Constructing Ideas in Physical Science

Constructing Ideas in Physical Science

Joan Abdallah , AAAS

Darcy Hampton, DCPS

Davina Pruitt-Mentle, University of Maryland

CIPS Workshop for Middle School CIPS Workshop for Middle School Science TeachersScience Teachers

AAAS/DCPS CIPS Workshop 8/2-8/13 2

OverviewOverview

• Introduction• Pre-Assessment (on-line)• Interest in this course - in CIPS


IntroductionsIntroductions

• Divide up into groups of 2 (someone you don’t know)

• Interview each other

• Be ready to share – introduce your team member to others


Overview of CIPSOverview of CIPS

• History• Background• Content Overview• Major Themes• Scaffolding• Pedagogical

Principles


CIPS HistoryCIPS History

• Constructing Ideas in Physical Science

• Initially (~3 years ago) funded by NSF

• Collaboration of 3 Universities– San Diego State

University– University of Michigan– Eastern Michigan

University


BackgroundBackground

“CIPS is an inquiry-based, year long physical science course that engages seventh or eighth grade middle school students in constructing meaningful understanding of important physical science concepts”.



• Inquiry-based • Year long physical science course • Target = middle school students• Team or collaborative student efforts• Based on research on student learning• Extensive hands-on experiences • Complemented by computer software• Based on state and

National Science Education Standards

http://www.nap.edu/readingroom/books/nses/



So what makes CIPS so unique?


Background cont. Background cont.

• Based on– Project 2061 Benchmarks for

Science Literacy and Instructional Criteria

• Developed to answer 5 questions

1. What content and skills should students know and be able to do?

2. What prior knowledge do they bring?

3. How should we teach it?

4. How do we assess?

5. How can the content be organized throughout a year to make connections?


Additional BackgroundAdditional Background

• Content based on Project 2061 Benchmarks• Designed to meet Project 2061 evaluation

criteria• Systematic sequential year long content• “Packaged” curriculum (kits)• Learning Cycles• Motivational fiction stories?????• Organized principles

http://www.project2061.org/default_flash.htm

http://www.project2061.org/tools/benchol/bolintro.htm


Systematic Sequence Systematic Sequence to “connect” the contentto “connect” the content

Through thorough analysis of the benchmarks

– four major organizing principles of physics and chemistry to be taught at the middle-school level

• The Conservation of Energy (4E6-8#1)• Newton's Second Law of Motion (4F6-8#3)• The Conservation of Mass (4D6-8#7)• The Kinetic-molecular Model of Matter (4D6-

8#1)(4D6-8#3)

How can the content be organized throughout a year to make connections?


What do the 4 have in What do the 4 have in common?common?

Interaction• The concept of interaction is the central theme of

CIPS• Topics are more “coherent and meaningful” for

students when each topic is approached explicitly in exactly the same way.

• Each CIPS unit is approached as the investigation of different types of interaction (e.g., light interactions, mechanical interactions, thermal interactions, small particle interactions, and so on).

• Whenever appropriate, each interaction is described in terms of both energy and forces


What are the Units?What are the Units?

• Unit 1: Experiments and Interactions

• Unit 2: Light Interactions and Energy

• Unit 3: Interactions and Motion

• Unit 4: Interactions and Conservation

• Unit 5: Chemical Interactions


Learning CyclesLearning Cycles

• Each unit in CIPS consists of 2 to 4 learning

cycles• Each learning cycle usually targets a small set of

related benchmark ideas (about 1 - 4 ideas)• The CIPS learning cycle has gone through many

modifications • Current version includes four types of lessons

in a learning cycle


Four Types of LessonsFour Types of Lessons

• Our First Ideas

• Developing Our Ideas

• Putting It All Together

• Idea Power!

See Handout


Also Referred To As…Also Referred To As…

• Our First Ideas– Elicitation of initial student ideas

• Developing Our Ideas– Development of new or modified ideas

• Putting It All Together– Support of consensus ideas based on evidence

• Idea Power! – Application of consensus ideas to new situation


Major ThemesMajor Themes

• Interactions

• Energy

• Evidence-based ideas

• Explanations


PedagogyPedagogy

• Pedagogical structure

• Working individually and cooperatively in teams

• Content and skill themes

Scaffolding


PedagogyPedagogy

1. Students have ideas of new experiences based on their previous school and life experiences

2. Students make sense of new experiences based on their prior knowledge

3. Students construct knowledge gradually in a complex process in which they try to reconcile the old and new information

Beliefs About Learning Goals


Pedagogy cont.Pedagogy cont.

4. Students’ learning is mediated by social interactions

5. Interactions with tools (hands-on experiments and computer based simulations) are critical to learning

6. Complex skills must be scaffolded over time

7. Understanding is evidenced by applying knowledge in a new situation

Beliefs About Learning Goals


• End slide

Contact Information:Davina Pruitt-Mentle

Director: Educational Technology Outreach

University of Maryland2127 TAWES

College Park, MD 20742(301) 405-8202

[email protected]

QuestionsQuestions

http://edtechoutreach.umd.edu/index.html

mailto:[email protected]


Inquiry Based? Is that the Inquiry Based? Is that the same as….same as….

• Project Based– An approach to learning focusing on developing a product

or creation. The project may or may not be student-

centered, problem-based, or inquiry-based.

• Problem Based– An approach to learning focusing on the process of solving

a problem and acquiring knowledge. The approach is also inquiry-based when students are active in creating the problem.

• Inquiry Based– A student-centered, active learning approach focusing

on questioning, critical thinking, and problem-solving. It's associated with the idea "involve me and I understand.

From: Project, Problem, and Inquiry-based Learning


Still Not Sure?Still Not Sure?

Compare Project, Problem, and Inquiry-based Learning

Explore the ThinkQuest projects for some

excellent examples of all three of the

approaches


Inquiry Based ResourcesInquiry Based Resources

• Concept to Classroom (online tutorials)

• Using the Internet to Promote Inquiry Based Learning

• Project, Problem, and Inquiry-based Learning

• Institute for Inquiry

http://www.thirteen.org/edonline/concept2class/

http://www.biopoint.com/msla/links.html

http://www.biopoint.com/msla/links.html


Inquiry Based ResourcesInquiry Based Resources

• Information Inquiry for Teachers

• Inquiry Page

• Teach-nology Inquiry Links

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Constructing Ideas in Physical Science