Guided Inquiry Sciencei using

V i L bQ t P bVernier LabQuest Probes

G d B (h b @ d d )Gordon Berry (hgberry@nd.edu)University of Notre Dame and NISMEC

Thanks to the Indiana Dept of Education, & the Indiana Commission on Higher Education

NISMEC Talks HASTI 2010NISMEC Talks HASTI 2010Northern Indiana Science, Mathematics, and Engineering Collaborative

8:30 Thur Student Centered/Inquiry Based? Using the8:30 Thur Student Centered/Inquiry Based? Using theNational Academy of Sciences Rubric.

9:30 Thur Teacher Science Institute, changing beliefs.12:30 Thur Using Labquest in Middle and High School1:30 Thur PBL Workshop Middle School Math/Sci2:30 Thur Notebooks and Questions.8:30 Fri Indiana AP Bridge Project.8:30 Fri Math and Science of Origami9:30 Fri Inquiry vs Direct Instruction: Looking at Data9:30 Fri Inquiry vs. Direct Instruction: Looking at Data9:30 Fri Bringing Modeling to Indiana High Schools12:30 Fri Popcorn Project1:30 Fri Science Adoption: Using ISTEM/NSRC Model

Engaging Students with the Freedom to Inquire and the Technology to Excel

When we consider Constructivist Teaching gor a Constructivist approach to Learning

What comes to mind?What comes to mind?

For me, I see Socrates standing, not at the center,but to the side of his studentsbut to the side of his students

The PASCO hand-held device – SPARKan alternative to the Vernier LABQUEST

The SPARK costs the same as the Labquest- $329q $(less if you buy more at the same time)

Middleschool experiment examples

1. Varying Reaction Rates2. Are you Speeding?3 Bright Lights3. Bright Lights4. Varying Lights5. Operation Deep Freeze6. Why Do We Brush Our Teeth?7. Thermoregulation of the Body Temperature8. Recovery Heart Rate9. Acid Rain and Plant Growth10 Soil Characteristics10. Soil Characteristics11. Exploring Environmental Temperatures12. Mapping the Ocean Floor

A good referenceg f

What is Guided Inquiry (GI) (in science teaching)?

How can we implement GI in the classroom?

In this workshop

■ We will be scientists■ We will be scientists

■ We will be learning how to implement GI in our classrooms

■ During this school year, our students will be g y ,scientists

Introducing ourselves to the Labquest t oduc g ou se es to t e abquestLesson #1

Question:

Your group needs

Question: What do you understand by the word temperature?

g p[log book/science notebook (one each)]

One set of Guidelines for the “HOT HANDS” experimentOne set of Guidelines for the HOT HANDS experiment

1 Labquest, 1 temperature probe1 b k f t d t l1 beaker of water, and some paper towels

After all groups have their experimental results, we will come back together, g p p gcompare our data (are they the same? or different? What do they mean? Etc)… We will discuss the concepts and standards (by grade level) covered.

Assessment within the Confines of the S i PScience Process

• According to those who advocate “process-based” assessment, g p ,the conventional multiple choice or short answer tests are too broad in their coverage, too shallow in reasoning skills, and too narrow in measuring outcomes (2000)and too narrow in measuring outcomes (2000).

• This includes the abilities to perform scientific inquiry, and s c udes t e ab t es to pe o sc e t c qu y, a dunderstandings about that inquiry (2008).

The NEW Indiana State Standards for Science will assume that Science Teaching is done using GUIDED INQUIRYGUIDED INQUIRY

How People Learn: Brain, Mind Experience

• The current emphasis upon guided inquiry and the process of science is reflected i i i i i d f h fi di f 1996 d bin science instruction is stemmed from the findings of a 1996 study by Bransford, Brown, Cocking, and Rodney (National Research Council, 2000).

Th d i l d “ H P l L B i Mi d E i d S h l ”• The study, titled, “ How People Learn: Brain, Mind, Experience, and School,” offers new ideas about the learning process and the assessment of competent performance. Bransford et al explored how learning actually changes the physical structure of the brain (1996)structure of the brain (1996).

• In the past 5 years, researchers have begun to distinguish between short-term and l t diff t ithi th b ilong-term memory – different areas within the brain --

• They find that multi-sensory experiences tend more to storage into long-term memory.

• THIS STRONGLY SUPPORTS use of EXPERIENTIAL LEARNING

Key concept 1

Learning Playg Play

Q lit I t ll t l W kQuality Intellectual WorkQuality intellectual work, learning, and play are different

angles in the process ofangles in the process of

INQUIRY

[An addition] Mike Klentschy’s Triangle” at yesterday’s Science Summit 2010

Talk Writing

at yesterday s Science Summit 2010

Writing

ReasoningReasoningTalk, Writing, and Reasoning

are different angles in the process of INQUIRY

The SIP Principlee S c p e

Play is Satisfying

IntentionalIntentional

Problem solving

Do you feel the same way about your students’ learning in class?

Key Concept 2

Inquiry ll f d tcalls for deep engagement

with the question;

Misconceptions and error are essential to the processare essential to the process

of problem solvingproblem-solving

Quality intellectual workQuality intellectual work Has three essential features:

Construction of knowledge that actively involves the learner in developing his/her understanding

Through the use of Guided/disciplined Inquiry

To produce discourse, products, or performances that have Value beyond the classroom.

cf: Newman, F. and associates. (1996) Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

What Makes Guided Inquiry?What Makes Guided Inquiry?

EngagementEngagement

Exploration

Evaluation

What makes Guided InquiryWhat makes Guided InquiryENGAGEMENT is triggered by posing an interesting,

open ended question about a specific problem that open-ended question about a specific problem that does not have a unique solution

Whatever the solution, it must be well-supported ppEXPLORATION is carried out by the learners,

Drawing on prior knowledge and experience, using methodology appropriate to the discipline (in this case, physics - the laws of thermodynamics).

The Teacher facilitates by raising clarifying, probing questions.NOT full frontal lecture, cookbook science lab; fill-in-the

blank worksheets

EVALUATION is intrinsicEVALUATION is intrinsic.

What Makes Guided Inquiry?What Makes Guided Inquiry?An alternative to Roger Bybee’s “3 E’s” (or is it 5 E’s)

Our shorthand: SIP PIP

Predict

Investigate

PublishPublish

Mis-Guided

Inquiry

Learning Playg Play

Q lit I t ll t l W kQuality Intellectual WorkEvery child is a scientist at play:

Wondering and problem-solving about how the world worksWondering and problem-solving about how the world works.Every scientist/teacher was a child at play.

Consider

The science you do

And the science you teach

Are they WORK? oror

Are they PLAY?

Does your testing of students follow this model?

Measurement set #2

Use of the Vernier Hand grip to find the strongest student….to find the strongest student….

Where does the energy come from?Where does the energy come from?

Ready to explore……..?

Lesson 1.Q1: How strongly can each member of your group grip the “hand-gripper”?

Who is the strongest member of your group?

1. Predict 2. Investigate 3. Publish

Lesson 2Lesson 2.Q2: How long can you maintain a force of 2/3rds your maximum force?

1. Predict 2. Investigate 3. Publish

YOU can develop these experiments to lead your students to your grade-specific (K to 12) and standard-specific objectives……….e g defining a force and its application energy (origin conservation worke.g. defining a force and its application, energy (origin, conservation, work done, human biology, etc.

Another Key Concept…..

ReflectionIs a part of Evaluation

(usually thought as part of the(usually thought as part of the student’s learning progress)

PleaseWrite down your reflections

Thank you for coming to the workshop: Next step – let’s try out these ideas…IN CLASS