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Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
Inquiry Science3
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Inquiry Science3

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  • 1. Bentley Richert Science Curriculum Specialist [email_address] Science Matters
  • 2. Questions/Concerns
  • 3. Questions/Concerns <ul><li>Science Standards </li></ul><ul><li>Science Assessment </li></ul>
  • 4. Best Science Experience Ever <ul><li>Think about the best science lesson you have taught. </li></ul><ul><li>Share with a person sitting next to you. </li></ul><ul><li>What traits do they have in common? </li></ul>
  • 5. Concerns <ul><li>Less class time being devoted to Science </li></ul><ul><li>Teachers uncomfortable with science concepts </li></ul><ul><li>Shortage of “qualified” science teachers </li></ul><ul><li>Testing driving to content knowledge </li></ul>
  • 6. 5 E’s of Science Experiences <ul><li>Engage </li></ul><ul><li>Explore </li></ul><ul><li>Explain </li></ul><ul><li>Elaborate </li></ul><ul><li>Evaluate </li></ul>
  • 7. Activity <ul><li>Rules: </li></ul><ul><li>15 Seconds to study letters </li></ul><ul><li>After the list is hidden . . . </li></ul><ul><li>Take out a piece of paper and write down as many letters as you can remember </li></ul>
  • 8. J FKFB INAT OUP SNA SAI RS
  • 9. Write down the letters <ul><li>15 seconds </li></ul><ul><li>Do NOT compare or share </li></ul><ul><li>Let’s do it again </li></ul>
  • 10. JFK FBI NATO UPS NASA IRS
  • 11. Write down the letters <ul><li>15 seconds </li></ul><ul><li>What happened and why? </li></ul>
  • 12. Paper Helicopters
  • 13. Testable Question <ul><li>Can be investigated in the science classroom. </li></ul><ul><li>Does not require unavailable equipment. </li></ul><ul><li>Is not a research (fact-finding) question. </li></ul><ul><li>What happens if . . . </li></ul>
  • 14. Recipes for Science <ul><li>Paper Helicopter Experiment </li></ul><ul><li>Roto-Copter </li></ul><ul><li>Compare our helicopter experience with the examples . . . </li></ul><ul><li>What can you say </li></ul>
  • 15. Essential Features of Classroom Inquiry (NSES) <ul><li>Learners are engaged by scientifically oriented questions </li></ul><ul><li>Learners give priority to evidence, which allow them to develop and evaluate explanations </li></ul><ul><li>Learners formulate explanations from evidence to address scientifically oriented questions </li></ul><ul><li>Learners connect their explanations to scientific knowledge </li></ul><ul><li>Learners communicate and justify their proposed explanations </li></ul>
  • 16. 3 Levels of Inquiry <ul><li>Structured Inquiry </li></ul><ul><li>Guided Inquiry </li></ul><ul><li>Open Inquiry </li></ul>
  • 17. Structured Inquiry <ul><li>Step-by-step instructions </li></ul><ul><li>Students decide observations to record </li></ul><ul><li>Must figure out the meaning of the data </li></ul>
  • 18. Guided Inquiry <ul><li>Students choose what data to gather </li></ul><ul><li>Interpret data </li></ul><ul><li>Design a procedure to address a given question </li></ul>
  • 19. Open Inquiry <ul><li>Students think of a testable question </li></ul><ul><li>Design a procedure </li></ul><ul><li>Collect and interpret data </li></ul>
  • 20. The Learning Cycle Invitation Application Exploration Concept Introduction
  • 21. Prior Knowledge
  • 22. Make Connections
  • 23. Whose job is it? Student Explore Investigate Discuss Represent Construct Teacher Guide Question Discuss Create Safe Environment Listen and Clarify
  • 24. Beyond the Science Kit -- Wendy Saul and Jeanne Reardon <ul><li>“ Science involves asking and attempting to answer questions about the physical world, questions about which there is evidence. Some call this process of asking and answering questions inquiry.” </li></ul>
  • 25. Themes Infused in the Science Standards <ul><li>We learn science . . . </li></ul><ul><li>by doing science </li></ul><ul><li>through inquiry </li></ul><ul><li>through collaboration </li></ul><ul><li>over time </li></ul><ul><li>by developing personal knowledge </li></ul>
  • 26. Not all about content <ul><li>Teach the scientist as well as the science </li></ul><ul><ul><li>Discuss how students arrived at their answers/conclusion </li></ul></ul><ul><ul><li>Focus on strategies/processes and answers </li></ul></ul>
  • 27. Getting Results <ul><li>Improvement of a science program which will improve student science performance. </li></ul>Quick Easy
  • 28. No “silver bullets” available <ul><li>Align </li></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><li>Teaching Methods </li></ul></ul><ul><li>Promote Value </li></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Community </li></ul></ul>
  • 29. Alignment of Instructional Materials <ul><li>Prioritize topics </li></ul><ul><li>Supplemental lessons or units </li></ul><ul><li>Re-organize chapters </li></ul><ul><li>Eliminate or combine topics and/or lessons </li></ul>
  • 30. <ul><li>The only source of knowledge is experience. </li></ul><ul><li>-- Albert Einstein </li></ul>

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