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BioEd Online
Scientific Inquiry: Learning
Science by Doing Science
By Nancy P. Moreno, PhDBaylor College of Medicine
www.BioEdOnline.orgBioEd Online
What is Science?
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What Is Science Literacy?
Able to view the natural and human-made worlds with understanding.
Understand that “facts” are not enough.
Understand scientific patterns of thought.
Able to use scientific information to understand and solve human problems.
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Why Do We Need Science?
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?
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
Science is for all students.
Learning science is an active process.
School science reflects traditions of contemporary science.
Improving science is part of system wide educational reform.
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Standards Development
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
Science teaching
Professional development for teachers
Assessment at all levels
Science content
Science programs
Science education systems
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Science the Old-fashioned Way
Students read aloud from texts.
Students memorize long lists.
Content presented in lectures.
Tests require rote recall.
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 Lectures Individual learning Knowing facts Many topics Short investigations Cookbook science Getting an answer Assessing discrete
knowledge Teacher as technician
More 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
Understanding of “how science works”
Set of abilities (student can “do” science)
Instructional approach (a way of teaching science)
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Understanding of How Science Works
Not all questions are scientific. “Which toothpaste is best?” “What is the meaning of life?”
Scientists use a variety of approaches. 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
Identify questions and concepts that guide science.
Design and conduct scientific investigations.
Use technology and math to improve investigations and for communication.
Recognize alternative explanations and models.
Communicate and defend a scientific argument.
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Inquiry: An Approach to Teaching and Learning
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
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
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
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
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
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
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).