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STEM and Fairy Tales | Posted in STEM
I love this site. I am an early childhood education student, about to begin my senior year/student teaching. Every year on campus we try to host a fall STEM Day and a spring STEM Day for an area elementary school. a couple of years ago we designed one of the STEM nights around the theme "Girls Just Wanna Have STEM". This would be a great girls night STEM idea to try this year. Thanks for the post!
I absolutely loved the article. I think as educators, we often forget that kids can use their imagination in science as well! Imagination is not only for the art or music room. I think it is wonderful that there is a way to let their creativity shine through an amazing subject. As a student teacher, I do notice that sometimes we (educators) get so caught up in teaching them right from wrong that we forget that they have an imagination and creative juices that need to flow every once in a while!
A question I am pondering is; how often would you recommend using this in the classroom? Would this count as a warm-up or hook activity before the lesson? Or a fun Friday type play? I would love to incorporate this into my future classroom as a STEM activity.
Teaching for Conceptual Understanding in Science | Posted in Professional Learning
Currently, I am entering my 4th year of teaching 7th and 8th grade science. I’ve always felt that the traditional lecture format my department employs is not the most effective way to reach my students. I’ve added numerous lab activities in an attempt to promote deeper understanding. However, it wasn’t until I stumbled across this thread and read about conceptual understanding that I felt like this is the method that I should have been using all along. The shift to NGSS blends perfectly with this style of instruction and learning. I agree with Joyce in regards to covering the curriculum. We tend to sacrifice depth of learning in favor of squeezing everything in before the next round of state testing begins.
I have read and reviewed many of the resources provided in your book “Teaching for Conceptual Understanding in Science.” I felt the different instructional strategies listed in chapter 8 were extremely beneficial. I’m left with a few lingering questions though. Based on what I’ve read, teachers need to administer some sort of probe or pre-assessment to gauge students’ misconceptions or prior knowledge before planning instruction. Are these probes supposed to take the entire class period? If not, then how do you plan the day based on information you are gathering in a 15-20 minute time span? Using the conceptual thinking model how are teachers providing instruction for concepts that are completely unfamiliar to students?
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