into the pedagogical framework of K-12 classrooms because Computer Science and Engineering are becoming evermore popular. Technology is growing more important and understanding how to use it to conduct investigations is essential to furthering learning. More exposure at an earlier age will help to alleviate problems students have as they take intro to computer science. The tools and skills that students become equipped with throughout their K-12 education should be "low floor, high ceiling" meaning that they should be able to be used by a novice but also by an expert. We are trying to make this area more accessible to girls because currently there is a disproportionate amount of males that are involved with computer science and engineering. Studies have found that students with difficulty in math and science are due to 1) challenging concepts and 2) difficulties pertaining to conducting inquiry or problem solving. It is believed that computational thinking will lead to advances in student ability to conduct inquiries and problem solve, which in turn will help to clarify challenging concepts.<br />
<br />
The importance of computational thinking is that it is very similar to the process of modeling. Computational thinking makes you a true problem solver, you are designing a program or representation that allows you to evaluate many different variables at once within a problem to arrive at a sound conclusion. The process of both computational thinking and scientific inquiry are similar; they put an emphasis on design-based learning, in which they focus on the design and use of representations in order to model and reasoning. They are both teaching science as practice rather than science as knowledge. Computational thinking is beneficial because, like modeling, analogous situations that represent phenomena are created in order to be analyzed and revised until they support or refute a hypothesis. This process of investigation design, collection of data, analysis of data and conclusion are inherent to both computational modeling and scientific inquiry. Both processes activate the the student, encouraging them to hypothesize and design experiments like real scientists to discover phenomena, rather than passively learning what others' have discovered. This process is important because it stresses the discovery and interpretation of scientific phenomena and gives students' the tools to explore science outside of the classroom and evaluate their own hypotheses about scientific phenomena that they may encounter throughout the rest of their lives. Anonymoushttp://www.blogger.com/profile/00275513447950084050noreply@blogger.com1tag:blogger.com,1999:blog-4941612014165723839.post-32058794238595569942014-10-26T22:13:00.001-07:002014-10-26T22:13:26.617-07:00Computational ThinkingThe two readings for the week present reviews of the current literature surrounding computational thinking (CT) in K-12 science and math education, and offer suggestions for improving students' computational literacy via the use of agent-based computational strategies with which students can model relevant scientific phenomena.<br />
<br />
The literature reviews emphasize the apparent underfundedness of K-12 CT and computer science research. They provide definitions for CT (most involving elements of thinking like and solving problems like a computer scientist in everyday situations) and highlight the synergistic interactions between agent-based computational modeling and programming and scientific inquiry. From what I understand, agent-based computation is similar to object-oriented programming (an overarching type of programming languages) in that it is defined by characteristics like the encapsulation of object properties and functions, the use of classes, and polymorphism between classes. I <i>did</i> only have two computer science courses in the school of engineering, so I could be mostly incorrect in associating agent-based computation with object-oriented programming (especially since agent-based computation is not a set of programming language characteristics). It did, however, become clear to me that experience for students with CT, especially via agent-based computation, has been shown to be an effective avenue through which students can grapple with the scientific practices of modeling and computational argumentation, as well as have their habits of scientific inquiry and engineering design reinforced by the demands of developing tools with which to computationally model their experimental findings.<br />
<br />
Questions I'm left with after reading the articles include a) what is the place of computer science as a whole in the NGSS or future STEM standards? It's certainly one of those subjects that, like engineering, is always talked about as being in incredibly high demand in the current and future job market, but is seemingly invariably relegated to the CTE wing of whatever high school it's in. I see that computer science in the form of computational thinking and modeling is already included as a practice of science and engineering, but I think that there's enough there to constitute a whole separate field. Perhaps the argument is similar to the Framework's thinking on engineering? That is, most engineers and scientists do some computer science in their daily work, and vice versa, so it's sufficient to leave it as an embedded practice? I'd like to see a bit more on it, especially in light of the student engagement and equity pieces mentioned in the Grover and Pea article.Jackson Reimershttp://www.blogger.com/profile/12551390625749083205noreply@blogger.com2tag:blogger.com,1999:blog-4941612014165723839.post-14426172045599797762014-10-22T04:49:00.000-07:002014-10-22T04:49:14.086-07:00October 21st Post<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The themes
