View
219
Download
0
Category
Preview:
Citation preview
8/13/2019 Inquiry-Based Science Learning 2
1/41
Dr Joseph Shapira
Nov. 2013
Dr Joseph Shapira Inquiry-based science learning1
Inquiry-based Science learning
Clients view on the education system
8/13/2019 Inquiry-Based Science Learning 2
2/41
8/13/2019 Inquiry-Based Science Learning 2
3/41
Challenges
Inputs
Physics is an elective topic in high-school
How to bring young students to choose physics
Outputs
How to train the student for 21stcentury skills
Process
How to change the rules of the process ( program, exams,
evaluation and control)
How to train and motivate teachers for IBL
Dr Joseph Shapira Inquiry-based science learning3
8/13/2019 Inquiry-Based Science Learning 2
4/41
Challenges
The challenges facing the education system:
Physics has an image of a tough topic, suitable only for the most dedicated and mathematical talented
students. Most students opt for an easier, more amusing, subjects. It is argued that this image stems
from an outdated style of learning that does not suit both the salient nature of todays students and
abundance of information and attractive applications of science.
High school education has to prepare the student for meaningful, contributing and rewarding life. The
technology-rich society they grow into is striving to ever more sophisticated means and tools for
improving life and production processes. Inquisitive, rigor thinking, creativity and persistence are
qualities sought in the 21stcentury.
Teaching physics starts with observing the real world and deriving insights from experience. These
build up into a world picture. The introduction of the mathematical formulation to a young student
comes next. It is very instructive to read Einsteins biography. His great revelations came from
conceiving and image picture of actual physical scenario. Only then did he formulate it inmathematics.
Changing the theme of learning physics is an enormous challenge for the education system, and may
require a new breed of inquiry teachers and supporting communities.
Dr Joseph Shapira Inquiry-based science learning4
8/13/2019 Inquiry-Based Science Learning 2
5/41
5
Worm up exercise
Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
6/41
Newtons cradle.
Dr Joseph Shapira Inquiry-based science learning
6
One ball hits the row one ball comes out. Two for two.
Very elegant.
Does it exemplify Newtons law of Impulse-Momentum?How many equations do we have?
8/13/2019 Inquiry-Based Science Learning 2
7/41
8/13/2019 Inquiry-Based Science Learning 2
8/41
Surprize?
Dr Joseph Shapira Inquiry-based science learning8
Or did we learn broken knowledge and did not learn to analyze situation?
We were taught point mass, impulse and momentum before and after impact, but not the impact
process, elasticity and dynamics and did not acquire relevant intuition.
Conceptual acquaintance with a broad range of related phenomena builds intuition
8/13/2019 Inquiry-Based Science Learning 2
9/41
Where do I come from
During my professional life I studied/ developed/ participated in the development
of systems and technologies:
Microtron ( electron accelerator), Curved-profile cyclotron
Electromagnetic engineering, antennasand dynamic arrays
Radars and remote sensing systems
Electro optics systems
Cellular communications (CDMA the 3rdgeneration)
I trained and mentored generations of engineers and scientists
( and volleyball players too)I built research labs and development centers, started and managed High-tech
companies (including Qualcomm Israel)
During the last 3 years I study the physics education in Israel
Bottom-up and Top-down
Dr Joseph Shapira Inquiry-based science learning9
8/13/2019 Inquiry-Based Science Learning 2
10/41
IIIII I IIIIII IIIIII (IIIIIIIII)
Producion line?
Manufactures cloans?Or develop creativity?
Who specifies the
objectives?
and the process?
10 Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
11/41
The education system
The education system is a huge enterprise, exceeding any industrial project and competing in scale and
complexity with the defense establishment.
Viewed as such:
The education system tends to define the product ( the qualifications of the graduate) according to
its own criteria, and lingers in adopting the requirements of the evolving market ( industry,
economy, etc.).
The education methodology leverages on a pedagogical success and structures the successful case
studies into a set of detailed procedures and quality criteria much like a manufacturing floor. The
teachers are the production engineers, the supervisors are the quality assurance engineers and the
curriculum is the process rules. This creates a built-in dichotomy between the manufacturing culture
and the problem-solving, inquisitive thinking and creativity expected from a graduate.
The complexity of the system does not lend itself to a fast comprehensive reform. Apart fro changes in the
syllabus and exam system, teachers need to go through a massive training in inquiry-based learning,
and inquiry-teachers communities need to develop. This is a bottom-up process, led by local leaders.
Dr Joseph Shapira Inquiry-based science learning11
8/13/2019 Inquiry-Based Science Learning 2
12/41
Gaps
Israel has the potential to double the export; the missing
element is engineers (E.Yanay, chairman, Israel electronic Industriesassoc.)
