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Main Curriculum Tie:
Background For Teachers:
Perhaps one of the biggest ideas of science is that all of science works together to explain reality. Deep pedagogical content knowledge also includes an ability to recognize the big ideas associated with a topic, and to make meaningful connections across different topics and fields of science. The more students experience the connections in science, the greater the likelihood that they will understand, remember, and enjoy what they have been taught.
Teachers also understand the difficulties that students experience in mastering the science content, and they use a variety of tools to effectively explain the content in ways that match the needs of different students. This pedagogical content knowledge also includes skills in increasing students’ abilities to learn when they read science texts. At a basic level, this generally involves assigning literacy strategies for students to use before, during, and/or after they read. At a more advanced level, this involves fostering metacognition, helping students to become aware of what is going in their minds as they read and try to make sense of a text. Successful readers monitor their understanding, become aware of difficulties they may be having, and seamlessly apply literacy strategies to comprehend what they are reading.
Intended Learning Outcomes:
Heller, J.I. Daehler, K.R., Shinohara, M., & Kaskowitz, S.R. (April 20, 2004). Fostering pedagogical content knowledge about electrical circuits through case-based professional development. Paper presented at the annual meeting of the National Association for Research on Science Teaching, from http://www.wested.org/cs/we/print/docs/sc/narst.html
Pedagogical content knowledge refers to understanding what makes the learning of specific topics difficult to learn, and knowledge about ways to make that subject matter comprehensible to learners. This paper focuses on teachers’ knowledge of electrical circuits.
Craig, M.T., & Yore, L.D. (1992). Middle school students’ metacognitive knowledge about science reading and science text: An interview study. ERIC Source (ED356135 ). Retrieved from http://www.eric.ed.gov
The simplest definition of “metacognition” is thinking about thinking, and being aware of one’s own thinking processes. Many reading strategies ultimately aim at fostering metacognition. Skillful readers effectively utilize metacognition, monitoring and improving their understanding as they read.
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