Download ppt - Pedagogical Approaches to Science Instruction ~Defining Inquiry~ Bay Area Science Project @ Oakland Unified School District POSIT ~ 2007

Pedagogical Approaches to Science

Instruction

~Defining Inquiry~

Bay Area Science Project @ Oakland Unified School District

POSIT ~ 2007

AGENDAIntroductionDefining Inquiry through Practice

Rotating StationsDebrief

The Inquiry Continuum & Subtle ShiftsInvestigable QuestionsConnecting Inquiry to Student LearningClosing Questions

Pedagogical Approaches to Science Instruction

ExplorationExplore 4 stations - rotate as a group.Explore 4 stations - rotate as a group.

Observe and interact with the Observe and interact with the materials or answer questions.materials or answer questions.

Think about what you would like to Think about what you would like to explore further (explore further (what you wonderwhat you wonder) and ) and write your questions on the index write your questions on the index cards.cards.

Exploration…

Debrief - Reflect and Write

What was your experience as a learner at each station? Did the sequence make a difference?Which station represents the style in which you mostly teach?Think about the array of students you have and how different students might respond to different approaches

Station Activities

Structured ActivityGuided InquiryOpen-ended ExplorationRead and Answer

Defining Inquiry The Inquiry Continuum

Structured Inquiry, Structured Inquiry, teacher provides learners teacher provides learners with a hands-on problem with a hands-on problem to investigate, as well as to investigate, as well as procedures and materials, procedures and materials, but does not inform them but does not inform them of expected outcomesof expected outcomes..

Goals of Structured Inquiry

• Introduce concepts, vocabulary, processes, skills, and investigation methods

• Guide students toward specific discoveries

• Provide a common base of experiences


Guided Inquiry, Guided Inquiry, teacher teacher provides only the provides only the materials and problem to materials and problem to investigate. Learners investigate. Learners devise their own devise their own procedure to solve the procedure to solve the problemproblem..

Goals of Guided Inquiry Challenge/application• Provide a sense of

accomplishment• Challenge students’ conceptual

understanding and skills by applying them to new situations• Develop deeper and broader

understanding through real world applications


Open Inquiry, Open Inquiry, learners learners formulate their own formulate their own problem to investigate, as problem to investigate, as well as the procedure to well as the procedure to solve the problemsolve the problem..

- Alan Colburn, An Inquiry Primer- Alan Colburn, An Inquiry Primer

Goals of Open Inquiry

• Generate questions

• Encourage students to work together without direct teacher instruction

• Develop and identify concepts, processes and skills, raise questions and problems

Goals of Read and Answer

• Provide specific content information and vocabulary on a topic• Extend the information from an

activity into descriptions of related experiences that are impractical in a classroom setting• Provide alternative explanations

and make connections into other subject areas

The Inquiry Continuum

- Douglas Llewellyn, Inquire Within- Douglas Llewellyn, Inquire Within

Learner

Learner

Learner

Learner

Learner

Teacher

Learner

Teacher

Teacher

Teacher

Teacher

Teacher

Results

Procedure

Question

Open Inquiry

Guided Inquiry

Structured Inquiry

Demo

What is Inquiry?What are the benefits of Inquiry centered science?

Defining Inquiry National Science Education Stds

Scientific Inquiry, Scientific Inquiry, “…“…refers to the diverse ways refers to the diverse ways in which scientists study the in which scientists study the natural world and propose natural world and propose explanations based on the explanations based on the evidence derived from their evidence derived from their work.“work.“

Defining InquiryNational Science Education Stds

Inquiry LearningInquiry Learning“…“…Inquiry also refers to the Inquiry also refers to the activities of students in which activities of students in which they develop knowledge and they develop knowledge and understanding of scientific understanding of scientific ideas…”ideas…”

Defining Inquiry National Science Education Stds

Inquiry Learning, Inquiry Learning, … … is an is an active learningactive learning process “something that process “something that students do, not something students do, not something that is done to them.”that is done to them.”

-- Inquiry and the National Science Education Standards

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The Inquiry Cycle



The Inquiry Cycle

II.Testable Questions

Questions generated can Questions generated can bebe

““investigable,”investigable,”““non-investigable,” ornon-investigable,” or

““not sure”not sure”

Questions -

Investigable - Investigable - can be can be answered by something you answered by something you can do in the lab or classroomcan do in the lab or classroom

Questions

Non-Investigable - Non-Investigable - can can not be answered by not be answered by something you do something you do firsthand in the lab or firsthand in the lab or classroom.classroom.

Questions -

Examples of Investigable Examples of Investigable andand

non-Investigable questionsnon-Investigable questions

Questions -

Develop or re-write your questions into investigable questions

The Inquiry Cycle



How Does Inquiry Support Students Learning?

The Connection to Learning

Learners need to have Learners need to have opportunities to progress from opportunities to progress from concrete to abstract ideas.concrete to abstract ideas.

Learners construct their own Learners construct their own understanding by taking an understanding by taking an active role in their learning.active role in their learning.

The Connection to Learning

Learners construct understanding Learners construct understanding by connecting new information to by connecting new information to what they already believe or know.what they already believe or know.

Students and teachers, as a learning Students and teachers, as a learning community, share responsibility for community, share responsibility for learning and collaborate on learning and collaborate on constructing understanding.constructing understanding.

Implications for Instruction

““Learning is something Learning is something students do,students do,

not something done to them”not something done to them”

-- NSE Standards, p.20

Inquiry

… to draw meaning out of experience…

The End…The End…

III.Experimental Design

Investigations can be Investigations can be carried out through:carried out through:

““Systematic Observations” Systematic Observations” oror

““Experiments”Experiments”

Designing Investigations

Systematic Systematic Observations -Observations - setting setting up a situation according up a situation according to a plan and then to a plan and then carefully observing it over carefully observing it over time.time.


Experiment - Experiment - comparison between two comparison between two situations keeping all situations keeping all things the same except things the same except one.one.


Choose a question that you would Choose a question that you would be interested in investigating be interested in investigating furtherfurther

Form groups of 3 or 4.Form groups of 3 or 4.

Design an experiment or Design an experiment or systematic observation to answer systematic observation to answer your question.your question.


Things to be changed…Things to be changed…

Things to stay the same…Things to stay the same…

Results to be looked at…Results to be looked at…

Plans to measure the outcome…Plans to measure the outcome…

Materials needed… Materials needed…


Forming groups and Forming groups and designing investigations designing investigations at the different grade at the different grade levelslevels

Return to Cycle

IV.Discoveries - Making Connections & Constructing Meaning

Make claims based on Make claims based on your evidenceyour evidence

Connect your research to Connect your research to the California Science the California Science Standards or to course Standards or to course concepts to be taught.concepts to be taught.

Return to Cycle

V.Dissemination - Constructing Meaning & Presenting Findings

Present your findings. Present your findings.

Connect your research to Connect your research to the California Science the California Science Standards or to course Standards or to course concepts to be taught.concepts to be taught.

Connect these concepts to Connect these concepts to real-world applications.real-world applications.

Return to Cycle