The Science Classroom

The Science Classroom: Characteristics of an Effective Science Learning Environment

🧠 Big Ideas and Big Questions

• What makes an effective science learning environment?
• How can teachers create a student-centered classroom that mirrors the work of scientists?
• Why is it important to integrate NGSS, unit planning, big ideas, and big questions?

An effective science learning environment is one that creates the best atmosphere for science learning to take place. To do this, everything must come together: NGSS (including DCI, CCC, and SEP), unit planning, bundled standards, big ideas, and big questions, all working to create a student-centered environment. These practices allow students to do what scientists do—get engaged in science by using practices, exploring, and learning science information like scientists do.

To create an effective science environment, you need to understand the key concepts, take time to reflect and implement, and critically think and be intentional in developing an effective environment in your future classroom. The focus should be on an environment that offers student-centered learning where students engage as scientists.

📚 Characteristics to Consider for an Effective Science Learning Environment

1. Arguments of Ideas, Not of People
   Encourage students to argue and debate ideas, as scientists do. However, make sure students know to argue the scientific ideas, not the person. This can be challenging in an elementary classroom, as many students may focus on the person rather than the ideas.
2. Communication of Unsettled Ideas
   Students should feel comfortable and confident sharing ideas they have not fully developed yet.
3. Communication of Settled Understanding
   This is where you see what students now understand about the content. Allow students to present their understanding in many forms.
4. Answering Questions, NOT Meeting Standards
   The goal is student-centered learning. Students should be engaged in answering questions they are truly interested in learning. They do not need to recite the standard to show they have learned the relevant science.
5. Use of Technology
   Integrate technology as a tool for students to develop a better understanding and explore science. Ensure resources are reliable and tie into unit plan goals.
6. Engineering Opportunities
   True science learning involves hands-on opportunities to critically analyze, build, and construct understanding. Allow students to engage in engineering opportunities where they create products or processes aligned to their science understanding.
7. 3-D Activity
   Implement all three-dimensional learning aspects of NGSS in all science instruction and assessment. 3-D teaching and learning include one or more elements of each dimension (Scientific and Engineering Practices, Crosscutting Concepts, Disciplinary Core Ideas). Not all elements from each dimension will necessarily be used in every investigation.
8. Relevant Local Engagement
   Make content and unit plans specific to the current group of students. Every student has a different background and knowledge, so lessons should adapt from year to year.

💭 Reflections

During your time in this course, you will take part in an effective science learning environment in the lab. Take time to reflect on the labs at various points throughout the semester.

Reflect On the Learning Environment:

• What type of effective science environment am I participating in?
• What characteristics of an effective science environment are present in my learning?
• What does this effective science environment look like from the teacher’s side? From the student side?
• How would this effective science environment look in my future classroom?

Figure 1: Examine the effective science learning environment in an elementary classroom.

(Image: McDermott PPT.)