Proposal Title
Plenary - Take a chance on science: Experiments in science learning
Room
WSC 55
Start Date
6-7-2017 4:50 PM
Keywords
informal learning, discussion case study
Primary Threads
Teaching and Learning Science
Abstract
Most of us chose a career in science because the natural world tickled our intellect, and our curiosity beckoned. Yet in the classroom, science is often presented as a static collection of facts rather than a vibrant method of inquiry that ignites curiosity and fuels discovery. What can we do about that? I chose to celebrate science by embracing its philosophy and practices in the classroom. I use my intuition about what will work, make hypotheses, try things out and experiment, sometimes fail and sometimes succeed, and use that data to readjust my hypothesis. And every day, I repeat the mantra that science education is not about coming up with the right answer; it’s about learning to ask insightful questions. In this session, I will take you through my experiments in science education, first using the case study discussion technique to encourage students to think like a scientist. Then I’ll share the lessons learned by leaving academia and continuing a career in informal education at a science centre. Along the way, I will offer opportunities to reflect on your practice, how you model the scientific process in your classroom to feed students’ inquisitiveness, and your approach to taking risks in the classroom.
Plenary - Take a chance on science: Experiments in science learning
WSC 55
Most of us chose a career in science because the natural world tickled our intellect, and our curiosity beckoned. Yet in the classroom, science is often presented as a static collection of facts rather than a vibrant method of inquiry that ignites curiosity and fuels discovery. What can we do about that? I chose to celebrate science by embracing its philosophy and practices in the classroom. I use my intuition about what will work, make hypotheses, try things out and experiment, sometimes fail and sometimes succeed, and use that data to readjust my hypothesis. And every day, I repeat the mantra that science education is not about coming up with the right answer; it’s about learning to ask insightful questions. In this session, I will take you through my experiments in science education, first using the case study discussion technique to encourage students to think like a scientist. Then I’ll share the lessons learned by leaving academia and continuing a career in informal education at a science centre. Along the way, I will offer opportunities to reflect on your practice, how you model the scientific process in your classroom to feed students’ inquisitiveness, and your approach to taking risks in the classroom.