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Single Sheet: a way of communicating Science teaching
Rescuing the history of Science teaching from acknowledging the teacher’s effort while in the classroom is the basic idea of the Single Sheet.
Sheet because it is the register of a moment considered significant in which learning takes place. Single just to make easier the register during the individual’s learning process. And the written contribution one can require a teacher, in the boundaries of their work of teaching lessons, intends to document a particular context in which knowledge production and dissemination/transmission achieve harmony.  The proposal is to mischaracterize the trend of Science teaching led by the content imposed by Sciences, not considering the educational approach. As a single sheet, it leads to investigation of its sequence following the same methodological proposal to organize programs.
Although teachers work on their own, it is not a task for one; the proposal joins students helping to register and to organize notes, in which they are able to assess their learning when it is happening, it means, considering the limitations given in the classroom. Manifestations of learning are registered during the class and considered as evidence of the learning process; the content of a Single Sheet emerges from a doubt, comment or answer raised in the classroom, or even from a conversation or discussion about the subjected related to the Sciences program. The register refers to teachers’ and students’ manifestations, it documents the journey of reasoning – evidenced by schemes, references, and comments – how interaction takes place, the means which guided to learning. The systematic documentation of these moments allows knowing the educational processes, whose importance fades even for those teachers who make them possible. Formalizing and divulging these moments represent the proposal of the Single Sheet. 
And how would the language be? As a dissemination work, with a style particular to each group, avoiding descriptions. The Single Sheet does not have to be long, 2 or 3 sheets at the most, using a scientific dissemination style.  The writing is usually redone several times, and before the release, the Single Sheet is evaluated in the classroom. This evaluation is followed by a register, which normally suggests a new Single Sheet. The works that best represent the learning situations, created by the teacher-student interaction, are selected to be divulged.
At LEC, Laboratory for Science Teaching of FFCLRP – USP (1981-2000), we wrote some Single Sheets and concluded that they are a complex proposal. It is very difficult to break through teachers and students’ resistance when it comes to registering and accepting that they are able to investigate their program (or part of it). Starting work groups is also difficult. We could mention as important situations that deserve being registered and led to the writing of the Single Sheets: high school students do not have the concept of time and then do not understand the history, fossils, Earth evolution, living beings; teachers work with the content of textbooks, where concepts such as seed germination are incomplete; microscopic life is hard to be imagined; animals’ behavior always arouse curiosity; interests in knowing the basic criteria to begin vegetable classification, and so on. 
The opportunity of living with experts who help us and more directly, the student – the teacher in the future – allows us to notice the conditions in which Science teaching is given and to realize that what is good in our schools is worthy to be divulged. 
In face of “cuts” in classes nowadays, registering and divulging the history of Science teaching – presenting important moments for an improvement – is more than a goal of the Single Sheets, significant part in the construction of the School Memory.
We insist: it is a work for groups, with assistance and mutual contribution of institutions, especially universities, by the exchange between undergraduate courses and basic education. It is about recognizing the teacher and rescuing them under real conditions, as far as possible, strengthening public school. 
By Prof. Dr. Marisa Ramos Barbieri, coordinator of the House of Science
In: Em Aberto, Brasília, ano 7, n.40, out/dez. 1988.



0 # Single Sheet: a way of communicating Science teachingBrain Peak 2015-09-10 04:26
Thanks for sharing your thoughts on classroom acknowledging teachers.
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