The standard: Effective teachers of science understand how students learn and develop scientific knowledge
Artifacts: Unit plans and evidence of actively engaging students in learning in age-appropriate meaningful experiences teachers
Reasons for selecting artifacts
The first artifact that effective teachers of science use is the unit plans. This artifact allows teachers to plan effectively and develop science lesson plans capable of providing the necessary information to students. In addition, the following artifact contributes in the understanding of the knowledge of the subject taught, and the process of acquiring the scientific knowledge. Moreover, the artifact demonstrates my knowledge of understanding through the provision of a perfect science management plan. According to National Science of Education Standards (1996), effective science teachers should develop perfect teaching programs that creates, enriches, maintains and alters instructional settings in order to sustain the interest of learners. The unit plans artifact is significant on this standard because it enables teachers generate plans for engaging students in a disciplined learning environment.
The second artifact of substantial importance to this subject is evidence of actively engaging students in learning in age-appropriate meaningful experiences teachers. The selection of this artifact was based on the ability of science pre-service teachers to demonstrate the use of scientific subject standard. Pre-service teachers ought to include active inquiry approaches that demonstrate their knowledge and understanding of how students study science (Intime, 2001). Teachers should evaluate the student’s progress and allow them to carry out their own research on understanding the scientific knowledge. Moreover, the artifact allows teachers to come up with assessment strategies and design instructions capable of addressing science lesson concepts.
Understanding of the standard in relation to artifacts
Effective teachers of science understand how students learn and develop scientific knowledge. The above standard clearly demonstrates the difference between effective science teachers and pre-service science teachers. Pre-service teachers use scientific inquiry to develop this knowledge. The standard has 2 key words, knowledge and inquiry. Students learn and acquire scientific knowledge through the help of their teachers. As the standard states, only effective science teachers are capable of delivering quality education to students because they understand how students learn and gain knowledge. On the other hand, pre-service science teachers only teach students using scientific inquiry. Students who learn science from pre-service teachers have a hard time acquiring the required scientific knowledge because such teachers lack the two scientific artifacts stated above (National Research Council, 2000). A teacher must have a full understanding of a student’s learning behavior through implementation of various evidence based instructional techniques to come up with different learning styles (Ormond, 2011).
Students learn and understand scientific knowledge through the help effective teachers of science. Effective teachers develop effective science lessons unit plans that equip students with the necessary knowledge. From the above standard it is clear that learning is a process that both students and teachers must be in a position to learn and understand the topic. An effective teacher who has no unit plan or fails to engage students into a learning process cannot achieve the scientific goals. On the other hand, scientific inquiry is an important aspect for students who study science. The following aspect is used by pre-service teachers in acquiring the scientific knowledge. Scientific inquiry enables both teacher and learners carry out an extensive research on effective methods of understanding and gaining science knowledge. According to Chiappetta & koballa (2010), students who engage in scientific concept through exploration should be allowed to formulate hypotheses of the phenomenon in order to come up with meaningful and objective observations. The following applies to scientific knowledge because it allows students to carry out individual researches and come up with concrete findings about how people should understand and learn the scientific knowledge.
References
Chiapetta, E. & Koballa, T. (2010). Science Instruction in the Middle and Secondary Schools.
Allyn & Bacon, 7, 127-132.
Intime. (2011). General professional teaching standards. Retrieved from:
http://www.intime.uni.edu/model/teacher/pedagogy/GPTS.html
National Research Council. (2000). Inquiry and the national science education standards: A
guide for teaching and learning. Washington, DC: National Academy Press.
National Science of Education Standards. (1996). Scientific concept. Retrieved from:
www.NSES.orgOrmrod, J.E. (2011). Human Learning. Pearson-Merrill Prentice Hall, 6, 134-145.
