How we develop How we develop investigative skills investigative skills in upper secondaryin upper secondary

French International School Georges Pompidou

SummarySummary

1) Landmarks

2) What is the investigation approach ?

3) Examples of investigative approach

4) Questions and answers

A few chronological landmarks in science teaching in the French educational system…

1860–1880 : Setting up of a new form of school knowledge based on evidence and linked with modernity.

1882 : Introduction Of « object lessons » you need to see to understand the world to which reason goes accordingly (Intuitive method – Empirical method).

1969 : Instutionalisation of discovery learning from a culture of objects to a culture of investigation. You must

HENCE QUESTION to UNDERSTAND

1995 : Official curricula focus on concrete aspects.

1996–2000 : At the instigation of Nobel Prize Georges Charpak and the Académy of Sciences, the project of Integrated Science « La main à la pâte » was launched.

2008 : Reform of upper secondary curricula for a larger dedication to investigative approach.

1) The lasting link between content (knowledge) and approaches (methods).

2) The evolution of science for all implies that there is no need to choose between approaches and contents.

3) The teaching of science now aims at a continuity between primary and lower secondary, and lower secondary and upper secondary.

In the French educational system

1) Narrow link between knowledge and approaches within class.

2) From Grade 10, specific strategies are set up within specific courses :

• Grade 10 : « MPS, SL » (Scientific methods

and Pratice, Laboraty Science)

• Grade 11 « TPE » (supervised group/individual

project)

In upper secondary

Problem to be solved

?

Teacher provides the solution

Student searches for solution

Student sets up resolution strategy (or participes in it)

Expérimentalapproach

Scientificapproach

Investigationapproach

Deductivereasoning

Teacher provides argumentation

Expositoryapproach

Student searches for argumentation

Argumentativeapproach

Teacher provides research medium

Resolution of problems and approaches

2) What is an investigative approach ?

The scientific investigative approach is a tool/medium to describe and understand

our surrounding world

It is based on QUESTIONING.

Founding idea :Students elaborate their learning process by being actors of

scientific activities.The teacher implemtns the best strategies to enable students

carry out a real intellectual activity.

QUESTIONING

STUDENTS’ INVESTIGATION

ACQUISITION AND STRUCTURATING OF KNOWLEDGE

Build up an investigative approachBuild up an investigative approach

Scientific problem, question

Experiments Establishment of a model

Observation Investigation

Hypothesis

Investigativeapproach

Scientific Approaches

Synthesis – Argued debate

Gathering of results – Written production

Initial situation

1. Problem situation >

2. Student’s problem appropriation >

3. Hypotheses formulation, explanations and possible protocoles by the class >

4. Problem investigation >

5. Setting out arguments and back to 3. >

6. Acquisition and structuring of knowledge >

7. Opérationalisation of knowledge >

2) The different steps of investigative approach

Problem situationProblem situation Chosen by the teacher depending on

knowledge aims and objectives.

It enables the teacher to carry out a diagnostic assessment of the class, assess previous knowledge and identify pre-established conceptions of students (whether true or false).

Problem appropriation by Problem appropriation by studentsstudents

• Work is supervised by the teacher who ensures the class well apprehended the problem to solve..

• This phase allows the setting up of work groups.

Hypotheses formulationHypotheses formulationStudents enunciate, written or oral, hypotheses to solve the problem :

= Solution is only a possibility. It can be true or false.

Solving strategy experiments to set up,

explanation models, …

Throughout this phase,cross-curricular skills from other subjects, e.g. Mathematics, Arts, Technology, Biology, can be used.

InvestigationInvestigation Time when students carry out actions leading to test

their speculation :¤ Experiments (experimental approach)¤ Exploitation of results, documents, …¤ Use of ICTE (Information and Communication

Technology in Education),¤ Use of computer modelling, general computer usage¤ Visits, surveys, technical realisations…

Throughout this phase, students will confront the investigation results to formulated hypotheses, thus contemplating, often unconciously, their initial conceptions..

Exchanges – FeedbackExchanges – Feedback

This phase is structured and led by the teacher. The class builds up a restitution of investigations previously carried out.

Results are put in common, approved, confronted and answers are then put into place.

Acquisition and structuringAcquisition and structuring

Synthesis guided byt the teacher where new elements to be known are organised. These elements have to be remembered in relation with skils, knowledge and know-how as mentioned in the curriculum.

That is the phase when initial conceptions are to be modified and that false pre-conceived ideas are defeated.

OperationalisationOperationalisation

Implementation and build on knowledge already learnt with direct application of exercises implying learning context transfer towards new contexts…. (formative assessment).

Summative assessment of new knowledge and experimental skills.

ExamplesExamplesofof

investigativeinvestigativeapproachapproach

Example of investigative approach in BiologyExample of investigative approach in Biology

Curriculum of Grade 11, scientific streamTheme : Male/Female – Physiological regulation of the female

gonadotropic axis.

Dureing the previous session, students studied the cyclical modifications underwent by ovaries and the uterus especially trough observations of their sections under the microscope. They drew a synoptic diagram showing the modifications of these two organs during a cycle.

The session starts by the exploitation of the following document, after discussing the goal of ovarian cycle and uterine cycle synchrony responsible for optimal conditions for fertilisation and implantation.

The following problem emerges :

How is this synchrony maintained ?

Students then formulates several hypotheses :

H1 : Nervous type command

H2 : Hormonal type command (H2a : ovaries to uterus) (H2b : uterus to ovaries)

STUDENTS CARRY OUT THEIR INVESTIGATION BY STUDENTS CARRY OUT THEIR INVESTIGATION BY EXPLOITING A EXPLOITING A SIMULATION SOFTWARE SIMULATION SOFTWARE WHILE WHILE REFERRING TO THEIR PROTOCOLES.REFERRING TO THEIR PROTOCOLES.

INVESTIGATION 

Each team of two proposes experimental protocoles allowing to test hypotheses and give verifiable experimental consequences in each case.

Eg : if ovaries command the uterine cycle then this one will be perturbed by its ablation on a pubescent female mammal. If after ablation :-an ovary transplant is performed somewhere else and it re-established the uterine cycle then we can attest to a command via the humoral way,-Injections of ovarian extracts enable the re-establishment of the uterine cycle then we can conclude that hormones are the actors.

CONFRONTATION

The exploitation of results by each pair of students, then by the whole group validates hypothesis H2a : the ovaries are at the origin of the uterus cyclical functioning hormonally (and more globally of good fertilisation).

PROJECT ASSESSMENT :PROJECT ASSESSMENT :

The synchrony of the two cycles is ensured by a hormonal The synchrony of the two cycles is ensured by a hormonal command of ovaries on the uterus. The variations in secretions of command of ovaries on the uterus. The variations in secretions of ovarian hormones result in the observed modifications for the ovarian hormones result in the observed modifications for the uterus during the cycle.uterus during the cycle.

From a cycle to another, there is a renewal of variations in From a cycle to another, there is a renewal of variations in secretions of ovarian hormones, this observation leads to the secretions of ovarian hormones, this observation leads to the formulation of a new problem :formulation of a new problem :

Which mechanism of regulation can allow the regulation of a Which mechanism of regulation can allow the regulation of a parametre with variable values ?parametre with variable values ?

Synoptic drawing of the last session is completed Synoptic drawing of the last session is completed by studentsby students

Example of a scientific approach in the elective course Scientific Methods and Practices, grade 10