This page is the Accessible Alternative Version (AAV) of the Chart on page 94 of the Science Focus Report (DOC).
|More of this...||Less of this...|
|Students engage in the practices to build their own cognitive schema (construct meaning) to understand science content.||Students study the meaning of science that teachers construct for them.|
|Students learn science as an iterative, dynamic, messy, creative, collaborative process similar to how real scientists and engineers do their work.||
Students learn science as a linear, finished process using the "scientific method" disconnected from how real scientists and engineers do their work.
|Practices provide students with relevant, real-world learning in which they must investigate and problem solve using critical thinking.||Practices provide students with skills to conduct investigations often in step-by-step learning experiences.|
|Students build science understanding using a variety of practices in investigations, experiments, and project-based experiences||Student use one practice per investigation/experiment.|
|Integration of science content with science and engineering practices.||Science content and practices taught in isolation.|
|Student reasoning and argumentation play a central role in understanding labs and text.||Student thinking is limited by a "cook book" approach to lab experiences, or end-of-the-chapter questions to test experiences.|
|Science notebooks reflect student thinking using the science and engineering practices to understand content.||Science notebook reflects students' ability to take notes only or copy teacher models.|
|Engineering is integrated into all science disciplines.||Engineering is treated as an add-on.|
|Use of practices allow students to revise their thinking and understanding.||Use of practice as something to learn/apply and "be done."|
|Students are actively engaged in the practices through investigations and||Students are passively engaged in watching or participating in teacher-|