Hasti09 Notebooks Feb2 Km.Ppt


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Science Notebooks as the Scaffolding for Minds-On Learning in a Hands-On Curriculum.

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Hasti09 Notebooks Feb2 Km.Ppt

  1. 1. NISMEC Talks HASTI 2009 Northern Indiana Science, Mathematics, and Engineering Collaborative 8:30 Thur Science and Math of Origami. 9:30 Thur Student Notebook as the Scaffolding for Minds-On Learning in a Hands-On Curriculum. 9:30 Thur Indiana AP Bridge Project. 9:30 Thur Integrating Middle School Math and Science Using Guided Inquiry 12:30 Thur Teaching and Learning by Guided Inquiry, What do Teachers Say? 12:30 Thur Mangos: A Fruitful Approach to Science and Literacy 1:30 Thur Reform Teacher Observation Protocol (RTOP): What It Is. What You Can Do With It? 2:30 Thur Integrating Middle School Math and Science Using Guided Inquiry – Math Using Science 2:30 Thur Science Adoption Approaches: Steps to Support Change to Kit-Based Instruction Consistent with Indiana Academic Standards
  2. 2. Science Notebooks as the Scaffolding for Minds-On Learning in a Hands-On Curriculum Joseph J. Bellina, Jr., Saint Mary’s College, Notre Dame, IN jbellina@saintmarys.edu 574-284-4662 Karen M. Morris, Dept of Chem and Biochem, U. of Notre Dame. kmorris@nd.edu 574-631-6945 Northern Indiana Science, Mathematics and Engineering Collaborative (NISMEC) Support provided by Saint Mary’s College, the University of Notre Dame, and the Indiana Department of Education
  3. 3. On Learning • People of all ages come to class with ideas. • These ideas are often different from the scientifically accepted ones. • They are strongly held, since they are based on the person’s own experiences,. • Research indicates that “telling” and rote learning does not change the person’s beliefs about the world. • Change can occur by active engagement, analogous to how scientists learn.
  4. 4. Why notebooks? How good is our memory? • Memory a construction of expectations. • Consider scenario: – Student predicts results of experiment – Does experiment – Gets unexpected result • Perhaps due to preconception of what will happen. – Three weeks later tries to recall what happened in the experiment…
  5. 5. What do Students Remember? • Does the student remember what actually happened or what he believes would happen. • Often students remember what they believe would happen, based on prior misconceptions • Misconceptions are very firmly anchored by the students’ prior experiences.
  6. 6. Why Notebooks? • When the outcome of an experiment is unexpected, the only way to reliably recall the result is by writing it down at the time it was done. • Otherwise you don’t know if you remember what happened, or what you thought would happen. • This applies to scientists as well as students.
  7. 7. Different kinds of science • Private Science – What scientists do when they learn. • Public Science – What the scientists and journalists say. • School Science – What teachers have generally experienced when they learned.
  8. 8. Private Science (apprenticeship) • Scientists are guided by each other’s work, – solving problems, learning from mistakes. • Students are guided to solve problems, – rather than given answers. • Students develop confidence in their own ability to work through their mistakes. • Private notebooks, rich in brief notes, sketches, reflections, in addition to data.
  9. 9. Science Activity Model (William S. Harwood, et al.)
  10. 10. Private Science A Scientist’s Perspective • Being wrong is an opportunity to learn • Being right feels good, but doesn't get you any new information • When you are doing something you have never done before, why would you expect to be right even half the time? Niels Bohr: • "An expert is someone who knows from her own bitter experience almost all possible mistakes in her field.”
  11. 11. School Science • Traditional: – Distilled summary of Public Science. – Masks completely how the science was learned. – Encyclopedic textbooks. – Replication with less attention to understanding. – What most teachers experienced as students. – No real need for notebooks. • Reformed: – Mimics the private guided inquiry done by scientists. – Learn in cooperation with peers. – Guidance from mentor-teachers. – Focuses on developing understanding. – Requires rich notebook strategies.
  12. 12. Like Scientists, Students Use Notebooks • Students write and draw the same as scientists. Predictions Observations Descriptions Organize data Reflections • Observations recorded as soon as possible. – Memory is a construction based on expectation.
  13. 13. Students Use Notebooks • As a guide and/or reference • As a place to collect and record claims, and evidence to support their inquiry and talk. • To make thinking visible • To document understanding of concepts over time • To think of new questions to be investigated • To replicate an experiment
  14. 14. Teachers Encourage Students to Use Notebooks • Writing and drawing… – Supports concept development and different learning styles – Enhances cross-curricular connections – Is authentic literacy • At a time for discussions (literacy) – Encourages Making Meaning – “science learned in conversation” – Makes thinking public – Below the line – a strategy for whole group discussions • As a place to raise new questions to be investigated
  15. 15. Teachers Engage Students with their Notebooks Through Questioning: • How would you describe that in your notebook? • What is the best way to record your results? • How does your data compare with your classmates? • What evidence to you have to make that claim? In Discussions: • Share with the class what you drew in your notebook. • Please read … from your notebook. • Present your experiment results using your notebook data as evidence.
  16. 16. Teachers Use Student Notebooks • Normative assessment – Teacher compares student notebooks to each other • Formative assessment – Teacher circulates to assess student work while writing in notebook (“over the shoulder”) – Teacher/students read notebook and reflect on work (“two wishes and a star”) • To Enhance Cross-curricular Connections
  17. 17. Student Notebooks Move the Hands-on to Minds-on by: • Providing a place to document work and ideas in order to develop concept understanding • Providing a place for reflection and drawing conclusions • Being an authentic learning experience
  18. 18. Books Worth Reading • How People Learn – National Academy of Science (downloadable) • How Students Learn – National Academy of Science • Taking Science to School: Learning and Teaching in Grades K –8 – National Academies Press • Ready, Set, Science! Putting Research to Work in the K-8 Classroom – National Academies Press • Science Notebooks, Writing about Inquiry – Heinemann • Linking Science and Literacy in the K-8 Classroom – NSTA Press • Using Science Notebooks in Elementary Classrooms – NSTA Press
  19. 19. NISMEC Talks HASTI 2009 Northern Indiana Science, Mathematics, and Engineering Collaborative 8:30 Fri Student Misconceptions About the Particulate Theory of Matter 9:30 Fri Professional Development for Teachers and Administrators to Support Change to Kit- Based, Student-Centered Classrooms Consistent with Indiana State Academic Standards. 1:30 Fri Science Literacy – More Than Reading Books