I noticed among these papers were that we need lifelong, life-wide, and
life-deep learning occurring within a framework that involves people, places,
and cultures.<span style="mso-spacerun: yes;"> </span>We also need to give
learners new information and models that can build on or challenge their
intuitive ideas.<span style="mso-spacerun: yes;"> </span>We also need crosscutting
concepts in learning, not only teaching to nurture scientists but to also nurture
the skills other professions like engineering or technology related fields
might use.<span style="mso-spacerun: yes;"> </span>Formal education is necessary
in deeply understanding mechanics of some scientific aspects, however informal
education is still needed if all students are to have meaningful science and
engineering learning.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
Many students are being turned off
of science in schools, but in an informal setting, are often engaged and
entertained by science.<span style="mso-spacerun: yes;"> </span>This is why out
of school learning is so important; people need to invest in their communities
that provide these opportunities through museums, science centers, botanic
gardens, zoos, and other sites.<span style="mso-spacerun: yes;"> </span>A lot of
informal science education is missed for children whose parents do not have the
time, money, or inclination to spend on visiting or interacting with these
scientific communities.<span style="mso-spacerun: yes;"> </span>This makes me
realize how lucky I was to have parents that were interested in providing these
opportunities for me, as well as had an interest for themselves by having a
lifelong learning experience.<span style="mso-spacerun: yes;"> </span>One could
not say for sure what the impact of these scientific interactions has had for
me, but I know my dad’s interest in astronomy as a hobby as always piqued my
interests in space science as well as wanting to learn about how our universe
works.<o:p></o:p></div>
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<span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 1;"> </span>Since informal education can be so
varied for our future students, teachers need to make sure that the formal
education they are providing is just as fun but also meaningful.<span style="mso-spacerun: yes;"> </span>One could easily design all sorts of “fun”
science related activities, but making sure those activities can provide good
engagement with learning concepts and/or mechanics of science can be a
challenge.<span style="mso-spacerun: yes;"> </span>This probably would not be as
much of a probably for high school students, but making sure the “fun” aspects
of science are not overtaking a lesson seems like it could be a challenge.<span style="mso-spacerun: yes;"> </span>How much fun is too much?<span style="mso-spacerun: yes;"> </span>Is there even a limit if the students really
are learning meaningfully?<span style="mso-spacerun: yes;"> </span>I feel like
in order for a teacher to even assess if his/her students have learned concepts,
one would have to tone down the fun so that some kind of serious discourse
could occur among students.<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/16390312573744301584noreply@blogger.com2tag:blogger.com,1999:blog-4941612014165723839.post-87428999388240807592014-10-21T22:05:00.001-07:002014-10-21T22:05:16.757-07:00Week 10 Memo<div class="MsoNormal">
In chapters 2 and 3 of <i style="mso-bidi-font-style: normal;">A
Framework for K-12 Science Education</i>, the Committee on a Conceptual
Framework established and explained a framework for new national standards in
sciences.<span style="mso-spacerun: yes;"> </span>At the core of their
framework are three interwoven elements: scientific practices, crosscutting
concepts, and core ideas, which together support meaningful learning and
science literacy.<span style="mso-spacerun: yes;"> </span>The Committee’s
ultimate goal is to create a coherent, consistent approach to science education
across all grades, to produce students with an appreciation for the beauty of
science, the ability to engage in discussion and to think critically about the
scientific information they encounter in their everyday lives, and the tools to
continue to learn beyond the classroom.<span style="mso-spacerun: yes;">
</span>Their approach focuses on children’s capacity to learn science and
scaffolds standards to take advantage of maturing cognitive abilities, helping
educators use the way their students understand the world and build on what they
already know to achieve maximal success.<span style="mso-spacerun: yes;">
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<span style="mso-tab-count: 1;"> </span>I
find their comparison of novice understanding to expert understanding to be
especially interesting in the light of our recent student interviews.<span style="mso-spacerun: yes;"> </span>Where novices view knowledge as
isolated and disconnected, experts are able to use the core principles to draw