The Technion is short of qualified candidates in order to maintain itsleading position in the world league. An additional preparatory year is
needed for most.
Israel economy, and well being of its citizens, depend on their suitable
education and life-long learning skills.
Status:
Only 6-9% graduate high-school with proper physics education
The majority of graduates need additional pre-academy education.
Dr Joseph Shapira Inquiry-based science learning12
8/13/2019 Inquiry-Based Science Learning 2
13/41
Qualities and skills needed in the 21stcenturySelf-supported, contributor and self-content
ICT Information, Communication
Technology
Information media literate
Technological literacy
Cognitive skills Critical thinking
Creative thinking skills
Problem solving skillsInter-personal skills Communication skills
Collaboration skills
Cross-cultural skills
Leadership skills
Social skills
Self and task management Self-monitoring, self-directing
Accountability
13 Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
14/41
How to become a Star Engineer
Robert E. Kelley: How to be a Star Engineer, IEEE Spectrum, October 1999
Bell Laboratories won more Nobel prizes than all US
universities. All top graduates sought positions there.
However, only a few turned to be stars and contributed
significantly to Bell and to science.
The stars were not standouts because of what they had in their
heads but because of how they used what they had. The
productivity mystery lay in learning how to transform theirtalents into high productivity--much like turning potential
energy into kinetic energy. Stars, we saw, are made, not born.
Dr Joseph Shapira Inquiry-based science learning14
8/13/2019 Inquiry-Based Science Learning 2
15/41
Adapt the system to the 21stcentury
Laws of physics did not change during the last century
The reality surrounding us has changed:
Technology, an ingenious integration of physics laws, is everywhere
Science is technology and computational resource based
Everyday tools are complex
Useful occupation requires understanding, critical thinking and decision
making.
Solutions of well modeled questions are algorithmic and lend
themselves to automation.
Analysis of a complex scenario or system, or conception of such,
requires creativity that does not lend itself to automation, and
needs training.
15 Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
16/41
Adapt the pupil to the system or system to the pupil?
Teaching, cognition, discipline
1456- The print revolution
Human knowledge is captured and communicated linearly in
words, numbers and equations.
2000 The multimedia and cyber revolution (ongoing)
Direct access to the multi-sensing space ( whatsup, facebook,
instagram, youtube, variety of play stations, and robots)
Impatient students, needing immediate sensing challenge and
satisfaction. Multitasking
Self-assured, challenging authority
The teacher is not knowledge provider, rather organizer
16 Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
17/41
Einstein
III III II IIIIIIII II III I IIIII IIIIIIIExcerpt from Einstein's biography ( Walter Isakson, 2007):
At the age of 16 he attended a school that taught according to
Pestaluci, encouraging students to imagine and create a
mental picture of the problems, and build intuitions.
The visual understanding of concepts became a solid aspect
of Einsteins genius.This type of Gedanken experiments
became an emblem of his career
Observe, induce underlying models, deduce a mental picture
and examine consistency
Dr Joseph Shapira Inquiry-based science learning
17
8/13/2019 Inquiry-Based Science Learning 2
18/41
Science as a culture
Observation trying to identify the wires that pull the scenario
Analysis identifying the role of each wire
Integration ( hypothesis) trying to conceive a model of the scenario
Critical testing pulling, and tearing each wire to verify its role
sanity check of the model by comparison to similar scenarios
Look to the horizon search the limits to the validity of the model
Physics is a platform for science-culture education:
The surrounding environment provides familiar scenariosThe number of rules involved is small, the rules are simply formulated,
and exercising scientific inquiry is natural to the student.
Dr Joseph Shapira Inquiry-based science learning18
8/13/2019 Inquiry-Based Science Learning 2
19/41
Babies are born with intuitive physics knowledge,Kristy van Marle, News Bureau, Univ. Missouri, Jan 24, 2012
I IIIII IIII I II IIIIIIIIII II IIIIIII II IIIIIIIII, II IIII II III IIIIIII I I IIII IIIIIII III IIIIIIIIIIIIII. III IIIIIII II II III IIIII.
I IIIIIII:
I I IIIII I III III IIIII, III IIIIIIII I III III
IIIIIIIII
I IIIIIIII III II IIII II IIIIIIII III IIIIIIIIIIIIIIIIIII IIIIIIII
Dr Joseph Shapira Inquiry-based science learning19
8/13/2019 Inquiry-Based Science Learning 2
20/41
The teachers frustration
The teacher is challenged with transforming a generic, mathematically
formulated physical model into vivid, realistic, physical scenarios that he
was not trained to research and analyze.
Newtons models formulate relations between point masses. They arescalable and do not consider intrinsic characteristics of the bodies and
materials involved.
