Inquiry Learning Environments: WISE (Oct262013)

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A talk I gave for Math for America at UC Berkeley.

A talk I gave for Math for America at UC Berkeley.

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  • 1. Dr. Dermot F. Donnelly Graduate School of Education University of California, Berkeley dermotdonnelly@gmail.com; Twitter: @donn00
  • 2. dermotdonnelly@gmail.com; Twitter: @donn00
  • 3. dermotdonnelly@gmail.com; Twitter: @donn00
  • 4.  Features of Inquiry  Inquiry Learning Environments  Web-based Inquiry Science Environment (WISE) dermotdonnelly@gmail.com; Twitter: @donn00
  • 5. ―We spend the first year of a child's life teaching it to walk and talk and the rest of its life to shut up and sit down. There's something wrong there.‖ Neil deGrasse Tyson dermotdonnelly@gmail.com; Twitter: @donn00
  • 6.  Inquiry is multifaceted process including features such as… • • • • • • Questioning • Generating Hypotheses • Experimenting • Designing • Planning • Predicting • dermotdonnelly@gmail.com; Twitter: @donn00 Modeling Data Collecting Analyzing Interpreting Concluding Communicating (Bell et al., 2010; Furtak et al., 2012; McNeill et al., 2011; Minner et al., 2010)
  • 7. Closed Inquiry Teacher centered Structured Inquiry Guided Inquiry Open Inquiry Student centered (Blanchard et al., 2010) dermotdonnelly@gmail.com; Twitter: @donn00
  • 8. Closed Inquiry dermotdonnelly@gmail.com; Twitter: @donn00 Structured Inquiry Guided Inquiry Open Inquiry
  • 9.  Science curriculum  Visualizations  Embedded assessments  Scaffold inquiry  Registration for student logging
  • 10.  Provide authentic and meaningful contexts  Enhance student autonomy  Support collaboration  Use powerful visualizations (Linn & Eylon, 2011; Valanides & Angeli, 2008) dermotdonnelly@gmail.com; Twitter: @donn00
  • 11.  Grading tools  Monitoring tools  Authoring tools  Automated scoring/feedback  Flagging student work dermotdonnelly@gmail.com; Twitter: @donn00
  • 12. http://alienrescue.edb.utexas.edu/ dermotdonnelly@gmail.com; Twitter: @donn00
  • 13. Geniverse (aka Genscope) http://geniverse.concord.org/geniversity/ dermotdonnelly@gmail.com; Twitter: @donn00
  • 14. (aka Questatlantis) http://atlantisremixed.org/# dermotdonnelly@gmail.com; Twitter: @donn00
  • 15. http://webadventures.rice.edu/ed/TeacherResources/_games/Reconstructors/ dermotdonnelly@gmail.com; Twitter: @donn00
  • 16. Photosynthesis Plate Tectonics dermotdonnelly@gmail.com; Twitter: @donn00 Thermodynamics
  • 17. Make any idea entry public to share it with classmates Idea Manager dermotdonnelly@gmail.com; Twitter: @donn00
  • 18. Toggle between Private and Public Idea Baskets dermotdonnelly@gmail.com; Twitter: @donn00 Idea Manager
  • 19. Draw Step dermotdonnelly@gmail.com; Twitter: @donn00
  • 20. Draw Step
  • 21. dermotdonnelly@gmail.com; Twitter: @donn00 Graphing Prediction
  • 22. WISE Authoring dermotdonnelly@gmail.com; Twitter: @donn00
  • 23. ―The most beautiful thing we can experience is the mysterious. It is the source of all true art and science.‖ Albert Einstein dermotdonnelly@gmail.com; Twitter: @donn00
  • 24. Thank you! Go raibh mile maith agaibh! dermotdonnelly@gmail.com Twitter: @donn00 dermotdonnelly@gmail.com; Twitter: @donn00
  • 25.    Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377. doi:10.1080/09500690802582241 Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L., & Granger, E. (2010). Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577–616. doi:10.1002/sce.20390 Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquirybased science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. doi:10.3102/0034654312457206 dermotdonnelly@gmail.com; Twitter: @donn00
  • 26.    Linn, M., & Eylon, B.-S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. New York: Routledge. McNeill, K. L., Pimentel, D. S., & Strauss, E. G. (2011). The impact of high school science teachers’ beliefs, curricular enactments and experience on student learning during an inquiry-based urban ecology curriculum. International Journal of Science Education, 1–37. doi:10.1080/09500693.2011.618193#.UmSNW3CsiSo Minner, D.D., Levy, A.J., & Century, J. (2010). Inquirybased science instruction—what is it and does it matter? Results from a research synthesis years 1984–2002. Journal of Research in Science Teaching, 47(4), 474–496. doi:10.1002/tea.20347 dermotdonnelly@gmail.com; Twitter: @donn00