A Geometric Model to Teach Nature of Science, Science Practices, and Metacognition

by: Matthew Nyman and Tyler St. Clair

Using the science practice model in science classes for preservice teachers addresses three important aspects of science teacher preparation: teaching the nonlinear nature of scientific process, using scientific practices rather than the ambiguous term inquiry-based, and emphasizing the process of metacognition as an important tool in teaching and learning. In this article the authors provide two examples of how the model can be used with preservice teachers.


Analyzing data Asking questions Classifying Collecting data Communicating ENCdl Experimenting Hypothesizing Interpreting data Measuring Modeling Observing Predicting Science and Engineering Practices Science as Inquiry Science Focus Science process skills Scientific habits of mind SEP1: Asking Questions and Defining Problems SEP2: Developing and Using Models SEP3: Planning and Carrying Out Investigations SEP4: Analyzing and Interpreting Data SEP5: Using Mathematics and Computational Thinking SEP6: Constructing Explanations and Designing Solutions SEP7: Engaging in Argument from Evidence SEP8: Obtaining, Evaluating, and Communicating Information Three Dimensions of the Framework and/or NGSS Using mathematics Using scientific equipment Using technology


Type Journal ArticlePub Date 5/1/2016Stock # jcst16_045_05_44Volume 045Issue 05

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