a. erzberger, april, 2003 inquiry & scientific research
TRANSCRIPT
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Inquiry & Scientific Research
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A. Erzberger, April, 2003A. Erzberger, April, 2003
• What is inquiry?
• How does QuarkNet connect research to classroom science?
• How do YOU connect research to classroom science?
Inquiry & Scientific Research
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Research in physics educationis changing how science is taught.
Research in Education
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A. Erzberger, April, 2003A. Erzberger, April, 2003
• Science is for all students.
• Learning science is an active process.
• School science reflects the practice of science.
• Improving science education is part
of systemic education reform.
National Science Education Standards
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A. Erzberger, April, 2003A. Erzberger, April, 2003
• Teaching
• Professional Development
• Assessment
• Content
• Program
• System
All Facets Are Involved:
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A. Erzberger, April, 2003A. Erzberger, April, 2003
LESS emphasis on:• treating students as a whole.
MORE emphasis on:• individual interests, strengths, needs.
Changing Emphasis:
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Changing Emphasis:
LESS• rigidly following curriculum
MORE• selecting and adapting curriculum
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Changing Emphasis:
LESS• focusing on student acquisition of information.
MORE• understanding and use of sc. knowledge, ideas, & inquiry processes
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Changing Emphasis:
LESS• lecture, text, and demos.
MORE• active, extended scientific inquiry
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A. Erzberger, April, 2003A. Erzberger, April, 2003
LESS• recitation of acquired knowledge.
MORE• scientific discussion & debate.
Changing Emphasis:
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Changing Emphasis:
LESS• testing for facts at end of unit.
MORE• continuously assessing.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Changing Emphasis:
LESS• teacher responsible for learning.
MORE• students sharing responsibility for learning.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Changing Emphasis:
LESS• competition for grades.
MORE• cooperation, shared responsibility, respect.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
LESS MORE
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Professional Development
LESS• learning science by lecture and reading.
MORE• learning science through investigations.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Professional Development
LESS• separation of scientific and teaching knowledge.
MORE• integration of scientific & teaching knowledge.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Professional Development
LESS• teacher as technician.
MORE• teacher as intelligent, reflective practitioner.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Professional Development
LESS• teacher as individual in classroom.
MORE• teacher as member of collegial professional community.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Content
LESS• emphasis on knowing scientific facts.
MORE• understanding scientific concepts and developing inquiry abilities.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Content
LESS• on covering many topics.
MORE• studying a few fundamental concepts.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Content
LESS• separating scientific knowledge and scientific process.
MORE• integrating all aspects of scientific content.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Inquiry
What is INQUIRY?
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Inquiry
Curiosity is the centerpiece of inquiry.
We all start our lives as inquirers.
The action of seeking . . . of asking . . .
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Inquiry
… is a way of thinking, of processing, of operating in the world.
. . .is bounded by repeatability of results, by self-consistency . . .
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Scientific Inquiry …
• is concerned with content as well as process.
• is learning to ask good questions as much as getting good answers.
• occurs within the framework of previous knowledge.
• is concerned with gathering of evidence.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Scientific Inquiry …
• is personally-driven.
• is developed in scientists through mentoring over long periods of time.
• involves the skills of:• directed observations• problem solving• analysis• experimentation
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Teachers Guide Inquiry
• Teachers shift attitude, not the curriculum.
• Teachers actively practice inquiry process, too.
• Teachers are sages - facilitators, but not “on stage”.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Doing Science!
Science is what students do,
NOT what is done to them.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Students …
… experience inquiry and construct knowledge:
• NOT lists of facts and formula to memorize.
• NOT limited to theory - must allow multiple results(Not found in most labs!)
• NOT all hands-on. They use many resources.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Promoting Student Inquiry
Students:• investigate and analyze science questions.
• use process skills in the context of investigation.
• do longer investigations.
• design the investigations.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Students:• use evidence for revising
explanations.
• use science as argument and explanation.
• communicate scientific explanations.
Promoting Student Inquiry
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Inquiry and QuarkNet
Inquiry in the science classroom should mirror as closely as possible
the doing of real science.
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A. Erzberger, April, 2003A. Erzberger, April, 2003
Inquiry and QuarkNet
QuarkNet teachers will do real science with you.
QuarkNet students will learn by using inquiry
that models real science.