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Evolving Scientific Practices Council of State Science Supervisors – NSTA Philadelphia March 17, 2010
Richard A. Duschl
Penn State University
NARST President
CSSS SPEAKERS
Mike Lach – STEM and ESEA Tom Corcoran – Learning Progressions Heidi Schweingruber, Tom Keller, Brett
Moulding – Frameworks and Standards Eugenie Scott – Science Controversies Chris Lazzaro – AP Reform College Board Francis Eberle – NSTA and Affiliates
REFORM CONVERSATIONS“Aligning the Planets” – Jay Labov NRC – Taking Science to School, Ready
Set Science! NAEP – 2009 Science Framework 21st Century Skills – International
Assessments College Board – AP Science Exams NSTA – Science Anchors NJ – Science as Practices Carneige Corp. NY – The Opportunity
Equation NRC – Core Science Standards
National Research Council (2000) National Research Council (2005)
THE NATURE OF RECENT POLICY AND POLITICAL STORMS:ECONOMIC COMPETITIVENESS
Recommendations:- Teacher Education (“104
Teachers/107 Minds”)- Strengthen professional
development for 250,000 teachers (including AP, IB)
- Increase pipeline of future science and math majors by strengthening AP, IB
- 25,000 4-yr. undergraduate scholarships per year for STEM
- 5,000 new graduate fellowships per year in areas of greatest national need
ATTRACTING AND RETAINING STUDENTS FOR STEM
Pipelines - Self/System Selection (NSF, NRC)
Mines - Teacher Selection/Encouragement (Wilson Quarterly)
K-5 6-10 11-16Pre K
PEDAGOGICAL CHALLENGES Economic arguments don’t seem to motivate students, at
least initially. Sciences do not stand alone
Physics, Chemistry, Biology, Earth System SciencesImplications for Teacher PD
Core Knowledge Critically ImportantThematic “Knowledge-In-Use”
Scientific Practices & Making Thinking Visible Talk, Argument, Modeling, RepresentationCritique and Communication
TAKING SCIENCE TO SCHOOL
Children entering school already have substantial knowledge of the natural world, much of it implicit.
Contrary to older views, young children are not concrete and simplistic thinkers.
Research now shows that their thinking is surprisingly sophisticated. They can use a wide range of reasoning processes that form the underpinnings of scientific thinking, even though their experience is variable and they have much more to learn.
TSTS SUMMARY - CHILDREN’S LEARNING
Young children are more competent than we think. They can think abstractly early on and do NOT go through universal, well defined stages.
Focusing on misconceptions can cause us to overlook leverage points for learning. Students’ intuitions are important!
Developing rich, conceptual knowledge takes time and requires instructional support.
Conceptual knowledge, scientific reasoning, understanding how scientific knowledge is produced, and participating in science are intimately intertwined in the doing of science.
4 STRANDS OF SCIENTIFIC PROFICIENCY
Know, use and interpret scientific explanations of the natural world.
Generate and evaluate scientific evidence and explanations.
Understand the nature and development of scientific knowledge.
Participate productively in scientific practices and discourse.
TAKING SCIENCE TO SCHOOL RESEARCH RECOMMENDATIONS
Critical Areas for Research and Development
1-Learning Across the 4 Strands1-Learning Across the 4 Strands
Recommendations4 Strands of Sci. Proficiency • Know, use and interpret
scientific explanations of the natural world.
• Generate and evaluate scientific evidence and explanations.
• Understand the nature and development of scientific knowledge.
• Participate productively in scientific practices and discourse.
•Critical Research•Current focus on domain-general, domain-specific for 1 & 2; need research on Strands 3 & 4.•Learning & Mediation•Instructional Contexts•More research on interconnections of all 4 strands to inform instructional models
2-Core Ideas and Learning Progressions 2-Core Ideas and Learning Progressions •Recommendations•Findings from research about children’s learning and development can be used to map learning progressions (LPs) in science. •Core ideas should be central to a discipline of science, accessible to students in kindergarten, and have potential for sustained exploration across K-8.•Teaching Science Practices during investigations•Argumentation and explanation•Model building•Debate and decision making
•Critical Research•Requires an extensive R&D effort before LPs are well established and tested. •Step 1 - Id the most generative and powerful core ideas for students’ science learning•Step 2 - Develop and test LPs •Step 3 Establish empirical basis for LPs:•Focused studies under controlled conditions•Small-scale instructional interventions•Classroom-based studies in a variety of contexts•Longitudinal studies
WHAT IS SCIENCE?
