Transcript Pedagogical Approaches to Science Instruction ~Defining

Pedagogical Approaches
to Science Instruction
~Defining Inquiry~
Bay Area Science Project @
Oakland Unified School District
POSIT ~ 2007
AGENDA
Introduction
Defining Inquiry through Practice
Rotating Stations
Debrief
The Inquiry Continuum & Subtle Shifts
Investigable Questions
Connecting Inquiry to Student Learning
Closing Questions
Pedagogical Approaches to
Science Instruction
Exploration
Explore 4 stations - rotate as a
group.
Observe and interact with the
materials or answer questions.
Think about what you would like
to explore further (what you
wonder) and write your
questions on the index 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 Activity
Guided Inquiry
Open-ended Exploration
Read and Answer
Defining Inquiry
The Inquiry Continuum
Structured Inquiry,
teacher provides learners
with a hands-on problem to
investigate, as well as
procedures and materials,
but does not inform them of
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
Defining Inquiry
The Inquiry Continuum
Guided Inquiry, teacher
provides only the materials
and problem to investigate.
Learners devise their own
procedure to solve the
problem.
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
Defining Inquiry
The Inquiry Continuum
Open Inquiry, learners
formulate their own problem
to investigate, as well as the
procedure to solve the
problem.
- 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
Demo
Structured
Inquiry
Guided
Inquiry
Open
Inquiry
Question
Teacher
Teacher
Teacher
Learner
Procedure
Teacher
Teacher
Learner
Learner
Results
Teacher
Learner
Learner
Learner
- Douglas Llewellyn, Inquire Within
What is Inquiry?
What are the benefits of
Inquiry centered science?
Defining Inquiry
National Science Education Stds
Scientific Inquiry,
“…refers to the diverse ways in
which scientists study the
natural world and propose
explanations based on the
evidence derived from their
work.“
Defining Inquiry
National Science Education Stds
Inquiry Learning
“…Inquiry also refers to the
activities of students in which
they develop knowledge and
understanding of scientific
ideas…”
Defining Inquiry
National Science Education Stds
Inquiry Learning,
… is an active learning process
“something that students do,
not something that is done to
them.”
-- Inquiry and the National Science Education Standards
The Inquiry Cycle
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
The Inquiry Cycle
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are needed to see this picture.
II.Testable Questions
Questions generated can be
“investigable,”
“non-investigable,” or
“not sure”
Questions Investigable - can be
answered by something you can
do in the lab or classroom
Questions
Non-Investigable - can
not be answered by
something you do firsthand
in the lab or classroom.
Questions -
Examples of Investigable
and
non-Investigable questions
Questions -
Develop or re-write your
questions into investigable
questions
The Inquiry Cycle
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How Does Inquiry Support
Students Learning?
The Connection to Learning
Learners need to have
opportunities to progress from
concrete to abstract ideas.
Learners construct their own
understanding by taking an active
role in their learning.
The Connection to Learning
Learners construct understanding
by connecting new information to
what they already believe or know.
Students and teachers, as a
learning community, share
responsibility for learning and
collaborate on constructing
understanding.
Implications for Instruction
“Learning is something students do,
not something done to them”
-- NSE Standards, p.20
Inquiry
… to draw meaning out of
experience…
The End…
III.Experimental Design
Investigations can be carried
out through:
“Systematic Observations” or
“Experiments”
Designing Investigations
Systematic Observations
- setting up a situation
according to a plan and
then carefully observing it
over time.
Designing Investigations
Experiment - comparison
between two situations
keeping all things the same
except one.
Designing Investigations
Choose a question that you
would be interested in
investigating further
Form groups of 3 or 4.
Design an experiment or
systematic observation to
answer your question.
Designing Investigations
Things to be changed…
Things to stay the same…
Results to be looked at…
Plans to measure the outcome…
Materials needed…
Designing Investigations
Forming groups and
designing investigations at
the different grade levels
Return to Cycle
IV.Discoveries - Making
Connections & Constructing
Meaning
Make claims based on your
evidence
Connect your research to
the California Science
Standards or to course
concepts to be taught.
Return to Cycle
V.Dissemination - Constructing
Meaning & Presenting Findings
Present your findings.
Connect your research to the
California Science Standards
or to course concepts to be
taught.
Connect these concepts to
real-world applications.
Return to Cycle