Transcript Science as Inquiry - University of California, Los Angeles

Science as Inquiry
Jessica Davis, Los Angeles Big Picture High School
[email protected]
National Science Standards
What is Science as Inquiry?
-Understanding scientific concepts and developing abilities of inquiry
-Learning subject matter disciplines in the context of inquiry,
technology, science in personal and social perspectives, and
history and nature of science.
-Investigations over extended periods of time.
-Using multiple process skills—manipulation, cognitive, procedural.
-Using evidence and strategies for developing or revising an
explanation.
-Groups of students often analyzing and synthesizing data after
defending conclusions
National Standards Cont.
Students Will:
-Identify questions and concepts that guide scientific
investigations.
-Design and conduct scientific investigations.
-Use technology and mathematics to improve investigations
and communications.
-Formulate and revise scientific explanations and models using
logic and evidence.
-Recognize and analyze alternative explanations and models.
-Communicate and defend a scientific argument.
CA Science Standards
-Scientific progress is made by asking meaningful questions and
conducting careful investigations.
-Select and use appropriate tools and technology to perform
experiments.
-Identify and communicate sources of error.
-Identify possible reasons for inconsistent results.
-Formulate explanations by using logic and evidence.
-Solve scientific problems using math.
-Distinguish between hypothesis and theory.
-Read and interpret maps.
CA Standards Continued
Investigate a science-based societal issue.
-Recognize the usefulness and limitations of models and theories.
-Analyze locations, sequences, or time intervals.
-Recognize the issues of statistical variability and the need for
controlled tests.
-Recognize the cumulative nature of scientific evidence.
-Analyze situations and solve problems that require combining and
applying concepts from more than one area of science.
-Know that when an observation does not agree with an accepted
scientific theory, the observation is sometimes mistaken or
fraudulent
WHAT DID ALL OF
THOSE
STANDARDS
LOOK A LOT LIKE?
Empirical Reasoning!
This goal is to think like a scientist: to
use empirical evidence and a
logical process to make decisions
and to evaluate hypotheses. It
does not reflect specific science
content material, but instead can
incorporate ideas from physics to
sociology to art theory.
 What idea do I want to test?
(essential question)
 What has other research shown?
 What is my hypothesis? How can
I test it?
 What information (data) do I
need to collect?
 How will I collect the
information?
 What will I use as a control in
my research?
 How good is my information?
 What are the results of my
research?
 What error do I have?
 What conclusions can I draw
from my research?
 How will I present my results?
At heart, science is inquiry-based
Inquiry=projects
And (in my opinion) Empirical Reasoning
is the cornerstone of a good project
THEREFORE! Science is project-based
Components of ER Project Work
Essential Questions and Hypotheses
Clear and Accessible Data Collection Methods
Consistent Investigations
Tie-ins Across Curriculum/Content
Analyze Data and Compare to Other Research
Look for Experimental Error
Draw Conclusions & Create Final Products (Clear
outcomes)
Present Your Results: Lab Reports, Presentations, etc.
How I Incorporate ER in
My Science Classes
Long-term Class Projects
Short-term Class Projects
Long-term Individual Student-lead Projects
Created a course for 9th Graders that was
an Introduction to Empirical Reasoning
Class
The Smog Lab:
Long Term Class Project
Essential Questions:
Is there a correlation between smog in LA and infrastructure?
How can we measure air pollution?
How does smog affect us physiologically?
How can we decrease the effects of smog in our own homes?
Data Collection/Investigation:
Smog tests in many areas over a variety of weeks.
Textbook and online research
Final Products
Creation of a website, products determined by students
Smog Lab Continued
Science Content:
Ecology (biogeochemical cycles), Physiology (respiratory
system), Cell Biology (Photosynthesis), Investigation and
Experimentation
Cross-Curricular:
History/Social Reasoning: research the connection
between Industrialization and the rise of smog
Government: involve students in the process for
legislation regarding air pollution
Communication/English: Write lab reports, publish
website
The Radish Lab:
Short-ish Class Project
Essential Questions:
How do different environmental factors affect the growth of
plants?
How can human actions affect the living world?
Data Collection/Investigation:
Test a variety of conditions for growth of radishes, compare to
control radishes
Final Products
Charts, lab reports
Intro to ER Class:
th
9 Grade
A Scientific Investigation Course (Introduction to
ER) that will include basic scientific concepts and
tie into the 9th Grade Health Class.
Run by the Advisors, supported by the ER
Specialist.
Mini-labs to introduce ER
Tie-in with Advisory Projects
Mini ER Projects with Health Class
Independent Elective Courses
Students with related LTIs could attain credit for
an elective course (Marine Biology,
Environmental Chemistry, Veterinary Science,
Food Science, etc.), but need to work closely
with mentors and an ER person.
In these situations, courses must be developed
with clear outcomes along with mentors in a
scientific field.
Individual Student
Projects
20% of their grade for the course comes
from ER Integration in their projects
Student designed
Supported by both the Advisor and the
Science Teacher/ER Specialist
Usually one semester/trimester in length
QR/ER Proposal at BPFTA
WHAT THE STUDENTS SHOULD PROPOSE BEFORE THE
PROJECT BEGINS:
Essential Question/Goal
Hypothesis
Procedures/Testing Methods:
Calculations/Data/Observations:
Presenting Results
Classes the work will count toward
Timeline
After research is completed…
Results and Analysis: Was the goal met? Was the hypothesis
correct? Why or why not? What does this show and why
does it matter? A clear discussion.
Errors: What errors or mistakes happened that affected the
test or calculations?
-------------------------------------------------------------------------------------------------------Final Product Creation: Create final products involving/meeting
all previous components.
Assessment: ER Rubric
Planning
The project includes multiple essential questions
that share common themes and hypotheses.
Hypotheses and social or experimental tests are
well developed and clear.
Background research is thorough, documented,
and connected to essential questions.
Controls are identified and will accurately
complement the experiment.
Testing
Data collected through testing is
organized, clear, and responds to a
hypothesis.
Methods for collecting data are preplanned, organized, and consistent.
Analysis
A discussion of how the student is confident of
the quality of their information is clear and
accurate.
Results of research have been analyzed clearly
and concisely state whether and how essential
questions have been answered.
Potential error in testing is clearly explained, as
well as the effects on the experiment.