The Science Program at ISNS | 科学课程解析
“The Middle Years Programme (MYP) sciences framework encourages students to investigate issues through research, observation and experimentation, working independently and collaboratively.”
At ISNS, we plan and teach science in a fun and engaging way to ensure that our students from G6 all the way to G12 are fostered their critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. This week, we interviewed the Head of the Science Department Madison Kittleson to find out more.
In MYP 6, 7 and 8 grade, students take grade level science and each unit has some pieces of chemistry biology, physics and space science within it. When students get to upper MYP in grades 9 and 10, they take a full year of science but it's split up into three trimesters: one trimester of physics, one of chemistry and one of biology. Then in DP, they have the option of four different sciences:
All of our teachers collaboratively plan the units that they teach. We make sure that from sixth grade all the way through the end of tenth grade for MYP, the student are developing those specific science skills that they need to be successful students in DP. Analyzing and interpreting data using and developing models for different things are important and very specific within the ATLs that we have that are focused on science.
In grade 6, 7 and 8, the unit length varies based on how much information is in that unit.
For example in sixth grade, the first unit is “Thinking like a scientist” and developing very important science skills. The units are only a few weeks’ long, whereas the space unit is significantly longer because there is just so much of space. It depends within learning topics and focus of the unit for lower MYP.
For upper MYP (grades 9 and 10), it's a lot more focused on trimester system. Each content and subject area of Physics, Chemistry and Biology all get the exact same number of days according to the school calendar.
For example, we start our first big main unit “Space”. Students all love space and it helps get them into the excitement and pulls that engagement in right away. The next unit that we cover is “Ecologies”, which has many tangible things because we can literally refer to the world around us even just based on our campus. We can go outside, and we could observe different interactions. After that, we finish off with “Energy” near the end of the year. It really focuses on building circuits, which is a very fun and hands-on problem-solving unit, especially when students are building real circuits and they have to make sure all of the wires actually work.
The Core of Teaching and Learning
We are very concept-based and focusing on developing the deep understanding. We also focus on the critical thinking skills students experience that involve labs.
In addition to that, there's a lot of ways that students are interacting and making sense of the content so that they can develop a deeper understanding in a very guided way. It is more that students are working to make sense of these new ideas and are just guided on how to do that by the teachers.
Science is all about memorizing the facts?
There's very little memorization, especially early on because just memorizing something doesn't really show true understanding. A lot of what we are focusing on is developing that deep understanding, which means on a lot of their summative. We take all of the resources from class, from their notebook, from different like lab papers or whatever that might be, and then we use that information. Sometimes we put it all together for what's going to be important in a smaller more manageable area that they also get feedback on or have access to it.
Regardless, we always want to make sure that the students can use their resources, because if students don't remember what a certain vocabulary word means, they shouldn't be penalized for not remembering what that word means if they can explain and demonstrate very deep understanding.
“ Tips for learning science
“Be ready to be wrong a lot because science is about ninety nine percent of being wrong and about one percent of finally being right. After all, it is in the problem solving you've done every time you're wrong.”
--Madison Kittleson
Head of the Science Department
“IB中学 (MYP) 科学框架鼓励学生通过研究、观察和实验、独立和协作来调查问题。”
在 ISNS，我们以有趣和引人入胜的方式规划和教授科学，以确保从 G6 到 G12 的学生都能培养他们对研究和设计的批判性和创造性思维，以及假设和替代解释的识别。本周，我们采访了科学系主任 Madison Kittleson 了解到了更多信息。
在MYP 6、7和8年级，学生学习相应年级的科学，每个单元都有一些化学、生物、物理和太空科学的内容。当学生进入9年级和10年级时，他们要学习一整年的科学课程，分成三个学期：一个学期的物理课 ，一个化学学期和一个生物学期。在大学预科，他们可以选择四种不同的科学:
DP物理,
DP化学,
DP生物
DP环境系统和社会
我们所有的老师都在合作共同计划他们所教的单元。我们确保从六年级一直到十年级结束的MYP课程，学生都在发展他们在DP中取得成功所需的特定科学技能。分析和解释数据,以及使用和开发不同事物的模型尤为重要，而且以科学为重点的学习技能也会非常的具体。
在 6、7 和 8 年级，单元长度根据该单元中的信息量而变化。
例如在六年级，第一个单元是“像科学家一样思考”并培养一些非常重要的科学技能。这些单元只有几个星期长，而太空单元要长得多，因为太空的内容非常丰富也很多。这实际上取决于我们正在学习的内容以及我们在该单元中针对中学低年级所关注的内容。
对于高年级 MYP（9 年级和 10 年级），它更侧重于三个月制度。物理、化学和生物的每个内容和学科领域都尽可能获得与校历完全相同的天数。
例如，我们开始第一个大的主要单元是“太空”，因为很多孩子都喜欢太空。它有助于让学生们兴奋起来，并立即投入其中。我们涵盖的下一个单元是“生态学”，它有很多有形的东西，因为我们甚至可以仅基于我们的校园就可以代指参考周围的世界。我们可以到外面去, 也可以观察不同的互动。然后在学年结束时完成“能量”这一单元，主要侧重于构建电路，这是一个非常有趣的动手解决问题的单元，尤其是学生们在搭建真实的电路，他们必须确保所有电线都能正常工作。
我们非常注重概念，真正专注于发展那种深刻的理解，真正专注于学生在涉及实验室的经历中的那些批判性思维技能。
除此之外，学生可以通过多种方式进行互动并理解内容，以便他们能够以一种有方向的指导方法来加深理解。更重要的是，学生正在努力理解这些新想法，而教师只是指导他们如何去做。
学习中的死记硬背很少，尤其是在早期。因为仅仅记住一些东西并不能表现出真正的理解。我们关注的很多事情是发展这种深刻的理解。我们从课堂上、他们的笔记本中、不同的实验室论文或任何可能的东西中获取所资源，然后我们合理地使用这些信息。有时我们将所有内容放在一起，以便在一个更小、更易于管理的区域中了解重要的内容，然后学生们也会得到反馈或者随时使用这些资源。
无论如何，我们总是想确保学生们可以合理使用他们的资源，因为如果学生不记得某个词汇的意思，但如果他们能够解释和展示非常深刻的理解，他们不应该因为不记得词的意思而受到惩罚。
“学科学要准备好犯很多错误，因为科学就是百分之九十九是错误的，只有百分之一最终是正确的。答案也许在你每次犯错时经历的那些解决问题的过程里。”
--Madison Kittleson
科学系主任
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