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 â Math Using Science
2:30 Thur Science Adoption Approaches: Steps to Support
Change to Kit-Based Instruction Consistent with
Indiana Academic Standards
2. Science Notebooks as the
Scaffolding for Minds-On Learning
in a Hands-On Curriculum
Joseph J. Bellina, Jr., Saint Maryâs 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 Maryâs College, the University of Notre Dame,
and the Indiana Department of Education
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 personâs own experiences,.
⢠Research indicates that âtellingâ and rote
learning does not change the personâs beliefs
about the world.
⢠Change can occur by active engagement,
analogous to how scientists learn.
4. Why notebooks?
How good is our memory?
⢠Memory a construction of expectations.
⢠Consider scenario:
â Student predicts results of experiment
â Does experiment
â Gets unexpected result
⢠Perhaps due to preconception of what will happen.
â Three weeks later tries to recall what happened in
the experimentâŚ
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
studentsâ prior experiences.
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 donât know if you remember
what happened, or what you thought would
happen.
⢠This applies to scientists as well as students.
7. Different kinds of science
⢠Private Science
â What scientists do when they learn.
⢠Public Science
â What the scientists and journalists say.
⢠School Science
â What teachers have generally experienced
when they learned.
8. Private Science
(apprenticeship)
⢠Scientists are guided by each otherâs work,
â solving problems, learning from mistakes.
⢠Students are guided to solve problems,
â rather than given answers.
⢠Students develop conďŹdence in their own
ability to work through their mistakes.
⢠Private notebooks, rich in brief notes,
sketches, reďŹections, in addition to data.
10. Private Science
A Scientistâs 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 ďŹeld.â
11. School Science
⢠Traditional:
â Distilled summary of Public Science.
â Masks completely how the science was learned.
â Encyclopedic textbooks.
â Replication with less attention to understanding.
â What most teachers experienced as students.
â No real need for notebooks.
⢠Reformed:
â Mimics the private guided inquiry done by scientists.
â Learn in cooperation with peers.
â Guidance from mentor-teachers.
â Focuses on developing understanding.
â Requires rich notebook strategies.
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.
â Memory is a construction based on expectation.
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. Teachers Encourage Students to
Use Notebooks
⢠Writing and drawingâŚ
â Supports concept development and different learning styles
â Enhances cross-curricular connections
â Is authentic literacy
⢠At a time for discussions (literacy)
â Encourages Making Meaning â âscience learned in
conversationâ
â Makes thinking public
â Below the line â a strategy for whole group discussions
⢠As a place to raise new questions to be investigated
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. Teachers Use Student
Notebooks
⢠Normative assessment
â Teacher compares student notebooks to each other
⢠Formative assessment
â Teacher circulates to assess student work while
writing in notebook (âover the shoulderâ)
â Teacher/students read notebook and reflect on work
(âtwo wishes and a starâ)
⢠To Enhance Cross-curricular Connections
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. Books Worth Reading
⢠How People Learn
â National Academy of Science (downloadable)
⢠How Students Learn
â National Academy of Science
⢠Taking Science to School: Learning and Teaching in
Grades K â8
â National Academies Press
⢠Ready, Set, Science! Putting Research to Work in the K-8
Classroom
â National Academies Press
⢠Science Notebooks, Writing about Inquiry
â Heinemann
⢠Linking Science and Literacy in the K-8 Classroom
â NSTA Press
⢠Using Science Notebooks in Elementary Classrooms
â NSTA Press
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 â More Than Reading
Books