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Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning
ADAM BRIDGEMAN | ASSOCIATE DEANFACULTY OF SCIENCE
The problem with modern education.
“The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact…
There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …
H.A. Rowland, “The Physical Laboratory in Modern Education”, Science
The problem with modern education.
“The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact…
There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …
H.A. Rowland, “The Physical Laboratory in Modern Education”, Science, 1886
The problem with modern education.
“The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact…
There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …”
H.A. Rowland, “The Physical Laboratory in Modern Education”, Science
(Emphasis is mine)
Active learning
Problem solving
Communication Skills
Not rote learning
TOOLS,TECHNIQUES
• APCELL, ACELL, ASELL Universities 1999 – ongoing▫ Focus on educational and pedagogical
aspects for science academics▫ Uptake internationally from 2007▫ Funded by OLT predecessors, ACDS
• ASELL Schools, 2012 - ongoing▫ Focus on inquiry …▫ Support on science from universities▫ Support on pedagogy from schools▫ Successful funding of $2M
Schools and Universities
• July, 2000 (Canberra)• Feb, 2001 (Sydney)*• Feb, 2002 (Christchurch)• Nov, 2002 (Melbourne)*• Feb, 2004 (Hobart)*• July, 2005 (Sydney)• Feb, 2006 (Sydney)*• Jan, 2007 (Adelaide)*• July, 2007 (Auckland)• Nov, 2007 (Sydney, physics)*• Apr, 2008 (Adelaide, biology)*• July, 2009 (Sydney)*• April, 2010 (Adelaide, Science)*• June, 2011 (Sydney, Science)*• July, 2011 (Brisbane, Biology)*• July, 2011 (Melbourne, Biology)*• April, 2013 (Sydney, Science)*• July, 2014 (Perth, Bio/chem)*
* Experiential workshop
UNIVERSITYSCHOOLS• June, 2012 (Sydney, High School Science)*• July, 2012 (Adelaide, High School Science)*• May, 2013 (Sydney, High School Science)*• July, 2013 (Melbourne, High School Science)*• Nov, 2013 (Melbourne, High School Science)*• April, 2014 (Melbourne, High School Science)*• July 2014 (Perth, ECU) *
Conference workshops• July, 2013 (Melbourne, CONASTA)*• Nov, 2013 (Melbourne, CONASTA)*• July, 2014 (Adelaide, CONASTA)*
Similarities and differences
ASELL University Workshop
ASELL Schools workshop
www.asell.org
Wide range of learning experiences
Q14: Overall, as a learning experience, I would rate this experiment as:
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Outstanding VeryValuable
Worthwhile Of LittleValue
Worthless
Students, (n = 23)
score = -0.39
A B C D E
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Outstanding VeryValuable
Worthwhile Of LittleValue
Worthless
Students, (n = 28)
score = +1.14
A B C D EExcellent
Excellent Very Poor
Very Poor
1. Learner engages in scientifically oriented questions.2. Learner gives priority to data/evidence in responding
to questions.3. Learner analyses data4. Learner formulates explanations based on analysis.5. Learner connects explanations to scientific
knowledge.6. Learner communicates and justifies explanations.
(National Research Council, 2000modified in Towns et al, 2009)
The 6 Essential Features of Inquiry
Levels of scaffolding to support learningElements Confirmation Structured
InquiryGuided Inquiry
Open Inquiry
Authentic Inquiry
Question No question Given by teacher
Sharped by student
Selected by student
Posed by student
Evidence No evidence Given evidence Given possible evidence
Guided to collect evidence
Determines what to collect
Analyses data No analysis Told how to analyse
Given possible ways of analysing
Guided to analyse
Determines how to analyse
Formulates explanation
No explanation Teacher provides explanation
Given possible explanations
Guided in process of explanation
Formulates explanation
Connects explanation to scientific knowledge
No connection to knowledge
Teacher provides connection
Given possible connections/ theories
Directed to sources of knowledge
Independently explores knowledge
Communicates & justifies findings
No communication
Told how to communicate
Provided with guidelines for communication
Coached in methods of communication
Chooses how to communicate
Sliding toward Inquiry…
Variations of Inquiry…
16
Stage 1 Physics class. Students were given the task of designing a method for determining the mass of an unknown object(rock). Students were not given access to balances, scales etc and had to devise a method and make calculations of the unknown object. A variety of methods were adopted and students used methods to effect a solution with variable results.
Students had to use previously learned principles and some had to learn a new method using moments of a force. This provided good learning opportunities for all members of the class who worked in teams of 2 to find the answers to their problem. Some methods devised were Comparison with known quantity of water - pulley system. Acceleration of rock on a trolley with a known force and using moments of a force.
School – teacher # 84
Points to note
There are some differences in opinion.Not all experiments/investigations need to be inquiry.One can map a program using this template.
18
Teaching approachI teach Science from an inquiry perspective and continually look for hands on experiences in order to enthuse my students. I see Science as a method of inquiry and encourage my students to seek answers using the Scientific Method. As Head of Science at my school I encourage other teachers to adopt a similar approach to their teaching.
School – teacher # 84
19
Household Chemistry for standard to low ability Y9 girls. Students began by researching their favourite makeup. We then investigated colloids, gels, wetting, soaps and hard and soft water in a series of experiments in which they found out what wetting really meant and how water could be made wetter. .. . As the students progressed through the 8 practicals the information was continuously related back to them and their environment. They found the effect of soap on skin of particular interest.
School – teacher # 21
20
…
They had to document an account of each prac and were given less and less guidance as they progressed. Practical 1 was basically a copying exercise from the white board but by number 8 they had to do and write up the practical completely on their own. I have done this activity many times and while it takes several weeks to complete I feel it is excellent science. …
School – teacher # 21
Que
stio
n
Dat
a
Ana
lysi
s
Exp
lain
Con
nect
Com
mun
icat
e
1
2
3
4
0Confirmation
StructuredInquiry
GuidedInquiry
OpenInquiry
AuthenticInquiry
No communication
Que
stio
n
Dat
a
Ana
lysi
s
Exp
lain
Con
nect
Com
mun
icat
e
1
2
3
4
0Confirmation
StructuredInquiry
GuidedInquiry
OpenInquiry
AuthenticInquiry
Learner toldsteps for
communication
Que
stio
n
Dat
a
Ana
lysi
s
Exp
lain
Con
nect
Com
mun
icat
e
1
2
3
4
0Confirmation
StructuredInquiry
GuidedInquiry
OpenInquiry
AuthenticInquiry
Teacher provides question
Que
stio
n
Dat
a
Ana
lysi
s
Exp
lain
Con
nect
Com
mun
icat
e
1
2
3
4
0Confirmation
StructuredInquiry
GuidedInquiry
OpenInquiry
AuthenticInquiry
Learner selects
question
… inquiry
Question
Evidence
Explanation
Connection
Commincation
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
July 2012 school experimentsCombustionBaggie ScienceOhm's Law
ASELL Schools: Next steps
Contact us if you are interested in:•Developing an experiment with university people.•Being a member of the “Teacher Advisory Group”.•Running an ASELL Schools workshop
Seeking partnerships with teachers who are interested in being a member of the teacher advisory group and being part of ASELL Schools
Acknowledgements
•Staff and student delegates•Deans for support & leadership•HREC at the University of Sydney
Funding Agencies
AMSPP
Universities