Tag Archives: scientific learning

Science is really about ignorance

In a recent TED talk blog, In praise of ignorance (http://blog.ted.com/2013/09/24/in-praise-of-ignorance/), Jessica Gross writes: “Science, we generally are told, is a very well-ordered mechanism for understanding the world, for gaining facts, for gaining data,” biologist Stuart Firestein says in today’s TED talk. “I’d like to … Continue reading

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Note taking and school science

I thought this point very interesting: Wellington and Osborne remind us: “School science is still dominated by the transmission of information. Invariably this process requires the student to make extensive notes, either from textbooks or from the words and drawing of … Continue reading

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Science is not only about content, information and facts

“Science is not only about content, information and facts; it is about the process of doing science. This starts with an observation, noticing, asking what something is, learning objects or happenings, naming or labeling and noticing features and properties about … Continue reading

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Science writing – for the news vs for the academe

“Science writing in a news context is intrinsically different from science writing in an academic context. As Peters et al. (2008) stress, ‘From a social constructivist point of view, science and journalism construct knowledge about the world according to different principles’ (p. 269). … Continue reading

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Science educators must understand developmental processes

And another: “Science educators must understand developmental processes. Indeed, a panel recently convened in the USA by the National Council for Accreditation of Teacher Education (NCATE) concluded that knowledge about child and adolescent development should be incorporated into teacher education programmes (NCATE, … Continue reading

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The Scientific method as ECE curriculum

I mentioned this book yesterday (and I reiterate my dissatisfaction with the concept of ‘exceptionally bright’ children), but… that aside, I like Gadzikowski’s approach to science education. She writes: “Regardless of what scientific topic captures the interest of the children in … Continue reading

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learning to use the language of science is fundamental to learning science

“…the ideas of science are often difficult. But learning to use the language of science is fundamental to learning science. As Vygotsky (1962) pointed out, when a child uses words he or she is helped to develop concepts. Language development and … Continue reading

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More on language in science

More from Jerry Wellington and Jonathan Osborne on language in science: “More than anything else, learning science means learning to talk the language of science. Ideas in science are communicated through words, charts, diagrams, symbols, pictures and mathematics. Just as acquiring competency … Continue reading

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science and language

Wellington and Osborne explain that “The debate about language in science education goes back a long way. For brevity,” they continue, “we start in the 1970s [by citing Postman and Weingartner:]” (p.3) “Almost all of what we customarily call ‘knowledge’ … Continue reading

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Language in science matters

Over a decade ago now, Jerry Wellington and Jonathan Osborne pointed out that: “We believe that there is a body of disparate research of the past 30 years that shows that one of the major difficulties in learning science is learning … Continue reading

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