Science involves: Building theories and models Constructing arguments Using specialized ways of talking, writing
and representing phenomena
Science is a social phenomena with unique norms for participation in a community of peers
TEACHING SCIENCE AS PRACTICE Curriculum topics focusing on meaningful
problems Students designing and conducting empirical
investigations, Instruction that links investigations to a base
level of knowledge, Frequent opportunities for engagement in
argumentation that leads to building and refining explanations and models,
Thoughtful interactions with texts. (Chapter 9)
TEACHING SCIENCE PRACTICES
1. Science in Social InteractionsA. Participation in argumentation that leads to refining knowledge claims
B. Coordination of evidence to build and refine theories and models
2. The Specialized Language of ScienceA. Identify and ask questionsB. Describe epistemic status of an ideaC. Critique an idea apart from the author or proponent
3. Work with Scientific Representations and ToolsA. Use diagrams, figures, visualizations and mathematical representations to convey complex ideas, patterns, trends and proposed.
PATTERN (MODELED EVIDENCE)
Presenting evidence; Mathematical modeling; Evidence-based model building; Masters use of mathematical, physical and computational tools;
EVIDENCE (DATA USE)
Use results of measurement and observation; Generating evidence; Structuring evidence, Construct and defend arguments; Mastering conceptual understanding;
3-Curriculum & Instruction3-Curriculum & Instruction•Recommendations•The strands emphasize the idea of “knowledge in use” – that is students’ knowledge is not static and proficiency involves deploying knowledge and skills across all four strands.•Students are more likely to advance in their understanding of science when classrooms provide learning opportunities that attend to all four strands•Science is a social phenomena with unique norms for participation in a community of peers
•Critical Research•Understand whether and how instruction should change with students’ development•Develop clear depictions of scientific practices across K-8 through replication of classroom-based instruction (e.g., design studies).•Develop assessment tools to help teachers diagnose students’ understanding •Understand characteristics of instruction that best serve diverse student populations•Develop curriculum materials studied under varied conditions
TSTS: Teaching Science as Practice
All major aspects of inquiry, including posing scientifically fruitful questions, managing the process, making sense of the data, and discussing the results may require guidance.
To advance students’ conceptual understanding, prior knowledge and questions should be evoked and linked to experiences with phenomena, investigations, and data.
Discourse and classroom discussions are key to supporting learning in science.
NJ ASSESSMENTSSCIENCE PRACTICES
Standard: 5.1 Science Practices: Science is both body of knowledge and an evidence-based model building enterprise that continually extends, refines, and revises knowledge. The four science practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
SCIENCE PRACTICES
Strand: A. Understand Scientific Explanations
Strand: B. Generate Scientific Evidence through Active Investigations
Strand: C. Reflect on Scientific Knowledge Strand: D. Participate Productively in
Science
TEACHING SCIENTIFIC INQUIRY NSF CONFERENCE, FEBRUARY 2005
Recommendations for Research & Implementation:
Enhanced ‘Scientific Method’ - based on dialogical practices
Extended Immersion Units of Instruction - conceptual, epistemic, social goals
Teacher Professional Development Models
SCIENTIFIC METHOD - 2 VIEWSTraditional
Version: Individual Cognitive Tasks
Make Observations Formulate a
hypothesis Deduce consequences
from hypothesis Make observations to
test consequences Accept/reject
hypothesis
Enhanced Version: Group Cognitive, Social & Epistemic Tasks
Posing, refining, evaluating questions
Designing, refining, interpreting experiments
Collecting representing analyzing data
Relating data to hypotheses/models/ theories
Learning refining theories and models
Writing/reading about data, theories, models
Giving arguments for/against models and theories
ESSENTIAL FEATURES OF CLASSROOM INQUIRY
Learners are engaged by scientific questions
Learners give priority to evidence, to develop & evaluate explanation to address the questions
Learners formulate explanations Learners evaluate explanations
against alternative explanations Learners communicate and justify
explanations. (National Research Council, 2000)
Inquiry Issues/Tensions Kit-based science education Computer supported science learning Argumentation - Domain General (TAP) vs Domain
Specific (Appeals to …..) Assessment of/for Learning Immersion Units - weeks, months, years Direct vs. Discovery/Inquiry Teaching Conceptual change teaching
Knowledge in Pieces vs. Coherent Theory Language gap - data texts Policy Issue - what science to teach? School Science
EMERGING PERSPECTIVES Design Principles
Student Learning - Design-Based Research Collective, 2003. Ed.Rsch, 32(1). Teacher Learning - Davis & Krajick 2005. Designing Educative Curriculum Materials to Promote Teacher Learning. Ed. Rsch, 34(3).
