Question 45

What instructional strategy/strategies do you find the most effective in promoting conceptual change among students in teaching inertia?

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

• Challenge students to accept and share responsibility for their own learning.
• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

• Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
• Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.

TEACHING STANDARD C:
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Use multiple methods and systematically gather data about student understanding and ability.
• Analyze assessment data to guide teaching.

TEACHING STANDARD D:
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• Structure the time available so that students are able to engage in extended investigations.

PROFESSIONAL DEVELOPMENT STANDARD A:
Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must

• Address issues, events, problems, or topics significant in science and of interest to participants.
• Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry.

PROFESSIONAL DEVELOPMENT STANDARD B:
Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must

• Connect and integrate all pertinent aspects of science and science education.
• Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts.
• Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning.
• Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching.

ASSESSMENT STANDARD B:

Achievement and opportunity to learn science must be assessed.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of

• Motions and forces

PROGRAM STANDARD A:
All elements of the K-12 science program must be consistent with the other National Science Education Standards and with one another and developed within and across grade levels to meet a clearly stated set of goals.

In an effective science program, a set of clear goals and expectations for students must be used to guide the design, implementation, and assessment of all elements of the science program.