Presented By: Sara & Lisa

Where U.S. Stands in Science:

The Nation’s Report Card

National Assessment of Educational Progress

(NAEP) 2009 Science Proficiency

Percentages:

34 % of fourth-graders

30 % of eighth-graders

21 % of twelfth-graders Source: National Center for

Education Statistics (NCES),

2009

Where U.S. Stands in Science

Internationally

The Trends in International Mathematics and Science Study (TIMSS), indicated that in 2007, U.S. students performed above average among participating countries. However, students from several countries surpass U.S. students in science achievement. Countries that outperformed the U.S. in 4th grade

were: Chinese Taipei, Hong Kong SAR, Japan, and Singapore.

Countries that outperformed the U.S. in 8th grade were: Chinese Taipei, the Czech Republic, England, Hungary, Japan, the Republic of Korea, the Russian Federation, Slovenia, and Singapore.

From 1995 to 2007, 4th grade average scores decreased 3 points. 8th grade average scores increased seven points.

Source: NCES, 2010

Where U.S. Stands in Science

Internationally

Another international assessment, the

Program for International Student Assessment

(PISA), found that in 2006, among 57

countries, U.S. 15 year olds ranked:

Higher than 22 countries

Lower than 22 countries

Not significantly different from 12 countries

Source: NCES,

2007

Where U.S. Stands in Science

Internationally

2003 report by the National Science Board reported that: Global competition for Science and Engineering (S&E)

talent has increased; and

It is likely that the number of U.S. born graduates entering the S&E workforce will decrease without intervention to improve S&E education, particularly among those groups not traditionally represented in the field.

The report suggests: Implementing high-quality science curricular standards and

ensuring classroom teachers have extensive science content knowledge; and

Conducting and implementing research on learning to support curriculum and pedagogy development.

Source: National Science Board, 2003

Approaches of Teaching

Science

Inquiry Science (National Research Council, 2000)

Students ask questions

Students gather evidence to address questions

Students develop explanations based on

evidence

Students evaluate explanations

Students communicate findings and justifyexplanations Has roots in Dewey’s experiential theory of learning,

which centers around solving real-world problems.

Ornstein (2006) found that in classes where inquiry methods are frequently used, more students had positive attitudes about science.

Approaches to Teaching

Science: 5E

5E Model

Developed by curriculum designer Rodger Bybee

and his team, the Biological Science Curriculum

Study (BSCS), as an instructional model for

constructivism in the 1980s.

Hands-On, Inquiry-Based Lesson Plan Cycle.Engage

Explore

ExplainElaborate/

Extend

Evaluate

History of Concept Maps

Joseph D. Novak and his research team developed the idea in 1972.

Came about as the results of a 12 year study indicating children as young as six can learn abstract concepts contrary to Piaget’s belief’s

Dr. Novak was a professor frustrated with what he saw in education- how people weren’t learning in a meaningful manner

Thus came about his research in coming up with ways to help people learn how to learn.

What is a Concept Map

Concept maps are graphical tools for organizing and representing knowledge.

concepts, usually enclosed in circles or boxes of some type, relationships between concepts indicated by a connecting line linking two concepts.

Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts.

Propositions are statements about some object or event in the universe, either naturally occurring or constructed.

Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement.

Research Supporting Concept

Maps

Research

Seaman (1990) formed three groups;

a concept mapping, 3 students each;

a standard concept mapping group of 11 students; and a control group

Students in all three groups read the same science unit, but students in the two mapping groups used

concept map outlines. Control group students received general classroom instruction, but no mapping and

cooperative learning techniques.

Seaman found that students in both the cooperative and standard mapping groups achieved higher scores

than control group students on weekly vocabulary tests and on a final unit test.

Low-achieving seventh-grade students from an urban parochial school were randomly assigned to two equally

sized groups (n = 62, each group).

1st group read and- discuss, teacher-directed method

2nd group followed a model of concept mapping that connected major and minor concept ideas.

The results of this study indicate that using an instructional technique that includes graphic representations

is a more effective teaching approach than more traditional methodologies for comprehension of science

content with low achieving inner-city seventh-grade students. (Gustello, Beasely and Sinatra, 2000)

Research

In this sense, concept maps act as

metacognitive tools used to illuminate one’s

thinking. (Richart, Turner, and Hadar 2009)

Our examination of hundreds of concept maps has shown

that they are indeed rich vehicles for uncovering

students’ conceptions of thinking in a way that is

accessible both to teachers and students. (Richart,

Turner, and Hadar 2009)

To better familiarize children with

concept maps, pictures (or photos or

drawing images) can replace text

labels (words) because children of this

age communicate their ideas better

through symbols (Pearson & Somekh,

2003).

Activity

Debriefing

Resources

Biribilli, M. (2007). Mapping knowledge: concept maps in early childhood education. Early Childhood Research

and Practice, 8(2), Retrieved from http://ecrp.uiuc.edu/v8n2/birbili.html

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The

BSCS 5E instructional model: Origins, effectiveness, and applications. Retrieved from

http://www.bscs.org/pdf/bscs5eexecsummary.pdf

Cardellini, L. (2004). Conceiving of concept maps to foster meaningful learning: an interview with joseph d. novak.

Journal of Chemical Education, 81(9), Retrieved from

http://web.ebscohost.com.libweb.lib.utsa.edu/ehost/detail?sid=84b28ba3-d7c7-4182-8abe-

2b3f50256272%40sessionmgr14&vid=5&hid=19 doi: 10.1021/ed081p1303

Canas, A.J., & Novak, J.D,. (2009). What is a concept map. Retrieved from

http://cmap.ihmc.us/docs/conceptmap.html

Guastello, E.F., Beasley, T.M, & Sinatra, R.C. (2000). Concept mapping effects on science content

comprehension of low achieving seventh graders. Remedial and Special Education, 21(6), Retrieved from

http://web.ebscohost.com.libweb.lib.utsa.edu/ehost/pdfviewer/pdfviewer?vid=13&hid=19&sid=84b28ba3-d7c7-

4182-8abe-2b3f50256272%40sessionmgr14

Novak, J.D. (2004). Reflections on a half century of thinking in science education and research: implications from

a 12 year longitudinal study of children’s learning. Canadian Journal of Science, 4(1), Retrieved from

http://web.ebscohost.com.libweb.lib.utsa.edu/ehost/pdfviewer/pdfviewer?sid=84b28ba3-d7c7-4182-8abe-

2b3f50256272%40sessionmgr14&vid=10&hid=19

Resources (Con’td)

National Center for Education Statistics (NCES) (2007). Highlights from PISA 2006: Performance of U.S. 15-year-old students in science and mathematics literacy in an international context. Retrieved from http://nces.ed.gov/pubs2008/2008016.pdf

NCES (2009). The Nation’s Report Card: Science 2009. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2009/2011451.pdf

NCES (2010). The condition of education 2010: Indicator 16, international science content. Retrieved from http://nces.ed.gov/programs/coe/2010/pdf/16_2010.pdf

National Research Council (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.

National Science Board (2003). The science and engineering workforce: Realizing America’s potential. Retrieved from http://www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf

Ornstein, A. (2006). The frequency of hands-on experimentation and student attitudes toward science: A statistically significant relation. Journal of Science Education and Technology, 15 (3), 285-297.

Ritchart, Ron, Turner, T, & Hadar, L. (2009). Uncovering students thinking about thinking using concept maps. Metacognition Learning, 4(2), Retrieved from http://vnweb.hwwilsonweb.com.libweb.lib.utsa.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44 doi: 10.1007/s11409-009-9040-x