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Inquiry Science3

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Transcript

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