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QUESTIONS ASKED BY PARENTS ABOUT FOSS 1. What is FOSS? FOSS is an acronym for Full Option Science System. How is FOSS adapted to cognitive development?
The FOSS program is
correlated to human cognitive development. The activities are matched to the
way students think at different times in their lives. Upper elementary
students construct more advanced concepts by classifying, testing,
experimenting, and determining cause and effect relationships among objects,
organisms, and systems. Developmental appropriateness and in-depth exposure
to the subject matter with multiple experiences give FOSS its "horizontal
curriculum" character. A horizontal curriculum provides challenges for all
students and results in a much deeper understanding of the subject. 2. How does FOSS use the scientific process with respect to developmental sequence and cognitive stages?
3. Why has FOSS been so successful at improving student achievement and learning? FOSS derives information about learning from both academic sources and practical experience in classrooms. The academic sources emphasize that:
Practical experience in classrooms demonstrates that students learn best by doing. When involved in learning something of interest, students come to understand concepts more fully, remember them longer after the experience, and develop confidence in their ability to find things out and to understand science.
Practical experience
shows that all children can learn science, that there is no differentiation
between genders in interest or ability to understand science concepts, that
students with learning difficulties often shine in solving science problems,
that students learning English as a second language have success alongside
their fellow students, that gifted students are often inspired to "run with
the topic" beyond the interests of other students. FOSS is a great way for
all students to learn science. 4. What are the goals of FOSS? 1. SCIENTIFIC LITERACY. Provide all students with science experiences that a. are appropriate to their cognitive stages of development and
2. INSTRUCTIONAL EFFICIENCY. Provide all teachers with a complete, flexible, easy-to-use science program.
3.
SYSTEMIC REFORM.
FOSS continues to respond to the needs of systems moving
away from passive exposure to scientific concepts toward real experiences
for students that reflect the vision of the National Science Education
Standards. 5. Is there some new language my child will learn in science this year with FOSS? Inquiry. FOSS investigations are guided by questions. In FOSS we break them down into discrete subquestions as scientists must, that can be explored effectively. Often new questions arise while students seek answers. Hands on Activity Learning. It is widely accepted that children learn science concepts best by doing science. Doing science means hands-on experiences with objects, organisms, and systems. FOSS students investigate, experiment, gather data, organize results, and develop conclusions based on their own actions. Multisensory Methods. In the FOSS program all five senses are used to promote greater understanding. A number of tools used in the FOSS program, such as the FOSS balance, were originally designed to serve the needs of students with disabilities but they also maximize information gathering for all students. Student-to-student Interaction. In FOSS investigations for grades 3-6, students work in groups of four with each member contributing to management, data collection, data analysis, and reporting of results. In grades K-2 it is usually best for each student at a table to have his or her own materials to work with. Working in close proximity to other students is important and allows for easy interchange of ideas and communication of discoveries. Discourse and Reflective Thinking. Discourse is putting ideas and experiences into words. The process requires a tremendous amount of information processing, internal verification, and validation of what is known. It is not enough just to work with materials—you have to think about what the experience with materials tells you about the world.
6. Is there a website I can go to for help with my child’s home work?
http://www.fossweb.com/
will help further understand the program and provide interactive
opportunities for both myself and my child. 7. Why use hands–on science in addition to a text book?
As a result of decades
of experience and research we now know that children learn science best by
doing science. Students should have hands-on personal experiences with
objects, materials, and organisms in order to understand the natural world.
Real experiences provide the foundation for concept development. Using a
textbook (and it doesn't have to have a recent copyright date) as a
reference resource to look up more information about a topic under
investigation is expanding the notion of reading in the science program to
include multitudes of reading materials, both fiction and nonfiction. 8. Is reading part of FOSS? We believed that reading is important but that what one learned from reading would be enhanced if it came after hands-on experience. Reading is richer and has more meaning when students bring to the written word knowledge and enthusiasm developed through first-hand experiences. We want students to learn science by doing science and then enter into library resources to extend what they learned through printed materials. Each revised FOSS module has a FOSS Science Stories book written specifically for that module. The materials are incorporated into our revised science program. The full-color books might have eight to twelve individual stories or articles that correlate to each module. The stories include · Historical and biographical readings. · Fictional tales, myths, and stories about kids doing interesting things with science principles in an interesting context. · Expository reading to add detail and to extend the knowledge gained from direct experience. For more information about FOSS Science Stories, link to the Science Stories site.
9. How are homework opportunities handled? In the revised version of FOSS for grades K–6, Home/School Connections have been added. These student sheets provide opportunities for students to apply what they have learned in FOSS modules to the home and neighborhood environment. They also provide a chance for parents and students to work together to extend the science. You can find printable pdf files for the Home/School Connections here.
10. What are the current trends in science education? The important issues in science education today are hopefully not trends, but advances. These advances are characterized by students who are active learners, constructing their own understanding from many experiences rather than passive recipients of someone else's knowledge.
11. How will this program prepare my child for the future (e.g. college)? In the best possible way—by giving him or her the option for continuing in a course of study that includes advanced study of science. And even when your child ultimately follows a trail into retail sales, clothing design, or food production, his or her engagement in study of the natural world will enhance his or her ability to excel at the job. We teach how to think, and to teach that particular miracle we use the real world as the plaything. How to engage in the process of science will serve students best in the real world.
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