Design Experiments/ Communities of Learners - Brown & Campione. 1996. Psych. Theory and the design of innovative learning environments. In Schauble & Glaser (Eds.) Innovation in learning: New environments for education. Mahwah, NJ: Erlbaum
Assessment for Learning - Black & Wiliam Inside the Black Box; Working Inside the Black Box, London: King’s College London, Department of Education and Professional Studies.)
Engineering methods as a model of educational research-What and How it works.
AP REDESIGNBIOLOGY, CHEMISTRY, ENVIRONMENTAL SCIENCE, PHYSICS
Science PanelsBig Ideas /
Unifying Themes (9 to 6)
Enduring Understandings
Evidence Models
Learning Panel The student can use
representations and models to communicate scientific phenomena and solve scientific problems.
The student can use mathematics appropriately
The student can engage in scientific questioning
The student can perform data analysis and evaluation of evidence
The student can work with scientific explanations and theories
The student is able to transfer knowledge across various scales, concepts, and representations in and across domains
ASSESSING ACHIEVEMENT
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)
1969-1970
IDEAS BEHIND NAEP:
Purpose to conduct a census-like survey of knowledge, skills, understandings and attitudes of young Americans
Two main goals: Make comprehensive data available of the educational
attainments of students in certain subject areas To measure any growth or decline of students which
might take place in any certain subject area Assessments were written based on
predetermined objectives for each subject area Kids age 9, 13, 17, and adults (mid twenties) were
assessed
OBJECTIVES FOR SCIENCE (69-70)
1. To know the fundamental facts and principles of science.
2. Possess the abilities and skills needed to engage in the process of science.
3. Understand the investigative nature of science.4. Have attitudes about, and appreciations of
scientists, science, and the consequences of science that stem from adequate understanding.
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS1976 -1977
CONTENT PROCESSSCIENCE & SOCIETYBLOOM’S TAXONOMY
COGNITIVE DEVELOPMENT MATRIX FOR THE 1976-1977 ASSESSMENT WITH NUMBER OF RELEASED EXERCISES PER AGE IN EACH CELL
Questions for the 1976-1977 NAEP science exam were written to fit somewhere in the matrix seen on the right
The matrix was developed using a simplified version of Bloom’s taxonomy (across the top)
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)
1985-1986
Standards Benchmarks
FRAMEWORK FOR SCIENCE ASSESSMENTContent, Cognition, and Context
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) 1996
Knowing and Doing
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)
2009
Using
SCIENCE PRACTICES: ITEM DISTRIBUTION
Gr. 4 (%) Gr. 8 (%) Gr. 12 (%)
Identifying Science Principles
30 25 20
Using Science Principles
30 35 40
Using Scientific Inquiry
30 30 30
Using Technological Design
10 10 10
Note: Percentages refer to student response time
GENERATING ITEMS: PERFORMANCE EXPECTATIONS (EXAMPLE P. 83)
WE HAVE LEARNED HOW TO LEARN‘Aligning the Planets’
Psychology – Learning - ReasoningBehavioral to Cognitive to Social-Cultural
Philosophy – Thinking – Nature of ScienceExperimenting to Theorizing to Modeling
Pedagogy – Teaching - AssessingContent/Process to Core
Knowledge/PracticesLessons to Immersion Units to Learning
Progressions
Psychology – 20th Century History of Thinking about the Human MindDifferential Perspective 1900
Individual, Mental Tests separate from academic learning - selecting and sorting
Behavioral Perspective 1940-50sStimulus/Response Associations - rewarding and punishing
