EDU431

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METHODS OF TEACHING
MATHEMATICS AND SCIENCE IN THE
PRIMARY/JUNIOR GRADES

Required reading M: Analysis and Reflection.
Title: Priorities in Practice: The Essentials of Science, Grades K-6

CITATION: Allen, Rick. Priorities in Practice: The Essentials of Science, Grades K-6. 2006.

ABSTRACT:

There are many principles to teaching the art
of science in elementary school. Not only are
there priorities in practice, but there are
trends happening in elementary science
education. Rick Allen introduces
improvements within science education and
educators willingness to embrace change
and growth. This article looks at science
standards, cognitive sciences, metacognitive
strategies, age-appropriate inquiry,
classroom level assessments, and test
alignment, all in regards to the essentials of
science for grades K to 6.

ANALYSIS/REFLECTION:

To begin, I enjoyed how the article began with a

quote from Albert Einstein that read, science is a
wonderful thing, if one doesnt have to earn
ones living in it. This is interesting since many
teachers may not like science or feel confident
teaching it due to negative experiences or lack of
knowledge. Thus, it is important for teachers to
make and/or find time for learning how to
effectively teach science. Elementary school
teachers can promote deep knowledge only if
they give students chances to rethink how to
observe and reason about the world.

Through reading this article, I learned that
scientific literacy is essential in our highly
technological society. Students will enter a
classroom with their own ideas about how the
world operates. Teachers should be able to
understand students own individual perceptions
about science and its procedures. This is why
teachers need to be prepared to address
preconceptions that students hold about science.
When working with science, students need to be
aware of how to use metacognitive strategies to
monitor their own thinking, for example, having
students compare outcomes from an experiment
conducted or read about in class (reflective
assessment).

Hands-on, minds-on science seems to be
prominent today, or at least should be. Students
will likely learn if they are interested and if they
know why what they are learning is relevant.

Teachers should have activities that emphasize

and promote science. Not only are we teaching
students science, but we must assess. Creating a
system of multiple tests that assess students
abilities to frame appropriate questions for
investigation, make predictions, and evaluate
claims based on evidence.

All in all, by practicing these essential strategies,
promoted by National Science Education
Standards, students and teachers can both
positively and efficiently learn about science.