inquiry base learning in the enabling sciences asell: advancing science by enhancing laboratory...

27
Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Upload: draven-halsted

Post on 01-Apr-2015

212 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning

ADAM BRIDGEMAN | ASSOCIATE DEANFACULTY OF SCIENCE

Page 2: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

The problem with modern education.

“The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact…

There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final….

To produce [students] of action, they must be trained in action…

If they study the sciences, they must enter the laboratory, …

H.A. Rowland, “The Physical Laboratory in Modern Education”, Science

Page 3: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

The problem with modern education.

“The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact…

There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final….

To produce [students] of action, they must be trained in action…

If they study the sciences, they must enter the laboratory, …

H.A. Rowland, “The Physical Laboratory in Modern Education”, Science, 1886

Page 4: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

The problem with modern education.

“The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact…

There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final….

To produce [students] of action, they must be trained in action…

If they study the sciences, they must enter the laboratory, …”

H.A. Rowland, “The Physical Laboratory in Modern Education”, Science

(Emphasis is mine)

Active learning

Problem solving

Communication Skills

Not rote learning

Page 5: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

TOOLS,TECHNIQUES

• APCELL, ACELL, ASELL Universities 1999 – ongoing▫ Focus on educational and pedagogical

aspects for science academics▫ Uptake internationally from 2007▫ Funded by OLT predecessors, ACDS

• ASELL Schools, 2012 - ongoing▫ Focus on inquiry …▫ Support on science from universities▫ Support on pedagogy from schools▫ Successful funding of $2M

Schools and Universities

Page 6: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

• July, 2000 (Canberra)• Feb, 2001 (Sydney)*• Feb, 2002 (Christchurch)• Nov, 2002 (Melbourne)*• Feb, 2004 (Hobart)*• July, 2005 (Sydney)• Feb, 2006 (Sydney)*• Jan, 2007 (Adelaide)*• July, 2007 (Auckland)• Nov, 2007 (Sydney, physics)*• Apr, 2008 (Adelaide, biology)*• July, 2009 (Sydney)*• April, 2010 (Adelaide, Science)*• June, 2011 (Sydney, Science)*• July, 2011 (Brisbane, Biology)*• July, 2011 (Melbourne, Biology)*• April, 2013 (Sydney, Science)*• July, 2014 (Perth, Bio/chem)*

* Experiential workshop

UNIVERSITYSCHOOLS• June, 2012 (Sydney, High School Science)*• July, 2012 (Adelaide, High School Science)*• May, 2013 (Sydney, High School Science)*• July, 2013 (Melbourne, High School Science)*• Nov, 2013 (Melbourne, High School Science)*• April, 2014 (Melbourne, High School Science)*• July 2014 (Perth, ECU) *

Conference workshops• July, 2013 (Melbourne, CONASTA)*• Nov, 2013 (Melbourne, CONASTA)*• July, 2014 (Adelaide, CONASTA)*

Similarities and differences

Page 7: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

ASELL University Workshop

Page 8: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

ASELL Schools workshop

Page 9: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

www.asell.org

Page 10: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Wide range of learning experiences

Q14: Overall, as a learning experience, I would rate this experiment as:

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Outstanding VeryValuable

Worthwhile Of LittleValue

Worthless

Students, (n = 23)

score = -0.39

A B C D E

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Outstanding VeryValuable

Worthwhile Of LittleValue

Worthless

Students, (n = 28)

score = +1.14

A B C D EExcellent

Excellent Very Poor

Very Poor

Page 11: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE
Page 12: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

1. Learner engages in scientifically oriented questions.2. Learner gives priority to data/evidence in responding

to questions.3. Learner analyses data4. Learner formulates explanations based on analysis.5. Learner connects explanations to scientific

knowledge.6. Learner communicates and justifies explanations.

