There is a great article from Scientific American Mind that presents new strategies and pedagogy for teaching science across all grade levels. The key points talk to:
- Two recent reports from the National Research Council call for significant changes in the way science is taught in elementary school. Unlike previous recommendations, the new suggestions reflect recent findings about how young children think and how they acquire knowledge.
- Research shows that children learn best when they regularly revisit topics, moving from basic to sophisticated views. In keeping with this knowledge, education experts advocate curricula in which students deepen their understanding of a topic—and hone their abilities to practice science—across many grades.
- The most effective teaching expands both the knowledge and the skills needed to engage with science authentically—that is, in a manner akin to how scientists work. To practice science in the classroom calls for problem- and project-based lessons, as well as considerable social interaction. As is the case among scientists, argumentation and discourse help students to refine one another’s ideas and to articulate their own.
You can find a portion of the article here. The key points and strategies of the article talk nicely to ways we see teachers utilizing Discovery Education Science in that material expands and teachers can revisit material at their discretion. The virtual labs and explorations within Discovery Education Science authentically engage students when paired with the student related materials.