1 / 13

Integrating Science

Integrating Science. Science underpins everything!. A strategy for motivation?. Recent research from M.Teach graduate Lynette Cucinotta. Howard Gardner’s Model of Multiple Intelligences. Word Intelligence Body Intelligence Music Intelligence Logic and Maths Intelligence

peony
Télécharger la présentation

Integrating Science

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrating Science Science underpins everything! Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  2. A strategy for motivation? Recent research from M.Teach graduate Lynette Cucinotta Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  3. Howard Gardner’s Model of Multiple Intelligences • Word Intelligence • Body Intelligence • Music Intelligence • Logic and Maths Intelligence • Naturalist Intelligence • People Intelligence • Space and Vision Intelligence • Self Intelligence Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  4. Stifling innovation • "Among some in the Humanities, ignorance of science is worn as a badge of pride," • "Likewise, science sometimes dismisses the Arts as decorative and peripheral. • "Yet innovatory research comes by bringing forward ideas that have not previously been considered - ideas from another area perhaps.“ (Kemp, 2006) Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  5. The principal questions for policy-makers just integrating science! 1. What are the learning outcomes used to justify the individual scientific disciplines rather than an integrated course? 2. Can these learning outcomes be achieved by carefully devised programmes of integrated science? 3. How, and to what extent, can the additional costs of individual science curriculum options be justified? Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  6. 4. How well prepared to teach integrated courses at school level are those graduating in science from institutions of higher education or qualifying as teachers from teacher training colleges? 5. To what extent, and in what ways, is a commitment to integrated science reflected in school science textbooks and other curriculum materials? Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  7. Integrating with Maths… • Units/measurements • Graphs • Indices • Manipulating equations… Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  8. Integrating with Geography • Earth formations • Ecology • Environmental issues • Greenhouse effect Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  9. Integrating with English • Comprehension exercises • Poetry • Literature – • ‘E=mc2’ by Bodanis • ‘Galileo’s Daughter’ by Sobel • Science Fiction • ‘Sleek Geek’ competition Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  10. Integrating with History, Music, LOTE… • War machines – trebuchet, claw • Ancient instruments • Montgolfier and flight Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  11. Web resources • Art and again • Thaumatrope Activity • Including science Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  12. So.. • Collaborate • Stimulate • Cooperate • Create - • shared activities • shared assessments • more time! Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  13. Big Questions • How far does light go? Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

More Related