(National Research Council, 2000modified in Towns et al, 2009)

The 6 Essential Features of Inquiry

Page 13: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Levels of scaffolding to support learningElements Confirmation Structured

InquiryGuided Inquiry

Open Inquiry

Authentic Inquiry

Question No question Given by teacher

Sharped by student

Selected by student

Posed by student

Evidence No evidence Given evidence Given possible evidence

Guided to collect evidence

Determines what to collect

Analyses data No analysis Told how to analyse

Given possible ways of analysing

Guided to analyse

Determines how to analyse

Formulates explanation

No explanation Teacher provides explanation

Given possible explanations

Guided in process of explanation

Formulates explanation

Connects explanation to scientific knowledge

No connection to knowledge

Teacher provides connection

Given possible connections/ theories

Directed to sources of knowledge

Independently explores knowledge

Communicates & justifies findings

No communication

Told how to communicate

Provided with guidelines for communication

Coached in methods of communication

Chooses how to communicate

Page 14: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Sliding toward Inquiry…

Page 15: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Variations of Inquiry…

Page 16: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

16

Stage 1 Physics class. Students were given the task of designing a method for determining the mass of an unknown object(rock). Students were not given access to balances, scales etc and had to devise a method and make calculations of the unknown object. A variety of methods were adopted and students used methods to effect a solution with variable results.

Students had to use previously learned principles and some had to learn a new method using moments of a force. This provided good learning opportunities for all members of the class who worked in teams of 2 to find the answers to their problem. Some methods devised were Comparison with known quantity of water - pulley system. Acceleration of rock on a trolley with a known force and using moments of a force.

School – teacher # 84

Page 17: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Points to note

There are some differences in opinion.Not all experiments/investigations need to be inquiry.One can map a program using this template.

Page 18: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

18

Teaching approachI teach Science from an inquiry perspective and continually look for hands on experiences in order to enthuse my students. I see Science as a method of inquiry and encourage my students to seek answers using the Scientific Method. As Head of Science at my school I encourage other teachers to adopt a similar approach to their teaching.

School – teacher # 84

Page 19: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

19

Household Chemistry for standard to low ability Y9 girls. Students began by researching their favourite makeup. We then investigated colloids, gels, wetting, soaps and hard and soft water in a series of experiments in which they found out what wetting really meant and how water could be made wetter. .. . As the students progressed through the 8 practicals the information was continuously related back to them and their environment. They found the effect of soap on skin of particular interest.

School – teacher # 21

Page 20: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

20

They had to document an account of each prac and were given less and less guidance as they progressed. Practical 1 was basically a copying exercise from the white board but by number 8 they had to do and write up the practical completely on their own. I have done this activity many times and while it takes several weeks to complete I feel it is excellent science. …

School – teacher # 21

Page 21: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Que

stio

n

Dat

a

Ana

lysi

s

Exp

lain

Con

nect

Com

mun

icat

e

1

2

3

4

0Confirmation

StructuredInquiry

GuidedInquiry

OpenInquiry

AuthenticInquiry

No communication

Page 22: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Que

stio

n

Dat

a

Ana

lysi

s

Exp

lain

Con

nect

Com

mun

icat

e

1

2

3

4

0Confirmation

StructuredInquiry

GuidedInquiry

OpenInquiry

AuthenticInquiry

Learner toldsteps for

communication

Page 23: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Que

stio

n

Dat

a

Ana

lysi

s

Exp

lain

Con

nect

Com

mun

icat

e

1

2

3

4

0Confirmation

StructuredInquiry

GuidedInquiry

OpenInquiry

AuthenticInquiry

Teacher provides question

Page 24: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Que

stio

n

Dat

a

Ana

lysi

s

Exp

lain

Con

nect

Com

mun

icat

e

1

2

3

4

0Confirmation

StructuredInquiry

GuidedInquiry

OpenInquiry

AuthenticInquiry

Learner selects

question

Page 25: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

… inquiry

Question

Evidence

Explanation

Connection

Commincation

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

July 2012 school experimentsCombustionBaggie ScienceOhm's Law

Page 26: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

ASELL Schools: Next steps

Contact us if you are interested in:•Developing an experiment with university people.•Being a member of the “Teacher Advisory Group”.•Running an ASELL Schools workshop

[email protected]

Seeking partnerships with teachers who are interested in being a member of the teacher advisory group and being part of ASELL Schools

Page 27: Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

Acknowledgements

•Staff and student delegates•Deans for support & leadership•HREC at the University of Sydney

Funding Agencies

AMSPP

Universities