The Great Ice Investigation: Preparing Pre-Service Elementary Teachers for a Sensemaking Approach of Science Instruction

Print Friendly, PDF & Email
McFadden, J.R. (2019). The great ice investigation: Preparing preservice elementary teachers for a sensemaking approach of science instruction. Innovations in Science Teacher Education, 4(3). Retrieved from https://innovations.theaste.org/the-great-ice-investigation-preparing-pre-service-elementary-teachers-for-a-sensemaking-approach-of-science-instruction/
by Justin R. McFadden, University of Louisville

Abstract

The current article describes a sequence of lessons, readings, and resources aimed to prepare elementary preservice teachers for science instruction wherein student sensemaking, rather than vocabulary memorization, is prioritized. Within the article, I describe how the prompts, questions, and logistics of the The Great Ice Investigation drive my students’ in-class and out-of-class learning to start out every science methods course I teach. The readings and resources detailed that compliment the Great Ice Investigation should benefit both preservice as well as in-service elementary teachers just beginning to align their instruction with the Next Generation Science Standards. The lessons, readings, and resources described should be of value to science teacher educators looking to modify and improve how they prepare their students for next generation science instruction.

Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.

Become a member or renew your membership

References

Tretter, T. & McFadden, J. (2018). Modeling structure and properties of matter: People as particles. Science and Children, 56(4), 67-73.Tretter, T. & McFadden, J. (2018). Modeling Structure and Properties of Matter: People as Particles. Science and Children, 56(4), 67-73.

Bybee, R. W. (2013). Using the 5E Model to Implement the NGSS: Translating the NGSS for classroom instruction. NSTA Press, National Science Teachers Association.

Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10-13.

Duncan R., Krajcik, J., & Rivet, A. (2016). Disciplinary Core Ideas: Reshaping Teaching and Learning. NTSA Press, National Science Teachers Association. ISBN: 978-1-938946-41-7.

Duncan, R. G., & Cavera, V. L. (2015). DCIs, SEPs, and CCs, oh my!: Understanding the three dimensions of the NGSS. The Science Teacher, 82(7), 67.

Harlen, W. (2015). Teaching Science for Understanding in Elementary and Middle Schools. Heinemann: Portsmouth, NH. ISBN: 978-0-325-06159-7.

Metz, K. (2008). Narrowing the gulf between the practices of science and the elementary school classroom. Elementary School Journal, 109, 138–161.

Moscovici, H., & Nelson, T. H. (1998). Shifting from activitymania to inquiry. Science and Children, 35(4), 14.

National Research Council. (2012) A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/ next-generation-science-standards.

Penuel, W., Van Horne, K. & Bell, P. (2016). Steps to designing a three-dimensional assessment. Downloaded from: http://stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-29-Steps-to-Designing-3D-Assessments.pdf

Reiser, B., Brody, L., Novak, M., Tipton, K., Adams, L. (2017).  Asking questions. In Schwarz, C. V., Passmore, C., & Reiser, B. J. (Eds.), Helping students make sense of the world using next generation science and engineering practices. (p. 87-108). NSTA Press.

Van Zee, E. H., & Roberts, D. (2001). Using pedagogical inquiries as a basis for learning to teach: Prospective teachers’ reflections upon positive science learning experiences. Science Education, 85(6), 733-757.