Cognitive Perspective 1950-60sPrior Knowledge, expert/novice, metacognition (thinking about thinking and knowning)
Situative Perspective 1960-80sSociocultural, language, tools, discourse
(NRC – KWSK - Pellegrino, et al, 2001)
HISTORY OF THINKING ABOUT HUMAN MIND
Behavioral Perspective
Stimulus/Response Associations Rewarding and punishing
Reinforcement
Behavioral Objectives
Bloom’s Taxonomy
BF Skinner
HISTORY OF THINKING ABOUT HUMAN MIND
Cognitive Perspective
Stages of Development
Prior Knowledge, Metacognition
Concrete/Abstract Advanced
OrganizersConcept Mapping
David Ausubel
Jerome Bruner
Jean Piaget
HISTORY OF THINKING ABOUT HUMAN MIND
Information Processing and Neurosciences
Innate Modules in the Brain - Language and Universal Grammar
Expert/Novice,
Computer /Brain Studies – Chess Programs
Noam Chomsky
Herb Simon
HISTORY OF THINKING ABOUT HUMAN MIND
Situative Perspective
Sociocultural, language, tools, discourse, models, artifacts
Jerome Bruner
Thomas Kuhn
Lev Vygostsky
COGNITIVE & SOCIAL PSYCHOLOGY Structured Knowledge (CP)
Instruction should develop conceptual structures to support inference & reasoning
Prior Knowledge (CP)Learner intuition is a source of cognitive
ability that supports & promotes new learning Metacognition (CP)
Reflecting on learning, meaning making & reasoning strategies provide learners a sense of agency.
Procedural Knowledge in Meaningful Contexts (CP)Learning information should be connected
with its use
COG. & SOCIAL PSYCH. (CONT.)
Social participation and cognition (SP)Social display of cognitive competence
via group dialog helps individuals acquire knowledge and skill.
Holistic Situation for Learning (SP)Competence is best developed
through cognitive apprenticeship within larger task contexts.
Make Thinking Overt (SP) Design situations in which the thinking
of the learner is made apparent and overt to the teacher and to students.
(Robert Glaser, 1994)
Evolutionary Psychology
Cognitive Development
Infant Studies (2-5 yrs old)
Modularity of the Mind
Innate Reasoning
Language Grammar
Causal Reasoning
Number Sense
Animate/Inanimate
Rochel Gelman,
Susan Carey,
Elizabeth Spelke
PHILOSOPHY - NATURE OF SCIENCE
History of Thinking about NOS
Science is about Hypotheses testing and reasoning deductively from Experiments (1900 to 1960)
Science is about Theory building and revision(1960 to 1990)
Science is about Model building and revisionModels stand between Experiment and Theory
(1990 – present)
SCIENCE AS EXPERIMENTING
Hypothesis testing Appeal to laws and lawlike statements The “received-view” of philosophy of
science - positivism, logical empiricism.
The established paradigm of science education still today
The foundation of inquiry as “hands-on”
THEORY BUILDING/REVISING
Theory commitments serve as guiding conceptions for scientific inquiry
Involves both a Context of Discovery and a Context of Justification
Theories are frequently modified or discarded Progressive theories deepen and broaden
(Evolution, Plate Tectonics, Big Bang, Atomic Molecular)
The Foundation of Conceptual Change Teaching
MODEL BUILDING/REFINING
Models stand between Experiments and Theories
The bulk of Scientific Practices are NOT Discovery or Justification but filling in and refining Explanations as new Evidence and Anomalies are identified.
The place of Cognitive and Social Practices of Science
SHIFTING THE FOCUS
From
Lessons, Modules Days Weeks
Management of Behaviors & Materials
Skills for doing experiments
Assessment of Learning
To Sequences,
Units Weeks Months Years
Management of Ideas & Information
Reasoning about experiments
Assessment for Learning
THANK YOU
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