E Learning And Science Of Instruction

[Yvone Samiento]

Thispage provides an overview of the state standards for Science. The standards are a guide for the development of well-planned instructional practice at the local district level. These standards are mandatory to help shape the design of all components of a science program.

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All Maryland students will become scientifically and environmentally literate individuals who are skilled, reflective, and empowered to make informed decisions that benefit themselves, their families, and their local and global communities within an increasingly complex and continually changing world.

The Maryland Integrated Science Assessment (MISA) is administered to all students in fifth grade, eighth grade, and high school life science. Specific information about the MISA is found on the MISA website.

Hands-on experiences are integral to student learning in science. The Maryland Science Safety manual provides guidance to school systems to implement safer science practice in science laboratories. Currently, MSDE is facilitating collaborative review and redesign of the Maryland Science Safety manual to enhance the user experience. An updated version is planned for release in the 2024 school year.

In accordance with MD. Education Code Ann. 7-203 (2021), MSDE will annually survey a statewide, representative sample of public schools and public school teachers to measure instructional time dedicated to science in the elementary schools; the availability and use of instructional resources and teaching technology in science classrooms; the availability and use of appropriate professional development for science teachers; and the number of secondary school science classes taught by teachers who are certified in the subject of instruction. MSDE is required to compile and publish the results of the survey on the MSDE website. Linked below are reports from the most recent five years. For earlier reports, please contact the Science Coordinator.

Construction activities: The teacher provides materials to students, and the students create something. For example, a teacher can provide materials like cardboard tubes, straws, and tape that students can use to construct marble runs.

When two or more students work together on a task or to reach a goal, that is collaborative learning. In this student engagement strategy, the science teacher guides the learning process, and the students build knowledge together by sharing information and ideas. An example of collaborative learning is to have students work in groups on human body systems, like organs. Each group studies a different organ and then presents its findings to the rest of the class.3

Gamification is the process of using game mechanics and elements in education. Examples include creating a points system where students can redeem points for classroom rewards, incorporating role-playing and storytelling, and creating quests or challenges that students can choose to complete.

In project-based learning, students investigate and respond to a complex real-world question or problem. Because the problem is complex, students need an extended period of time to work on it. During the process, they gain valuable skills and knowledge while also exercising critical thinking, problem-solving, and communication skills.4 Here are three examples of project-based learning:

The consensus among students and educators is that science should be fun to learn and teach. Teachers who use effective student engagement strategies can enjoy teaching science as much as students enjoy learning science.

One way to learn how to master science and make it interesting for students is to earn an MS in Education (MSEd) with a specialization in Science. For those who already have a graduate degree but wish to refine their skills, a Graduate Certificate in Science is a great option. Specifically, an online certificate program can help educators who wish to continue teaching while learning about the latest issues in science and science education, and allow them to apply the information immediately to their classroom.

Having a quality foundation in scientific principles and a blueprint for delivering engaging lesson plans that are easy to understand can be incredibly impactful. Educators armed with new and different strategies and techniques for teaching science can plant the seeds for future scientists who could do amazing things for society and the world.

Digital tools can help children to observe phenomena in ways that are often not possible within the constraints of the classroom or home. For example, some science phenomena occur very slowly or very quickly, making it hard for children to make nuanced observations. At times, phenomena may not even be visible to the naked eye!

The Nico & Nor Wonder Farm app invites children to explore how different environmental variables (sunlight, water, animals) affect the growth of plants over time. Using this simulation, children can easily observe how plants grow over time and isolate variables that affect growth in ways that can be challenging in real life. Root vegetables are purposefully included in the simulations so children can observe growth that happens underground and is usually not easily visible.

Digital tools can provide opportunities for repeated practice, strengthening the learning that occurs during science investigation. Simulations can help children efficiently replicate hands-on experiments or other science experiences and easily isolate variables to better understand cause and effect. Children can also use digital tools to capture data via photos and can manipulate and visualize those data to examine patterns over time.

Digital tools can help teachers tailor or individualize instruction. As they intentionally plan types of activities and levels of complexity or difficulty, early childhood educators can incorporate apps that help them to tailor the learning experience for children based on their needs and to align with curricular goals.

Ramps Journal was designed to walk educators and children through a series of science activities. The app invites teachers and children to make and document predictions, take videos of their experiments, record findings, and compare findings to the predictions. The journal also encourages teachers to compare findings across multiple experiments as a way to engage children in discussion about patterns in their data and to form arguments based on evidence.

This material is based upon work supported by the National Science Foundation under Grants No. 1316550 and. 1813280. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Ximena Dominguez is the director of early STEM research at Digital Promise. She partners with preschool educators and families from culturally and linguistically diverse communities to co-design early STEM innovations that resonate with young children's interests and support their learning broadly.

All Iowa students graduate with the understanding of scientific concepts and practices to make sense of scientific phenomena in order to critically and creatively respond to local and global issues, make informed, evidence-based decisions, and actively participate in civic and cultural affairs.

d. 12.5(3) Elementary program, Grades 1-6 and 12.5(4) Junior high program, Grades 7 and 8.

Science. Science instruction shall include life, earth, and physical science and shall incorporate hands-on process skills; scientific knowledge; application of the skills and knowledge to students and society; conservation of natural resources; and environmental awareness.

d. Science (five units). Science instruction shall include biological, earth, and physical science, including physics and chemistry. Full units of physics and chemistry shall be taught but may be offered in alternate years. All science instruction shall incorporate hands-on process skills; scientific knowledge; the application of the skills and knowledge to students and society; conservation of natural resources; and environmental awareness.

Current research shows that young children have the capacity for conceptual learning and the ability to use the skills of reasoning and inquiry as they investigate how the world works (NRC 2007, NRC 2012). For example, their play with blocks, water, and sand shares some science-relevant characteristics. Young children also can learn to organize and communicate what they learn, and know the difference between concrete and abstract ideas (Carey 1985). Adults who engage children in science inquiry through the process of asking questions, investigating, and constructing explanations can provide developmentally appropriate environments that take advantage of what children do as part of their everyday life prior to entering formal school settings (NAEYC 2013, p. 17; NRC 2007).These skills and abilities can provide helpful starting points for developing scientific reasoning (NRC 2007, p. 82).

Young children develop science understanding best when given multiple opportunities to engage in science exploration and experiences through inquiry (Bosse, Jacobs, and Anderson 2009; Gelman, Brenneman, Macdonald, and Roman 2010). The range of experiences gives them the basis for seeing patterns, forming theories, considering alternate explanations, and building their knowledge. For example, engaging with natural environments in an outdoor learning center can provide opportunities for children to examine and duplicate the habitats of animals and insects, explore how things move, investigate the flow of water, recognize different textures that exist, make predictions about things they see, and test their knowledge.

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