connections and make sense of new information.<span style="mso-spacerun: yes;"> </span>In my interviews, I noticed more novice logic as my students
struggled to combine what they knew to be true of an ecosystem with a given
model when asked to incorporate a new element.<span style="mso-spacerun: yes;"> </span>Its possible that teachers shy away from showing the
interconnectedness of elements because many systems are extremely complex at
first glance, but isolating elements without also showing how they function in
a system will not help students ultimately understand the system- or even that
one element- as well as they could have.<span style="mso-spacerun: yes;">
</span><br />
<span style="mso-tab-count: 1;"> </span>I
think that their emphasis on scientific practice complements our ongoing
discussion of modeling in that both knowledge and practice are essential to
students understanding.<span style="mso-spacerun: yes;"> </span>The
practices the Committee suggests are almost precisely the modeling and
argumentation cycles outlined in Lehrer and Sampson & Gleim.<span style="mso-spacerun: yes;"> </span>Their goals also parallel our
discussion of scientific literacy in that ultimately we want our students to be
comfortable enough with science to be able to understand and discuss what is
happening in the world (climate change etc) even if they don’t become
scientists.</div>
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<span style="mso-tab-count: 1;"> </span>I
am, however, concerned with a few elements of their framework.<span style="mso-spacerun: yes;"> </span>In their discussion of educational
equity, they cite diversity as a “reason to have rigorous standards that apply
to all students” (29), which seems counter-intuitive to me.<span style="mso-spacerun: yes;"> </span>How can you hold a rural student with
exponentially greater experience with plants and animals to the same strict
standards as an urban student? Both could equally master an ecological theme if
the standards more flexibly allowed teachers to play to their student’s
experience.<span style="mso-spacerun: yes;"> </span>I’d be interested to
see which “core ideas” they champion, I’m all for depth over breadth but
shouldn’t teachers have some autonomy over what they choose to delve into if it
really is more about the process?<span style="mso-spacerun: yes;">
</span>I guess that would make it difficult to build a system over the course
of a child’s schooling, but is that element really necessary?<span style="mso-spacerun: yes;"> </span>It seems over specific to me.<span style="mso-spacerun: yes;"> </span>What if a student didn’t enjoy or
identify with a certain system and then they had to learn about it every
year?<span style="mso-spacerun: yes;"> </span>Wouldn’t that get a little
boring, or worse alienating?<span style="mso-spacerun: yes;"> </span>I am
also concerned that having such specific core ideas could remove subjects that
excite teachers which would have a negative effect on both teacher and student
motivation, as current psychology research shows students learn best when the
teacher is excited about the subject material.<span style="mso-spacerun: yes;"> </span></div>
Anonymoushttp://www.blogger.com/profile/17315936034048290240noreply@blogger.com2tag:blogger.com,1999:blog-4941612014165723839.post-6778279196976148582014-10-21T21:40:00.002-07:002014-10-21T21:40:34.388-07:00A Framework for K-12 Science Education<div class="MsoNormal">
A
Framework for K-12 Science Education first seeks to describe a new idea for
designing education regarding science, technology and engineering. Chapter two
describes children as seeking the answers to questions that begin with ‘why?’
The framework encourages teaching students to understand the whys to questions
early in their educational careers, rather than later. Also, the framework condenses
scientific concepts so that students may have a broad educational base in
science and engineering. Next, the framework discusses the practices involved
in science and engineering education. The importance that science and
engineering education is left open to a variety of procedures and practices is
first emphasized. Then the involvement of inquiry, use of models,
investigating, analyzing data, mathematics, explanation, argumentation and
refinement are briefly described in their relationship to science and
engineering education.</div>
<br />
<div class="MsoNormal">
Across
the assigned chapters for A Framework for K-12 Science Education, the
importance of answering why was frequently addressed. Teachers are encouraged
to teach the reasoning behind scientific and engineering phenomena to students
rather than how something happened, specifically in their earlier years of
study. Inquiry, conceptual models and investigating phenomena are extremely
useful tools that students should use to develop a better understanding of
scientific concepts. Teachers can use the natural inclination of children to
better understand the world they live in to teach the multiple practices used
in scientific education. This learned inquiry approach to science will better
suit students to develop successful practices in acquiring knowledge, learn and
relate cross-cutting concepts in science and build a strong foundation of the
mentioned disciplinary core ideas across all fields of science and engineering.</div>
Anonymoushttp://www.blogger.com/profile/01070260618307447634noreply@blogger.com2