STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways

by Shelly L. Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenberg

Overview

This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. This guide helps teachers to:

• Structure and organize an engaging STEM learning environment.
• Understand and promote logical-mathematical and scientific thinking during investigations.
• Promote social settings that enhance communication, cooperation, and collaboration.
• Make the necessary accommodations and modifications for diverse learners.
• Integrate STEM concepts and skills with other content areas.
• Align teaching and learning with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS).
• Assess STEM learning using formative and summative assessments.
• Establish adult learning communities to support ongoing professional development.
• Help children develop habits and behaviors that contribute to positive attitudes toward STEM.

This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive and social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.

Product Details

ISBN-13:	9780807757499
Publisher:	Teachers College Press
Publication date:	12/28/2015
Series:	Early Childhood Education Series
Edition description:	New Edition
Pages:	216
Product dimensions:	6.00(w) x 9.10(h) x 0.50(d)

About the Author

Shelly L. Counsell is assistant professor of early childhood education at the University of Memphis. Lawrence Escalada is professor of physics and science education and head of science education at the University of Northern Iowa. Rosemary Geiken is an associate professor in the early childhood program at East Tennessee State University. Melissa Sander is a special education teacher in the Wapsie Valley Community School District, Iowa. Jill Uhlenberg is associate professor and head of Curriculum and Instruction at the University of Northern Iowa. Beth Van Meeteren is director of the Regents’ Center for Early Developmental Education and Center for Early Education in STEM at the University of Northern Iowa. Sonia Yoshizawa is a doctoral fellow in the early childhood education program at East Tennessee State University. Betty Zan is associate professor of early childhood education at the University of Northern Iowa.

Table of Contents

Acknowledgments xi

Preface xiii

Introduction: Why STEM? Why Early Childhood? Why Now? Betty Zan 1

Definitions 1

Why STEM? 6

Why Early Childhood? 6

Why Now? 8

Organization of This Book 9

1 Why Use Ramps and Pathways? Betty Zan 10

Research and Theoretical Foundation for Ramps and Pathways 12

The Inquiry Teaching Model 15

Addressing Standards in Ramps and Pathways 20

Conclusion 28

2 Implementing Ramps and Pathways in the Classroom Rosemary Geiken Jill Uhlenberg Sonia Yoshizawa 29

Preparing the Environment for R&P 29

Introducing Ramps to Children 43

Teacher Intervention 45

Appendix 2.1 Ramp Relationships 50

Appendix 2.2 Using Questions 51

3 Physical Science Content and Inquiry Lawrence Escalada 52

What Is Science? 52

Next Generation Science Standards and Research 53

Physical Science and the Inquiry Teaching Model 55

Science Process Skills 57

Physical Science Content 61

Conclusion 70

Appendix 3.1 Definitions of Physical Science Terms 71

4 Ramps and Pathways Promote Communication Development Beth Van Meeteren 73

Communication Is a Central STEM Practice 73

Conclusion 86

5 Using Ramps in Diverse Learning Communities Shelly Counsell Melissa Sander 87

Engaging Diverse Learners as Full Participants in Science Learning 88

Creating Early Science Opportunities for Diverse Learners 96

Accommodating Developmental Considerations During Science Activities 102

Conclusion 108

6 Ramps and Pathways and STEM + Literacy Beth Van Meeteren 110

A Place for STEM in the Kindergarten and Primary Classroom 110

A Sampling of Ramp Activity Challenges 112

Building One-Piece Ramps: Various Heights 112

Building One-Piece Ramps: Various Objects 114

Building One-Piece Ramps: Various Spheres 115

Connecting Ramp Sections 116

Building a Ramp with a Jump or a Drop 117

Using Multiple Pieces of Ramp Sections Within a Confined Area 119

Building Ramps with Hills 122

Building Within an Irregularly Shaped, Confined Area 123

Building Vertical Ramps Within a Small Confined Area 125

Building Ramps with a Fulcrum and Balance 127

Mathematics Within Ramps and Pathways 129

The Synergy of STEM and Literacy: A Personal Story 130

Conclusion 135

7 Assessment Jill Uhlenberg 136

What Is Assessment? 136

Types and/or Purposes of Assessment 137

Research and Assessment 139

Assessment and the Inquiry Teaching Model 140

What to Assess 143

How to Assess 147

Conclusion 150

Appendix 7.1 Ramps & Pathways Checklist 151

Appendix 7.2 Observational Record: R&P Constructions 153

Appendix 7.3 Learning Record: Engineering Behaviors 154

Appendix 7.4 Learning Record: Science Content Knowledge 155

Appendix 7.5 Engineering Habits of Mind Outcomes 156

8 Ramps and Pathways Professional Development: Creating Early STEM Communities of Practice Shelly Counsell 158

R&P Introductory Workshop 159

Sustaining Professional Development Within Science Communities of Practice 165

Sustaining Change 175

References 177

Index 187

About the Authors 199

What People are Saying About This

From the Publisher

"Written by eight remarkable educators, this powerful book carefully illustrates the design and teacher practices of constructivist classrooms that nurture the whole child. The authors describe how teachers can scaffold young children’s building of global competencies through inventive, imaginative, and intentional problem solving. The teaching/assessment dynamic unfolds with new resources throughout the text."
—Jacqueline Grennon Brooks, professor, curriculum & teaching, director of the IDEAS Institute, Hofstra University

"This book is a must for all concerned with the education of young children. Using ramps and pathways as an exciting and stimulating example of how to engage children in rich STEM experiences, this team of highly knowledgeable and skilled researchers and practitioners draw from their deep and extensive backgrounds to present a clear and comprehensive view of the current landscape of inquiry-based STEM teaching and learning for young children. It is a book that can and should inform both policy and practice."
—Karen Worth, Elementary Education Department, Wheelock College

Editorial Reviews

"The authors summarize the importance of STEM-based education, provide a practical approach, and place it in the context of classrooms from the preschool to second-grade level. Early childhood educators who are interested in moving away from a siloed approach to teaching content, looking to integrate across content areas, and making STEM education an important part of their classrooms should read this book. Using R&P could be an excellent entry point or foundation for educators seeking to better integrate content and infuse STEM learning into their classrooms."

—Teachers College Record

From the Publisher