Using SOLO Taxonomy to Think Like a Scientist Cover

Using SOLO Taxonomy to Think Like a Scientist

How to develop curious minds with the science capabilities

This resource takes SOLO Taxonomy, an accessible, robust way of making learning visible to both teacher and students, and combines it with current theories on how students learn and effective pedagogies. It shows how to develop curious minds in science by accessing learning through the science capabilities, collaboration, citizenship and community. It provides a strong model for what it takes to build students' citizen-centric scientific curiosity when working for a social good.

Ages: 5-18 | Pages: 80 | Code: 51013 | ISBN: 9781776553921

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Picture of Pam Hook

Pam Hook

Pam Hook is an educational consultant who advises schools and institutions in New Zealand, Australia, Denmark, Malaysia, Singapore, Hong Kong, Japan and the Pacific Islands on developing curricula and pedagogies for learning to learn based on SOLO Taxonomy. She is a popular keynote speaker at conferences. Pam is author of more than 25 books on SOLO Taxonomy, including titles translated into Danish, and has developed a series of SOLO web-based apps, Apple iPad apps and YouTube videos. She hosts collaborative online communities for SOLO practitioners on Twitter @arti_choke @globalsolo and Pinterest www.pinterest.nz/solotaxonomy.
Picture of Willem Tolhoek

Willem Tolhoek

Willem Tolhoek has been a science educator in New Zealand secondary schools since 2005. He has a passion for developing literacy and engaging students in science. As acting Head of Learning Area in Science for four years, he has worked with Pam Hook to further integrate the use of SOLO Taxonomy into the science curriculum as a way of moving students’ surface-level thinking to a deeper level of understanding. Willem is a proud father of Isobel and is thankful for the support of his partner, Tegan.

Contents

Introduction4
1. An overview of SOLO Taxonomy and thinking like a scientist5
What is SOLO Taxonomy?5
What is thinking like a scientist?6
What is the material world?8
How can SOLO help develop curious minds with the science capabilities?11
2. Gather and interpret data19
Gathering data (multistructural level)19
Interpreting data (relational level)21
Strategies for gathering and interpreting data23
3. Use evidence41
Using evidence (relational level)41
Strategies for using evidence42
4. Critique evidence46
Critiquing evidence (extended abstract level)46
Reliability and validity47
Challenging evidence that seems reliable48
Fairness, completeness and relevance50
Strategies for critiquing evidence50
5. Interpret representations54
Interpreting representations (extended abstract level)54
Strategies for interpreting representations57
6. Sample SOLO planning and assessment62
Constructive alignment in planning and assessment62
Sample planning63
Sample assessment65
7. Engage with science68
Engaging with science (extended abstract level)68
Bringing in ideas about a waste management issue (multistructural level)72
Connecting ideas about a waste management issue (relational level)73
Extending ideas about a waste management issue (extended abstract level)74
Conclusions76
References77
Index of exhibits78