Directed Inquiry

Alternative conceptions

need to be addressed early in a class in order for students to learn

Analogies use familiar, everyday situations that ca be used to explain difcult and abstract ideas.(6) It is a useful tool for

Analogies

Scientific Literacy

are a useful method in teaching students

Role Play Is a way of using your bodies to act out concepts to show Is a teaching tool that can be used to increase

is the result of scientific education and the development of

Representations

gives students hands on experience and assists with Laboratory Work

consists of 5 phases. Engage, Explore, Explain, Elaborate, Evaluate.(2) It it a good tool to show

Provides a visual tool and practical demonstration for students to link key knowledge and content to gain a greater

Scientific Understanding

is the values and assumptions inherent to scientific knowledge and the development of scientific knowledge(1) and

The nature of science

Summative assessment is a different method of assessment compared to

can be used by teachers to informally assess students

Assists in the representation of assessment to comply with the

e5 Instructional Model

encourages students to think more carefully & critically about scientic phenomena by challenging them to examine events that surprise them.(3) This is best applied in POE

Formative Assessment is a strategy to elicit students views about science. Predict, Observe, Explain.(5) It's a useful means for

is a way a teacher can provide prompts, scaffolding or support that informs students about HOW to close the gap.(4) It is an appropriate use of

National Curriculum

Dialogic Discourse

is a method which uses a number of different speakers & includes references to other students' ideas. This is different to the

is a requirement a students has to meet in order to move to the next. I relates to the requirements of the

Constructivist teaching and learning approach

Progression point

Authoritative Discourse References 1) Venville, G and Dawson, V 2004, The Art of Teaching Science,Crows Nest, Sydney: Allen &Unwin, p. 4 2 )Venville, G and Dawson, V 2004, The Art of Teaching Science,Crows Nest, Sydney: Allen &Unwin, p. 62 3) Venville, G and Dawson, V 2004, The Art of Teaching Science,Crows Nest, Sydney: Allen &Unwin, p. 70 4) Venville, G and Dawson, V 2004, The Art of Teaching Science,Crows Nest, Sydney: Allen &Unwin, p. 131 5) Venville, G and Dawson, V 2004, The Art of Teaching Science,Crows Nest, Sydney: Allen &Unwin, p. 70 6) Venville, G and Dawson, V 2004, The Art of Teaching Science,Crows Nest, Sydney: Allen &Unwin, p. 163

involves the teacher dominating the discussion and reflects the teacher centred approach of

is more teacher centred, therefore the opposite of

Transmissive teaching

Felicia Ross, 210596915, ESS444

Created using Inspiration 9 International English Edition by Inspiration Software, Inc.