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SEPUP
designs curriculum using the best of research and practice. We first
identify research-based techniques that can help students learn.
These techniques are integrated into the development of the curriculum.
The
curriculum is then piloted by classroom teachers and their students.
Only after addressing the input of teachers, scientists, and other
experts are the materials commercially published.
In
all of its curriculum materials, SEPUP incorporates:
Personal and societal issues to introduce science
An issue-oriented approach engages students in learning science
and helps students understand the everyday relevance of
scientific concepts. For example, students may consider what they can
do to reduce
their risk of catching an infectious disease. Understanding what
causes infectious diseases and knowing how they are transmitted
can help students
address
this issue. At SEPUP, issues are an integral part
of every unit
and provide thematic continuity.
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The role of scientific evidence and trade-offs
in decision-making
The purpose of issues in SEPUP is not limited to engaging
students in science. As students evaluate issues, they
consider the types of evidence
required to make an informed decision. Students
learn how scientific ideas and processes can provide
evidence. Students
are expected
to apply their
knowledge of scientific evidence to their
decision-making, regardless
of the action they choose to take. They also
begin to consider and identify
the tradeoffs involved with each decision.
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Different approaches to hands-on inquiry
SEPUP supports student inquiry by providing
numerous opportunities for hands-on investigations.
In
some cases, the inquiry
process is guided by
procedures or questions that can help
students arrive at important scientific understandings.
At other
times, the inquiry
is
more open-ended, encouraging
students to develop their ability to ask
questions and to think critically.
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Age-appropriate teaching strategies
Using different strategies, such as simulations
or projects, stimulates students to
improve laboratory, research,
reading, and writing
skills. It also provides increased
learning opportunities for students with
different learning styles. SEPUP activities
include laboratory investigations,
readings, small- and large-group discussions,
projects, hands-on activities, video, computer simulations,
role plays,
demonstrations, games, and written
and oral presentations.
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Spiraling of key concepts and skills
over time
SEPUP utilizes a learning-cycle approach
in which concepts and skills spiral
throughout the curriculum.
Key concepts
and vocabulary
introduced
in one activity are used repeatedly
in later activities, enhancing student
understanding
and retention.
Essential scientific skills are
also developed over time. For example,
students may be
provided
with data tables in the first part
of a
curriculum, but
are guided to construct
their own tables
later in the unit.
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Assessments that are embedded in
the curriculum
SEPUP materials provide both a
well-constructed multiple choice
item bank and a
research-based assessment system
develop in
cooperation with
the University of California Graduate
School of Education. The assessment
system provides
several different rubrics
(called scoring guides)
that can be used to assess student
responses to
questions that
are already embedded
in the student pages.
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4-2-1 approach to cooperative
learning
SEPUP’s approach to cooperative learning is to ensure
individual learning while maximizing the benefits of group interaction.
The "4-2-1" refers to how responsibilities are shared:
4 A group of
four students is expected to share certain laboratory materials,
such as bottles of chemicals. This sharing facilitates interactions
within the group. For example, students may compare experimental
results and then discuss the reliability of their data.
2 Each pair of students within a group of
four performs the procedure. This allows every student to participate
in the hands-on aspect of an activity.
1 Each student is expected to have access
to a copy of a student book/pages and to keep an individual
record of data, observations, and written responses to assigned
questions. This ensures that each student is individually accountable
for the results of each activity and for the concepts discussed
in class.
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See video of students working
together in a 4-2-1 arrangement,
You will need Quicktime
software to view this 2.7MB clip.
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Explicit connections to
other disciplines, such
as technology and literacy
SEPUP materials provide
students with opportunities
to learn
science utilizing
relevant history,
technology, mathematics,
and language.
For example, a unit
might have activities
that explain
the
history of science
as it relates to the
topic, or provide
software that
allows students
to
further investigate
the topic. In addition,
most SEPUP curriculum
provides teachers
with literacy strategies
that can be used to
help students
with processing
language.
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Spring 2004: Focus on Inquiry
Background info, classroom examples, bibliography, using current
events to promote inquiry, sample
SEPUP activity, inquiry and the NSES.
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