Any physical scenario involves multiple laws and depends on the bodies and
material parameters.
Inquiring and discussion of reality-derived examples enhances previouscognition and intuition derived from real life and past experience.
Imaginary example, avoiding reality consistency, disrupts the students world
picture
Dr Joseph Shapira Inquiry-based science learning20
8/13/2019 Inquiry-Based Science Learning 2
21/41
Learning efficiency
Most of the class hours are dedicated to exercising imaginary
single-rule examples.
The objective is a skill
to solve a final exam problem in 20 minutes
Who needs this skill in the industry? In the academy?
Where is real scenario connection Where is a parametric assessment of the scenario?
Where is the validity range of the model?
Dr Joseph Shapira Inquiry-based science learning21
8/13/2019 Inquiry-Based Science Learning 2
22/41
Did you know?
Graduation in 5 units physics is possible today
Without knowing what center of mass (gravity) is
Without knowing what moment is
how a swing operates
Without knowing harmonic motion
Without understanding why
a plate breaks when falling to the floor
a rubber ball swings back from the floor,
but a steel ball breaks it
Dr Joseph Shapira Inquiry-based science learning22
8/13/2019 Inquiry-Based Science Learning 2
23/41
Exciting, interactive, authentic teaching
Reality-related and
emotionally exciting
scenario.
Dr Joseph Shapira Inquiry-based science learning23
This is an example from a teaching book in the HighTechHigh system an educational system k-12 in San Diego,
US, that educates through PBL Project-Based Learning, harvesting an impressive success over the past 12
years almost 100% of graduates accepted to colleges.
A child remembers the laws of the pendulum much better when linked to an exciting scenario he has a personal
appeal to.
8/13/2019 Inquiry-Based Science Learning 2
24/41
Authentic, interactive exciting
How not to do
An instruction on the exam file:
Pay attention! Do not bother if the numeric solution you
arrived at is far from the reality this is only an examquestion!
What is the insight the student is going to attain?
Dr Joseph Shapira Inquiry-based sciencelearning24
Riddle-solving smarts the mind, but leaves nothing for the next riddlePhysical research is based on previous layers of knowledge ,
feeds the next research, and creates expertise
8/13/2019 Inquiry-Based Science Learning 2
25/41
CDIO-
Conceive, Design, Implement, OperateMIT the leading technical university, launched an engineering training
model CDIO, back in 2000. Having recognized the gap between
modern engineering challenges and practices and the traditional
method of education, it conceived and applied a system by which
student groups are assigned to an ambitious project early in their
curriculum, and follow it through the years to graduation.
The formal tutorials are all related to the theme.
As of today, universities in 31 countries have adopted the model.
The Technion is considering respective changes in its curriculum.
Dr Joseph Shapira Inquiry-based science learning25
8/13/2019 Inquiry-Based Science Learning 2
26/41
Inquiry or ResearchA student research work is termed inquiry to differentiate from scientific
research. An inquiry is a learning process. The student is challenged to
expand his knowledge base in related areas, acquire science culture and
skills. An inquiry has to be mentored, planned and bounded.
Inquiry ( by a student) Research ( by ascientist)
Objectives Acquaintance with science culture
Acquire science skills and practices
Govern a broad science area
A comprehension achievement
Scientific explorations
Benefit Value to the student ( and mentor) Value to science
Evaluation Inquiry process
Acquired knowledge and skill
Scientific achievement
Scientific achievement
Dr Joseph Shapira Inquiry-based science learning26
8/13/2019 Inquiry-Based Science Learning 2
27/41
Interim exercise
An inquiry question: who jumps higher?
(on one foot or two?)
( This is not a simple one. Just watch basketball).How much will the following influence the inquiry:
The personal experience and intuitive feeling?
The motivation to study a n exciting activity?
The social challenge, when a group is addressed?
27 Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
28/41
Analysis of complex systems/ scenarios
Dr Joseph Shapira Inquiry-based science learning28
Topology
Top Down
Bottom Up
ReverseForward
Causl/ logical axis
Structural axis
How does it work
How is it built
8/13/2019 Inquiry-Based Science Learning 2
29/41
Analysis of complex systems 2
Complex systems are not transparent. They are exposed in
their output/ outcome, and in their inputs/ causes.
The study of the system is penetration of the core:
The topology connecting the cause and the results, and thecomponents and the whole.
