Transcript Document

Scientific Inquiry:
Learning Science
by Doing Science
By Nancy P. Moreno, PhD
Baylor College of Medicine
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What is Science?
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What Is Science Literacy?
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Able to view the natural and human-made worlds with
understanding.
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Understand that “facts” are not enough.
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Understand scientific patterns of thought.
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Able to use scientific information to understand
and solve human problems.
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Why Do We Need Science?
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Science and technology have changed the
ways we work, communicate and view
the world.
Most jobs require some technological
expertise.
Science is important for informed
decision-making in everyday life.
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Are We Meeting Students’ Needs?
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Most US high school students cannot apply science
knowledge, design a simple experiment, or explain the
reasoning behind their answers to science questions.
By 8th grade, US students score only about average in
science (based on a study of 41 countries).
In all grades, “at risk” students attain lower science
achievement levels.
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National Science Education Standards
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Science is for all students.
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Learning science is an active process.
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School science reflects traditions of
contemporary science.
Improving science is part of system wide
educational reform.
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Standards Development
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Developed by working groups of scientists, teachers
and other educators.
Review and critique was requested of more than 250
organizations and 18,000 individuals.
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Standards
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Science teaching
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Professional development for teachers
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Assessment at all levels
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Science content
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Science programs
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Science education systems
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Science the Old-fashioned Way
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Students read aloud from texts.
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Students memorize long lists.
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Content presented in lectures.
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Tests require rote recall.
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Lab experiences merely confirm what
students have read or been told.
Goal of assessment is to grade students.
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Change in Approach
Less
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Lectures
Individual learning
Knowing facts
Many topics
Short investigations
Cookbook science
Getting an answer
Assessing discrete knowledge
Teacher as technician
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More
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Investigation of questions
Cooperative learning
Understanding concepts
Fewer topics (in depth)
Long-term investigations
Learning by doing
Interpreting evidence
Assessing understanding
Teacher as reflective leader
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Inquiry
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Understanding of “how science works”
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Set of abilities (student can “do” science)
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Instructional approach (a way of teaching
science)
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Understanding of How Science Works
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Not all questions are scientific.
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Scientists use a variety of approaches.
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“Which toothpaste is best?”
“What is the meaning of life?”
Observational/Descriptive
Experimental
Comparative
Assumption of cause-and-effect relationships.
Scientific explanations are tentative, limited,
and based on evidence.
Science relies on mathematics and technology.
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Inquiry Abilities: National Science
Education Standards for Grades 9-12
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Identify questions and concepts that guide science.
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Design and conduct scientific investigations.
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Use technology and math to improve investigations
and for communication.
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Recognize alternative explanations and models.
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Communicate and defend a scientific argument.
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Inquiry: An Approach to
Teaching and Learning
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Questions posed by the students or
by the teacher.
Students are given data or collect and
analyze their own data.
Students use evidence to build an
explanation (with or without guidance).
Students communicate explanations
using their own formats, or formats and
procedures that have been given to them.
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Learning Cycle Models
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Exploration, Invention, Discovery (SCIS)
Engagement, Exploration, Explanation, Elaboration,
and Evaluation (BSCS)
Focus, Explore, Reflect, Apply (NSRC)
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“Five E” Learning Cycle: Engage
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Initiates the learning task.
Connects past and present learning
experiences.
Creates interest and generates curiosity.
Uncovers students’ current knowledge
(pre-assessment).
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“Five E” Learning Cycle: Explore
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Provides students with a common base
of experiences.
Gives opportunities for creative thinking
and skills development.
Students test predictions and form new
predictions and hypotheses.
Students record observations and ideas.
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“Five E” Learning Cycle: Explain
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Students demonstrate conceptual
understanding, skills and behaviors.
Students listen critically to others’
explanations.
Students develop vocabulary through
applications of concepts.
Students learn to apply evidence.
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“Five E” Learning Cycle: Elaborate
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Challenges and extends students’
conceptual understanding and skills.
Students use previous information to
ask questions, propose solutions, make
decisions.
Students apply concepts and skills to
new situations.
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“Five E” Learning Cycle: Evaluate
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Students demonstrate understanding of a
concept or skills.
Students evaluate own progress.
Teachers evaluate students’ and their
own progress.
Relies on alternate strategies for
assessment (should be matched to
pre-assessment).
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