Student Center | Instructor Center | Information Center | Home

Teaching Children Science: A Project-Based Approach, 2/e

Joe Krajcik, University of Michigan - Ann Arbor
Charlene Czerniak, University of Toledo
Carl Berger, University of Michigan - Ann Arbor

How Do I Manage the Project-Based Science Classroom?

EQUITABLE CLASSROOM PRACTICES

Materials Needed:

A classroom to visit or teach in
Video recording equipment if you teach the lesson


1		Obtain permission to watch a teacher teaching a science lesson or film yourself teaching a science lesson. Interview the teacher about his or her views about -equitable practices in schools or watch the video of your lesson.



2		Analyze the classroom interactions and interview for the following: How did the teacher help girls and minorities be successful? Were girls and minorities active participants in the lesson rather than passive observers or recorders of information? Did the teacher have high expectations of girls and minorities (didn't give them the answers and did expect that they could complete the work in science)? Did girls and minorities use manipulative materials? Did the teacher foster collaboration so that girls and minorities had equal roles to the boys? Did the teacher choose language carefully (didn't use male pronouns exclusively to refer to doctors, engineers, or scientists)? If students were in mixed-gender groups, were rules established to make sure girls had a chance to participate equally with boys? Did the teacher expose students to women and minority role models in science so that students of both genders and all backgrounds could think of science as a possible career area? Were the girls and minorities encouraged to do well in science and mathematics (and to take these subjects in school)? Did girls and minorities use computers in the classroom as much as their male counterparts did? Were girls and minorities involved in science and mathematics competitions (such as MathCounts and Science Olympiad) and extracurricular science and math activities (visiting science museums, participating in science clubs, reading science journals)? Were girls called on in class as much as their male counterparts? Were girls' answers elaborated upon (teachers didn't simply say, "Okay," and move on)? Did the teacher integrate science throughout the curriculum?



3		Record your ideas in your portfolio.

2003 McGraw-Hill Higher Education
Any use is subject to the Terms of Use and Privacy Policy.
McGraw-Hill Higher Education is one of the many fine businesses of The McGraw-Hill Companies.