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    1) High school students engaged in science experiences and learned effective pedagogy, then taught science to middle school students. 2) The teaching practicum took place in the summer of 2002 with high school and middle school students from six districts on Long Island, New York at St. John's University. 3) Various surveys assessed which teaching approaches were most effective, including hands-on experience, inquiry-based learning, and real-world science investigations.

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    1) High school students engaged in science experiences and learned effective pedagogy, then taught science to middle school students. 2) The teaching practicum took place in the summer of 2002 with high school and middle school students from six districts on Long Island, New York at St. John's University. 3) Various surveys assessed which teaching approaches were most effective, including hands-on experience, inquiry-based learning, and real-world science investigations.

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    31 vizualizări9 pagini

    Presentation Slide

    Încărcat de

    api-322468499
    1) High school students engaged in science experiences and learned effective pedagogy, then taught science to middle school students. 2) The teaching practicum took place in the summer of 2002 with high school and middle school students from six districts on Long Island, New York at St. John's University. 3) Various surveys assessed which teaching approaches were most effective, including hands-on experience, inquiry-based learning, and real-world science investigations.

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    © All Rights Reserved
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    din 9

    EDU 555

    ARTICLE REVIEW
    Learning what it takes to teach science: High
    School Students as Science Teachers for Middle
    School Students.
    Prepared by : NORBAITI MOHD ROSDI
    2014823034
    ED2604A
    Prepared for : EN. MOHAMAD HISYAM ISMAIL

    AUTHOR : Regina E. Toolin


    YEAR : 2003
    ISSUE : The effective science pedagogy used in teaching middle
    school students.
    SOURCE : Toolin, R. E. (2003). Learn What It Takes to Teach Science
    : High School Students as Science Teachers for Middle School
    Students.JournalofScienceEducationandTechnology, 12(4).
    10.1023/B:JOST.0000006305.73229.5c

    SUMMARY
    First phase : Engaged in investigative science experiences and
    WHA learned about effective science pedagogy.
    T? Second phase : Teaching practicum for high school students.

    WHE
    N?

    Summer (Sept-Nov 2002)

    WHO
    ?

    High school & middle school students from six school districts in
    Suffolk County, NY.

    WHER St. Johns University Oakdale Campus.


    E?

    HOW Various surveys were developed to access which of the applied


    approaches most effective in teaching.
    ?

    1. Hands-on experience

    3. Real-science
    investigation.

    2. Inquiry-based learning

    Article : High school students used hands-on experience in


    teaching science.
    OPINION
    Explore and experienced science.
    The development of science rich/science friendly
    environment can be fostered through the inclusion of
    a variety classroom activities and instructional modes.
    (Deannes interview)
    Be independent.
    A specific instructional strategy where students are
    actively engaged in manipulating materials, using
    called a hands-on science activity" (Flick, 1993, pp. 1-

    Article : Inquiry-based experience in learning science.


    OPINION
    Constructivist students.
    The key message of this theory is that each learner
    mentally constructs his/her own understanding, rather than
    acting as a passive receiver of knowledge (Driver 1981;
    Fensham 1992).
    Two ways communication, teacher as fasilitator.
    The inquiry into pedagogy, which is the subject of this
    paper, drew on students perception of what they perceived
    a teacher can do to help them learn. (Darby, 2005)

    Article : Using Real-science investigation approach.


    OPINION
    Problem posing & questioning (PBL).
    Enthusiasm, deeper interest.
    Teacher and students producing together facilitates
    learning through joint productive activity among
    teacher and students. (Teaching tolerance, 2016)

    CONCLUSION
    In effort to teach students reason scientifically, science
    instructors must begin to consider a new paradigm for science
    pedagogy in order to nurture students to think outside the
    box.

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