Study axes:
Causal/ logical
Output/observed scenario Input/cause/governing rulesStructural/geometrical
Observed structure/scenario building blocks
Dr Joseph Shapira Inquiry-based science learning29
8/13/2019 Inquiry-Based Science Learning 2
30/41
Analysis tools
Models searching for relevant rules and analogies for
conceiving a system model
Experiments/measurements for validation and calibration of
the modelEstimation
Things should be made as simple as possible,but not any simpler. Albert Einstein
The accuracy of the model should suit its impact on the system.Topology is built by hierarching and chaining dominant interactions
Measurements validate and calibrate partial and overall model
Dr Joseph Shapira Inquiry-based science learning30
8/13/2019 Inquiry-Based Science Learning 2
31/41
Example structure for an inquiry process
Why is the sky blue( ) The configuration Sun Earth, the spherical, radially dilluted
atmosphere.
( ) The (almost) omnidirectionality of bluish light, everywhere, reddish
in the direction of the Sun in Sunrise and set. Conclusion: scattering.Question what is the scatterer?
( ) Hypothise dust particles? Air?
( ) (From literature) Tindel: particle scattering. Rayleigh: obeys (a/)4.
Einstein: molecules act as dipoles.
( ) Why do we not see far way mountains in Red? (if the blue is strippedoff, we should see red). The scattering is only high above the
mountains?
( ) Scattering only when the density of scatterers is very sparse. Denser
distribution renders a dielectric media.
Dr Joseph Shapira Inquiry-based science learning31
8/13/2019 Inquiry-Based Science Learning 2
32/41
Home exercise
What is the color of the sea?
Dr Joseph Shapira Inquiry-based science learning32
Does it depend on depth? Angle of the Sun? viewing angle?Wind? Brightness of the sky?
8/13/2019 Inquiry-Based Science Learning 2
33/41
Children are not afraid of physics
Dr Joseph Shapira Inquiry-based science learning33
If we do not frighten them with equations and unfamiliar math,
And do not suppress their natural intuition.
Their world is physical
Children love challenges, especially when socially involvedChildren love sport activities
Children love technology and its manipulation
Children are creative and achievement oriented
Children need leadership and mentoring in these activities
We need creative teachers that are leaders/mentors for these
In elementary, mid and high school, and community
And we are bound to enjoy curious, motivated physics students
8/13/2019 Inquiry-Based Science Learning 2
34/41
Teachers communities
The concept of teachers communities is spoken in the pedagogical
community,
Its implementation does not have a marvelous record.
Why teachers communities?
The role of a teacher as a curiosity, creativity and critical thinking exciterand empowerer, and knowledge organizer, and as a bridge to the world
of science and technology is creative and demanding more than that
of an average engineer or scientist.
Yet, the teacher does not have a structured frame for communicating,
updating, debating, peer reflection as the engineer and scientist have.
A science-oriented peer community is needed to revive and maintain the
teachers striving for excellence.
Dr Joseph Shapira Inquiry-based science learning34
8/13/2019 Inquiry-Based Science Learning 2
35/41
ACHERET center
A regional center of physics teachers leading Inquiry-Based Learning.
Active since 2006.
Creator and manager Moshe reich, Academic manager Dr Amos Cohen.
All physics students involved in IBL. Senior engineers volunteer tosupport mentoring. A weekly workshop reviews the inquiries and
enjoys current lectures on physics and technology.
Archimedes point is a novel inquiry-teachers training center,
accommodating students countrywide.
35 Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
36/41
Mentors workshops
Dr Joseph Shapira Inquiry-based science learning36
8/13/2019 Inquiry-Based Science Learning 2
37/41
Interactive inquiries
Dr Joseph Shapira Inquiry-based science learning37
8/13/2019 Inquiry-Based Science Learning 2
38/41
Achievements
240 high school students learning physics ( 20%, compare to 6%
countrywide).
37% of them conducing 5 units Inquiries ( 8 times over country average).
Average physics score above 85, Inquiry score above 95.
38
Self built air tunnel for inqiring
Magnus effect
Vortex in inquiring Tornado
Dr Joseph Shapira Inquiry-based science learning
8/13/2019 Inquiry-Based Science Learning 2
39/41
Inquiry reports 2012/13
Dr Joseph Shapira Inquiry-based science learning39
8/13/2019 Inquiry-Based Science Learning 2
40/41
2013 inquiry reports
Experiments in interferometry in optics and in sound
Light absorption in materials
Influence of the topography and overlay on the geo-electric field.
The secrets of the Tornado the parameters of vortex flow in a cylindrical vessel.
The pulsing dwarf star
The Levitron
Optical and sound tunneling
Holographic microscopy
Non-Newtonian liquids
Super-cavitation
On Magnus effect
Satellites constellation
Insects flight.
Dr Joseph Shapira Inquiry-based science learning40
8/13/2019 Inquiry-Based Science Learning 2
41/41
Thank you for your
attention
D D D D D D D D D D D D DDD
0546 607088
DDD D D DDD @D D DDDDDD D .D D D.DD
D J h Sh i I i b d i l i41
Recommended