Transcript Document 7493145

Chapter 5: Inquiry and Teaching Science
Objectives:
1. Describe learning outcomes of content vs. process
2. Examine recommended inquiry concepts
3. Discuss successful inquiry strategies and techniques
4. Discuss problems and concerns with inquiry teaching
I.
What is Inquiry
A.
The inquiry model
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2.
Science is an active process of finding out about the world
To be consistent with science, inquiry teaching works similarly
a.
b.
3.
4.
Knowledge must be of more than personal interest; it must pass
the scrutiny of other scientists
Discovery = figuring out something all by yourself
a.
b.
B.
Science for All Americans (AAAS, 1990)
Hard to define inquiry other than in individual lessons
Limited method of teaching science
Teacher guides inquiry just as scientists use prior knowledge
Teaching the products of science
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2.
3.
4.
5.
Presents what is known as organized by text or teacher
Often omits the thinking and experiments that led to the products
Minimizes hands-on and minds-on science activities
Results in memorizing facts with little personal meaning
Content without much process
II.
Content and Process
A.
Inquiry = the what and the how of understanding the world
1.
Content = what = body of knowledge = facts, concepts, laws,
principles and theories
a.
b.
c.
2.
Content with Process = how = methods, techniques, experiments,
history of how content has been obtained
a.
b.
c.
3.
Major goal of science is to increase this knowledge
Provides the foundation for further inquiry
Facts without context, history, and personal meaning are difficult to
incorporate into conceptual change for students
Students must be involved in the processes of finding out
First hand investigation leads students to the knowledge
“Teaching science as inquiry”
Process with Content = “teaching science by inquiry”
a.
b.
c.
d.
Main focus is engaging students in finding out
Teach students how to inquire scientifically
Students are active, but may learn little content
Often used in elementary or middle school
B. Science “by” and “as” Inquiry
1. Jerome Burner (1960’s) advocated learning by doing
a. Science by inquiry (Process)
b. Emphasize active learning; de-emphasize rote learning of content
c. Students can experience excitement of finding out without being turned
off by memorizing many terms and facts
d. Students would be efficient at acquiring and using information to solve
problems
2. Joseph Schwab (1960’s) advocated science as inquiry
a.
b.
c.
d.
Science research involves construction of the mind, not just facts
Teach students how scientists interpret information and form ideas
Don’t just tell facts, but how scientists arrived at them
Steps of science as inquiry
i. How knowledge arises from interpretation of data
ii. Interpretation of data proceeds on the basis of changing concepts
iii. Knowledge changes as concepts change
iv. Knowledge changes only for good reason: we know better now
e. Stressed student conducted research
III. Inquiry Strategies and Techniques
A.
Asking question
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3.
Asking the right question is critical to scientific inquiry
Asking the right question is critical to teaching science as inquiry
Write questions on the board for students to answer
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b.
4.
Yes/No questioning technique
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b.
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d.
B.
Guides instruction as student try to answer them
Encourages students to state what they think
Have students ask the teacher yes/no only questions during lesson
Allow students to use materials to test out own ideas
Students eventually arrive (with guidance) at accepted concept
Shifts responsibility for learning away from teacher to students
Science process skills
1.
2.
3.
4.
Stresses acquisition of skills associated with scientific inquiry
Examples: observing, classifying, measuring, predicting,
interpreting, hypothesizing, experimenting (p. 95)
Many middle school curricula begin with units on these skills
Content is secondary to the skill being taught
C. Discrepant Events
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Attention getting event that puzzles the observer
Encourages equilibration by the student
Proper guidance then leads to search for explanation
Example: Does a drop of water roll or slide down wax paper?
D. Inductive Activities
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Allow students to discover a concept through lab activity
Discover first, then name and discuss the concept
Experience before vocabulary approach
Formalized as the Learning Cycle
a. Exploration: engagement to stimulate thinking about a concept
b. Invention: exploration and explanation of relationships and concepts
c. Application: elaboration into everyday life; generalizing knowledge
5. Example: Mixing of colored salt-water solutions (p. 97)
E. Deductive Activities
1. Typical lecture followed by laboratory approach
2. Vocabulary before experience
3. Example: lecture on acids/bases/pH followed by classification lab
F. Gathering Information
1. Scientists spend much time in the library or in discussion as well as
in the lab
2. May be an exploration step in the 5E lesson plan
3. Assigned readings, text, newspaper/magazine, internet searching
4. Can be evaluated with a written report; should require citations
5. Can assign interviews, surveys as a way to gather information from
people
G. Problem Solving
1. Can lead to excellent inquiry skills for students
2. Can simulate what scientist do on a daily basis
3. Situations relevant to students’ live should be used
a.
b.
c.
d.
Raise questions
Plan procedures
Collect information
Form conclusions
4. More than solving problems at the end of the chapter
5. Example: Where should a new electric power plant be located?
H. Science Projects
1. True scientific inquiry by students rather than simulation or example
2. May be tied to science fairs or other competitions
3. Incentive for some competitive students or those seeking
recognition for their science abilities
4. Helps identify “gifted” science students
5. Require much time and effort outside of class for students, parents,
and teachers
6. Typical science project types
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b.
c.
d.
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g.
Hobby show-and-tell (display collections, photographs, animals, etc…)
Display on natural phenomena (hurricane, lightening, etc…)
Model: 3D or working models of technology or natural phenomena
Report and poster: literature work and a public report on it
Laboratory Exercise: public demonstration of a concept through lab
Observational study: bird counting, weather patterns, etc…
Experimental study: fertilizer and plant growth, moisture and corrosion
7. Judging should be done in categories
a. Criteria: creativity (20%), procedures (30%), understanding (20%),
display quality (15%), and oral presentation (15%)
b. Realize all students don’t have the same resources ($, parents, time)
IV. Inquiry learning often involves student groups
A.
B.
C.
D.
Stimulates and maintains inquiry better than individual work
Enhances problem solving and concept development
Increases student involvement and helps classroom
management
Important aspects of cooperative learning
1.
Organize student groups to accomplish learning outcome
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b.
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Identify topics that will motivate student inquiry
Ask groups for preliminary outline: productivity and guidance
Monitor the investigations (in class easy, out of class more difficult)
Help students with final reports
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b.
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Make sure group contains students who can do each task
Make sure student in a group can work well together
This is where students demonstrate concepts learned
Often key step in fully understanding the topic
Have students orally report
Reward student effort by appropriate evaluation
a.
b.
Individual accountability
Reward for lengthy or difficult projects
V.
Concerns About Inquiry Instruction
A.
Science reform calls for change from traditional to inquiry
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2.
B.
Science teachers need to form personal rationale
Appropriate teaching for each group of students
Common concerns science teachers should be familiar with
1.
Understanding by administrators, parents, others
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b.
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Time: inquiry teaching takes more preparation and classroom time
Materials and Equipment: activities require more of both
Facilities: school facilities don’t always support inquiry learning
Learning
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b.
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Show balance of content and process
Show meeting of local, state standards
Can’t sacrifice mastery of crucial content
Minds-on as well as hands-on activities are consistent with inquiry
Discipline: not always easiest during activities
Colleagues: resistant to change or successful with tradition
Administration: quiet orderly classrooms not always possible
Parents: some value college preparation, standardized tests more
than deeper understanding