Annotated Bibliography On Teaching And Teaching

This framework builds on previous high quality works in science education: Science for All Americans (1989), Benchmarks for Science Literacy (1993), and NSES (1996). Unlike these previous standards, the importance of having the scientific and educational research communities was taken into the process for developing the framework. Thus, the most current research on science and science learning was grounded when identifying the science that all K-12 students should know, which increased its scientific validity and accuracy. The second step was facilitated by Achieve, Inc. with the recognition of the importance of state and educator leadership in the development of the actual standards. Thus, state policy leaders, higher education, K–12 teachers, and the science and business community were involved when developing Next Generation of Science Standards

In addition to research based programs that integrate science and literacy learning into one combined lesson there are other strategies that teachers can use to integrate these two subjects. The 5-E’s model for lesson planning is an effective way to structure science lessons to incorporate literacy learning. The 5-E’s include engaging the student in the learning, exploring the content topic, further learning is done through explaining the topic, students are then required to elaborate on the topic, and then asked to evaluate their learning. In the article “Content Area Literacy: Individualizing Student Instruction in Second Grade Science” (Connor et al., 2010), researchers created the ISI-Science curriculum and implemented

In today’s current school systems, the question of whether or not schools are correctly teaching students the right curriculum is coming up for debate. In the Article,"Teaching Critical Thinking by Marcia Clemmitt, she goes into extensive research of the U.S. Department of Education’s crisis of standardized testing. Most learning activities include standardized testing which lacks many students to express creative and critical thinking. Critical thinking is defined as the examination and evaluation of ideas, events and arguments in their contexts which introduces students to interrogate assumptions and identifying biases (Clemmitt)Pure critical thinking involves investigating a text more than just memorizing, but to apply theirself in other ways of techniques, meaning schools should stimulate more analytical methods of teaching. This would not only free students from a sheltered test culture,but will allow students to think in a deeper,more passionate way than before.

Students that attend Overlea high school come from low-income families from Baltimore City. For example, 75.7% of the students are from Baltimore city, and 72% of students receive a free or discounted lunch. These students also have low reading scores and low science scores, for example, only 17% of students show proficient in science, and 21% of students show proficient in reading. I will address the specific needs of my target population by incorporating activities that will introduce them to close reading activities so that they can practice how to read and comprehend complex science text. I will also introduce them to graphic organizers like the Frayer model, concept map model and KWL chart, which will help them understand complicated words

Adolescent literacy has become an important focus in recent years when addressing concerns about the achievement gap. With this, there is a need to focus on integrating reading in secondary areas such as science. The National Science Education Standards describe scientific literacy as “the knowledge and understanding of scientific concepts and progresses required for personal decision making participation in civic and cultural affairs, and economic productivity” (National Research Council, 1996, p. 22). In order for students to be scientifically literate, they must be able to read and comprehend a variety of science texts so they can develop reasonable. conclusions and share in meaningful

Throughout the course of the modernization of education, critical thinking has, figuratively, taken a backseat in regards to the content that is required to be taught. Oftentimes, attempts at thinking critically about a given topic are either hastily addressed or entirely dismissed seeing as they subvert from the status quo or do not ‘fit’ within an arbitrary time limit allotted by the curriculum. Students under the current education system are then subjugated to a routine in which their individual thoughts/opinions are replaced with facts/figures or ‘knowledge’. While students can excel within these academic disciplines, they are often at a loss in terms of critical thinking skills because it was not a focal point of their ‘education’.

Critical thinking is a term often emphasized in college-level classes, but studies suggest that the majority of students entering college lack an understanding of critical thinking as a concept, let alone how to apply it to reasoning (Crockett). But this issue of ignorance goes deeper than a lack of instruction in schools. According to Rowles and associates, there isn’t a definitive definition for critical thinking among scholars. Through their study of faculty perceptions, the researchers found that definitions varied widely among the staff, but a few common themes could be seen within the data.

Piaget's states many secondary level science courses taught in the past at the have been too abstract for most students since they are taught in lecture or reception learning format. Thus, students who only have concrete operational structures available for their reasoning will not be successful with these types of curricula. Programs using concrete and self-pacing instruction are better suited to the majority of students and the only stumbling block may be teachers who cannot understand the programs or regard them as too simplistic. Since the teacher is a very important variable regarding the outcome of the science, the concern level of the teacher will determine to what extent science instruction is translated in a cognitively relevant manner in the classroom.

The ability to think critically, is one of the most important skills learned during anybody’s higher education experience. Critical Thinking is something we all must learn, and are constantly improving upon. One of the most basic definitions of critical thinking is forming a decision based on logical thought, which(which or that?) was carefully considered before forming said decision. In recent years, critical thinking has become a popular teaching subject in academia. This is because educators believe by teaching critical thinking, they can improve a student’s ability to succeed, not only in the class room, but in all their endeavors. Critical thinking is important, because it becomes one of the greatest tools we can utilize, as we continue

There are several key discussions that outline why we really should view scientific literacy as an essential dynamic in a successful population which include-

As a future educator being able to integrate various subjects within other subjects allows for enrichment of materials and experiences within the classroom. Science is one of those subjects that can work with other subjects. Science and literacy can work together in the classroom in a variety of ways. The components of literacy can be used to help enhance learning. Integrating literacy into science when learning about life cycles includes writing and reading about life cycles.

Attempts to achieve widespread scientific literacy, however, become as difficult as understanding concepts in science. Even if formal education can provide basic scientific literacy for students in preparing for the workplace, science education in schools can hardly satisfy the needs of the general public towards improvement of their scientific literacy.

My rating was a five, which was not very good. When I attended elementary school, science was not emphasized in grades kindergarten through third. Beginning in fourth grade and continuing to the sixth grade, we began having a “separate science class” where just the basic scientific information was delivered, mostly in lecture format with almost no hands on activities. The rating for my current elementary school was a 13, which is much higher than when I attended school. Although most of the science curriculum is still integrated into the reading curriculum, there is more of a focus on students being able to explain and develop a deeper understanding of the science

Science has always been a passion of mine because of its endless discoveries, ability to change the world, and the wide variety of fields it has to offer. The possibilities seem endless when we explore the field of science as well as the achievement of new knowledge, however as I become closer to attaining my teaching credentials I have come to realize that not every student has the same drive as I do to learn about it, much less comprehends it. The most frequent struggle I consistently noticed when teaching students with a science textbook was the inability to comprehend what was being read, a struggle that I lived through myself when I was younger. I can clearly recall in high school hardly ever understanding what was being read from the science textbook unless my teachers explained it in simpler terms or examples. Science alone is a challenging subject that has difficult vocabulary words attached to it, and as a future science teacher I want to find different strategies to improve my students’ comprehension of science texts. It is because of this that I decided to research how self-regulation plays a role in the science classroom and whether there are any benefits or improvements because of it. The purpose of my research is to discover how self-regulation impacts secondary students’ comprehension of science texts.

Teaching strategies used for subjects such as literacy and numeracy can be used to teach science. Some of the pedagogical skills teachers already have are: Teachers across every subject and year level strive to have a student-focused approach to teaching, hands-on approaches to learning, inquiry-based learning, engaging their students in learning and developing a thirst for knowledge and an appreciation for the subject. Teachers constantly use pedagogical practices that enable students to be creative, challenging them and providing opportunities for students to thrive by for example taking them on excursions where they receive real-life experience and exposure. Finally, effective teachers often find ways to merge students as well as their own prior knowledge of the subject they are learning. A teacher can always relate science to literacy as understanding the scientific literacy is crucial