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...to guide without dominating, to encourage without
flattering, and to correct without discouraging.
R. Foster (1981)
Science Teachers Clearinghouse
I will be running a workshop for physics/science teachers in November to demonstrate Quizzer (or check out the Quizzer Download Page), some physics demo's and
some inventory surplus exchange). I've got electricity meters, demos and inertial mass apparatus and more to swap and give away. I will add a page here specifically for equipment exchange/sale/swap once I get some more collaboraton. Alternatively, you can directly post to the web via the new science teacher's web page simply by emailing a request to join this collaborative on-line project.
Science Education
I believe that good teaching is similar to good science; good questions, some
humility, and a willingness to look for adequate evidence or support all go a long way.
The manner in which science is practiced should guide how students learn science. This
would necessitate a greater emphasis on explaining what they know to their peers and
teacher/supervisor, a pace which encourages deep understanding and the necessity of being
able to ask and investigate scientific problems. Unfortunately, the political machinations
in teaching methods and curriculum breadth and a reliance on some traditional practices
have hindered the learning of science among high school students in Ontario.
I believe the teachers role is to be a provocateur and guide, not a source of
information or a employer who dispenses grades for effort analogous to a assembly line
worker receiving pay for menial work on assembling widgets. Students need encouragement
and help to forge new conceptual schemes and develop problem solving skills. The context
and linkages of scientific theories and facts need to be elucidated to foster long-term
recall, understanding and novel application.
I believe that the bazaar is a more appropriate metaphor/model for teaching and learning
that a cathedral. Eric Raymond has argued that opposing assumptions behind an
authoritarian style (teacher knows best) and a more collaborative bazaar style (other
teachers and even students! should contribute to the way science happens in the classroom)
have significant implications for the success of projects (either software engineering or
educational). Are students learning best while the teacher is doing the talking? Who
decides which labs are to be done? Are open-ended and student driven labs allowed to
augment the traditional cookie-cutter labs (which do allow students to confirm that
F=ma...)?
Home Pages of other Science Teachers
| B. Drennon
s |
A physics teacher in California (but we won't hold it against
him) with a good astronomy web page. |
| John
Kolena |
A North Carolina school specializing in science |
| Suggest a site
here |
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Check out more science and education
links.
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