Questions
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Interview: Previewing Questions
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Have you ever been involved in a yearlong science project? What are some of the advantages/disadvantages this type of project may have?
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What is a concept map? How can it be used in a science class?
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What criteria do you take into account when designing a science project for your middle-school students?
Interview: Post-viewing Questions
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In this video, the students get to choose their own research topic. Think of the advantages/disadvantages this way of action presents.
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The teacher in this video administers pretests and posttests to her students. What is the role of these tests? What are the benefits of these tests?
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Do you think it is important to test content information periodically? What kind of tests do you consider more beneficial to assess your middle-school students’ content knowledge (standardized, pen and pencil etc.)?
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Overview: Previewing Questions
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What do you think about peer feedback in a science class?
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How often do you involve your students in experiments in your middle-school science class?
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In your middle-school science class what type of projects do you design for your students (individual, pair, group)? Explain your criteria.
Overview: Post-viewing Questions
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What is “tunnel vision” in teacher Gleason’s opinion? How can students counteract this type of vision?
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In this video, the teacher helps students interpret their observations. How does she do that? Can you think of other ways?
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The students communicate the results of their experiments to the class. How important is this stage for you?
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Principles of Learning: Previewing Questions
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What motivates students to get actively involved in a science lesson? What might
deter them from active participation?
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Why does the modern science curriculum encourage Direct Experience in science classes? What is the impact of Direct Experience on learning?
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How important is it for students to make predictions before starting an experiment?
Principles of Learning: Post-viewing Questions
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In this video, the teacher offers students during their experiments. When you teach, how often do you offer feedback? How do you encourage students to offer feedback to their peers?
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The students in this video chose to do experiments that relate to their daily life. What do they base their decision on?
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The students in this video have chosen different experiments. Imagine every student team had done the same experiment. How would the course of the unit be different if each student team had done the same experiment?
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Information Processing: Previewing Questions
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What should be the teacher’s role during the Search stage
of Information Processing in the middle-school science class?
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How can middle-school students in a science class determine the relevancy of their data?
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Do you favor a hands-on or a theoretical approach of science? Explain.
Information Processing: Post-viewing Questions
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What activities do students in this video engage in during the Search stage
of Information Processing? Give examples.
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In this video, some of the groups did not finish their experiments. What part of the
Information Processing
do you think required a longer time in those cases?
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The students in this video share the results of their experiments with their peers. Why is it important that the groups discuss the results?
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Content Standards: Previewing Questions
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Science Standard A1 for Grades 5-8 requires that students develop the abilities necessary to do scientific inquiry. What are these abilities, in your opinion?
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“In the vision of science education portrayed by the Standards, effective teachers of science create an environment in which they and students work together as active. How do you encourage students to work together and adopt an active learning style?
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What do science standards represent for you?
Content Standards: Post-viewing Questions
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The teacher in this video integrates Technology Performance Indicator Number 4 that requires students to “use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. “ How would you integrate this indicator in a science class?
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Technology Performance Indicator Number 10 for Grades 9-12, which you see integrated in this video, requires that students “collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.” How do you plan to facilitate and promote collaboration within and outside the classroom?
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The teacher in this video integrates science standards for grades 9-12, although she teaches 8th grade. Why do you think she chose to integrate these standards?
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Tenets of Democracy: Previewing Questions
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How do you envision a democratic environment in a middle-school science class?
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How can the teacher share authority with the students in a middle-school science class?
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What are the advantages/disadvantages of Thinking Together
in a middle-school science class?
Tenets of Democracy: Post-viewing Questions
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The students in this video think together while analyzing the design of an experiment. Can you think of some rules that students should respect while engaging in
Thinking Together and Making Meaning?
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The students in this video display Individual Responsibility
(http://www.intime.uni.edu/model/democracy/indi.html) while they work in groups on their projects. How do you to encourage individual responsibility in your class?
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The students in this video engage in Critical Thinking. How do you promote critical thinking in your middle-school science class?
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Technology: Previewing Questions
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As a teacher, how do you help your students to become independent technology users?
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Look at the UNI Preservice Teacher Technology Competencies. Which ones are you most familiar with? Which one do you use more/less often?
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How do you help students to gain confidence in using equipment?
Technology: Post-viewing Questions
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The teacher in this video displays Technology Competency Number 18 by engaging students in the use of spreadsheets to calculate and display information. Think of other situations in a middle-school science class that require the use of spreadsheets.
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In this video one of the student teams uses the computer for an activity unrelated to science and their group project. How does the teacher address this issue? How would you have addressed it?
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How does technology optimize learning in this science class, and in science classes in general?
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Teacher Knowledge : Previewing Questions
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How do you feel about lecturing? How often do you use it as a method of instruction? What other methods of instruction do you use?
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Do you encourage your students to work cooperatively? How? Which of
Gardner’s intelligences do students use while engaging in cooperative work?
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How do you envison student-teacher interactions in a middle-school science class?
Teacher Knowledge : Post-viewing Questions
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How does the teacher in this video display her In-Depth Content Knowledge? Give examples.
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How does the teacher in this video display Knowledge of Student Characteristics?
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Do you consider the experiments performed in this middle-school science class an experience beneficial for the students? Look at the lesson plan and argument your position.
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Teacher Behavior: Previewing Questions
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How do you manage content in a science class? What is the practical significance of
Content Management for you?
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Is it important for the science teacher to model feedback for his/her students? Why?
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Do you involve your students in group work? What criteria do you use for grouping them?
Teacher Behavior: Post-viewing Questions
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What is the teacher’s role in this science project? Look at the lesson plan.
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The teacher in this video manages presentations at the end of the experiment. How do you manage presentations?
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How does the teacher in this video monitor student learning?
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