Earth and Physical Science for Elementary Teachers. 2nd-physical. Grade 1 The World of Matter. 1st Grade Science: What Happens. TalkScience_Primer.pdf. XII. Safety in Elementary School Science. XII. Safety in Elementary School Science Keys to Safety: Planning, Management, and Monitoring Print Version (40 KB Acrobat) This chapter provides information to assist the elementary school teacher in maintaining a safe classroom environment for the teaching of science. Safety is an important concern in the elementary science classroom because students are learning new skills and working with unfamiliar equipment and materials that can pose some degree of hazard.
Safety in the elementary school science classroom depends on the wise selection of experiments, materials, resources, and field experiences as well as consistent adherence to correct and safe techniques. Safety in the science classroom requires thorough planning, careful management, and constant monitoring of student activities. See Appendix C, MSDS: Explanation and Samples. Science activities are diverse and often more difficult to supervise than other instructional activities.
Chapter I: Responsibilities. A. Inquiry Based Science: What Does It Look Like? "Inquiry Based Science: What Does It Look Like? " Connect Magazine (published by Synergy Learning), March-April 1995, p. 13. To help in answering this question, teachers and administrators participating in the Vermont Elementary Science Project observed and discussed the actions of students engaged in hands-on, minds-on science exploration.
Then they created this, "On the Run Reference Guide to the Nature of Elementary Science for the student " (1991, with revisions 1992) They wrote, "The intent is not to use this guide as a checklist, but as a statement of what we value in the areas of science processes, science dispositions, and science concept development We urge you to capture evidence of your own students engaging in these indicators " When students are doing inquiry based science, an observer will see that: Children View Themselves as Scientists in the Process of Learning. 1. Children Accept an "Invitation to Learn" and Readily Engage in The Exploration Process. 1.
Science Misconceptions Research and Some Implications for the Teaching of Science to Elementary School Students. ERIC Identifier: ED282776 Publication Date: 1987-00-00 Author: Blosser, Patricia E. Source: ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH. In July, 1983, an international seminar on misconceptions in science and mathematics was held at Cornell University (Helm and Novak, 1983). Fifty-five papers were presented and 118 people registered for the seminar. The proceedings of this conference were published, with the papers grouped according to primary emphasis: theoretical and philosophical perspectives (8 papers), instructional issues (9 papers), research and methodological issues (12 papers), historical and epistemological perspectives (5 papers), elementary school science (2 papers), physics (11 papers), biology (6 papers), chemistry (1 paper), and mathematics (5 papers).
A second international seminar is scheduled for the summer of 1987, also at Cornell. What does all this mean in terms of teaching science in elementary schools? 1. Barrass, Robert. The Next Generation Science Standards A Focus on Physical Science.