Two Models of Teaching Science

I hated science when I was in school.

There, I said it. Science always seemed dysfunctional to me as a student because I could not figure out how it was asking me to learn. English asked me to memorize rules and concepts. Math asked me to learn processes and solve problems. Science could not decide on one set of expectations. Studying for science took twice as long because it involved elements of problem solving and memorization.

As a teacher, I found the joy in science when I could articulate the two different ways of running a science classroom. It is possible to run a science classroom like an English classroom, where students learn vocabulary and work to comprehend texts. It is possible to run a science classroom like a math classroom, where students practice methods for solving problems and find ways that concepts are interconnected. Both are valid and necessary methods of science instruction. Just be careful to know which model you are following and stick to the best practices of that model.

In the coming weeks, I will discuss the benefits and drawbacks of an English model of science instruction. I will share my experiences teaching science to fourth grade Emergent Bilinguals, and I will link my experience with reading intervention to give best practices for teaching science like English.

I will also discuss the benefits and drawbacks of a math model of science instruction. I will share how my lowest reader got the highest grade in my second grade science class this past year, and I will share examples of equitable science assessments that go beyond reading comprehension in a lab coat.