3 May summary and follow up (see also Wil's notes)
Developing teachers into "scientists", includes being familiar with other bodies of observations/interpretations, helping students become familiar with them as well, overlaps with need to provide some "science" visibility, with technology considerations?
Have strong foundation for observation/interpretation opportunities in existing practices/new school grounds.
Find ways to not only make observations easy and interesting but to make them "generative", ie to cause new questions/stories that in turn motivate new observations, want active feedback from interpretations to new observations to new interpretations etc. Want students to come to see making observations/interpretations as a route to ensure pleasure of new observations/interpretations. At what ages/stages can various levels of sophistication at this process be encouraged?
The new conversation: getting started on a PreK-6 curriculum plan
Alice Lesnick (firstname.lastname@example.org)
Why are teachers doing the particular "science" activities at each level that they are currently doing?
How do existing "science" activities at each level relate to those at other levels?
What do we collectively think students should have been exposed to by the end of 6th grade?
How might we best orchestrate a PreK-6 sequence to achieve this?
What additional factors need to be taken into consideration in designing a coherent process AND content sequence?
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