Glossary of Science Education Terms

Constructivism

The central idea of constructivism is that people construct knowledge (as opposed to knowledge being transmitted into their minds). Most people do not have a problem with this because most agree that students "interpret" their experiences in class and try to make sense of them, particularly when grappling with scientific concepts (as opposed to rote memorization of terms). Thus, the problem or difficulty is not typically with constructivism per se but with:

1. recognizing the difference between when students are "constructing" knowledge vs. simply absorbing and regurgitating, and
2. what constructivism implies about the types of teaching methodologies one should use.

Constructivistic Teaching

In keeping with the definition of Constructivism, Constructivistic Teaching is teaching that allows students to "interpret" their experiences in class and try to make sense of them. There is no one single teaching methodology that is called "constructivistic teaching." For example, constructivistic teaching is not limited to discovery learning (where students learn through discovery) nor does it necessarily imply that lecturing cannot be part of constructivist teaching. It only implies the need to diagnose what is already in the student's mind (usually used to initiate instruction) and that the focus is on student learning rather than teacher teaching (see student-centered). In neither case does it does specify how.

Didactic Teaching

It seems to be the convention that people use the word "didactic" to describe lessons or presentations that are not constructivistic in nature. I believe the word "didactic" is used in the sense that the presentation of knowledge (by the presenter) would be the focus rather than the understanding of that knowledge (by the audience).

Direct Instruction

Direct Instruction refers to the practice where the necessary information is given directly to the student. Typically this is done via lecture but it need not be (e.g. overhead, video, worksheets, etc.). The advantage of direct instruction is that it is a particularly efficient form of instruction (and thus is commonly used in conference sessions). Its efficiency makes it a common choice for teacher-centered lessons, although it can also be used in student-centered lessons (e.g. in response to a perceived need by the students). During direct instruction, the focus is on the information being transmitted and thus it is not considered a constructivistic teaching method.

Inquiry

In science teaching, the word "inquiry" is used to describe two things. In one sense, it is used to describe one characteristic of what science is. In another sense, it is used to describe what students do in a constructivistic lesson. When students are inquiring, they are questioning and evaluating the information they are obtaining and/or observations they are making. Such inquiry is a pre-requisite if they are to "interpret" their experiences in class and try to make sense of them. As with constructivistic teaching, there is no one single teaching methodology that is called "inquiry". For more info, see my five myths about inquiry.

Student-Centered

Student-centered learning means that the focus is on student learning rather than teacher teaching. Typical questions asked in planning for a student-centered lesson are the following:

• What is it I want them to learn (be able to do)?
• Why do I want them to learn it?
• What do they already know?
• How will I (and they) know they've learned it?
• What difficulties will they have?
• How do I help them overcome these difficulties?

As noted in the definition of constructivism, a student-centered lesson is one implication of constructivism. Like constructivism, the term "student-centered" does not necessarily imply a particular methodology (although certain methodologies may be better suited than others for student-centered lessons). For example, student-centered learning is sometimes mistakenly interpreted to mean the students are actively taking part in an activity, making up classroom rules, and/or working in groups. While these activities fit in well with the goal of a student-centered classroom, they do not define student-centered.

Teacher-Centered

The term "teacher-centered" is used to describe a class that is not student-centered. Essentially, if the lesson can be evaluated only by examining what the teacher is doing, it is probably a teacher-centered lesson. In comparison to those asked in preparation for a student-centered lesson, typical questions asked in planning for a teacher-centered lesson are the following:

• What do I need to teach?
• How do I explain it?
• How do I make it interesting?

Other related terms:

Authentic Assessment:

Assessment in which students are engaged in activities that reflect what students will be expected to do outside of the classroom.

Banking approach:

A phrase used to describe the role of the instructor is to "deposit" information in the minds of the students. This typically implies a didactic approach and/or lecture.

Collaborative Learning:

Where students share responsibility with each other (and possibly the teacher) to come up with methodologies, tasks, assessment, etc., in the attainment of a particular goal. Typically used in support of student-centered learning.

Cooperative Learning:

Where students cooperate with each other to perform or complete a particular task. Students need not collaborate on the most appropriate methodology to complete the task. In fact, students are typically assigned to groups and assigned roles in order to make the process more efficient.

Critical pedagogy:

Pedagogy in which students critically examine what they learn; typically used in situations that require students to critically examine social issues. Though not currently used in science education, by encouraging critical thought by students, it may utilize techniques similar to those in constructivistic teaching and/or inquiry.

Guide on the side:

A phrase used to describe the role of the instructor as one who guides the students toward understanding. This typically implies a constructivistic approach and/or group work. Compare to Sage on the stage.

Hands-on, Minds-on:

A term to describe constructivist activities that require students to personally use equipment or materials. It is used to distinguish such activities from "hands-on" activities, i.e. those activities students do but do not actively evaluate or question.

Sage on the stage:

A phrase used to describe the role of the instructor as the source of the information. This typically implies a didactic approach and/or lecture. Compare to Guide on the side.

Disclaimer: I do not have enough expertise to really provide definitions for most of these terms. I only throw these out to serve as some basis for more proper definitions (for example, I am not clear on the difference between collaborative and cooperative). For a more authoritive source, check out the book Lingo of Learning: 88 Education Terms Every Science Teacher Should Know.

Note: Most people I speak to agree with the basic goal reflected in all of these terms. The problem is that we, as teachers, typically over-estimate how much of this stuff we actually do in our classes. I believe the apparent plethora of like terms were developed to clarify exactly what it is we want to be doing in our classes.