Lansdowne Friends School
The Brain as Scientist and Science as Story Telling
- "Our program builds on the natural curiosity our children have for their immediate surroundings and supports exploration of their ever unfolding world"
- Science/math curricula renewal?
Bryn Mawr College
Starting points for a collaboration?
Science as Story Telling and Story Revision
- All people are born "scientists". The aim of science and mathematics education should be to nurture and enhance the innate exploratory capabilities of children rather than to discourage or constrain them.
- Science/mathematics involve observation, story telling that motivates additional observation, and story revision in an unending cycle
- Science and mathematics education should encourage and further develop this way of relating to the world by creating appropriate playgrounds for its exercise.
- Content should be chosen to facilitate process, to correspond to the kinds of questions students have at given ages, and to build on prior explorations.
- Assessment should be integrated with and further the process rather than being distinct from it, and should be done so as to measure progressive skill development.
|Linear science||Seriously loopy science|
| || |
|Science as body of facts established by specialized fact-generating people and process
Science as successive approximations to Truth
Science as authority about "natural world"
|Science as process of getting it less wrong, potentially usable by and contributed to by everyone
Science as ongoing making of observations, summarizing, making new observations, making new summaries
Science as skepticism usable by and empowering anyone at any time about any thing for any purpose
Science as Practical Tool, Continually Being Adapted
"The Crack" as Feature Rather than Bug (multiple possible summaries)
The Brain as an Explorer/Story Teller/Story Reviser
For further exploration:
Post discussion notes
Importance of making "science" more prominent/visible in relation to parental expectations, students' own breadth of aspirations
Notion of helping students acquire skill at distinguishing observation from interpretation as central to science education (at all levels)
Possible Center engagements ...
- Affiliation would itself help to make science more prominent/visible
- Summer institute
- Add perspective of scientists to review/revision of curriculum plan
- Provide scientists to consult/work with individual teachers on their own curricula
- Provide praxis course that would engage students/faculty at both institutions in rethinking elementary science education
- Provide students to work with particular teachers, and to develop usable classroom modules
- Provide some expertise in environmental sciences to assist in planning for outside renovation integration into curriculum
- Visits to college for students
- Assistance with developing computer use in curriculum (particularly forms that facilitate rather than lessen individual and community interactivity)