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SUPPORTING INQUIRY BASED TEACHING & LEARNING

UL BScEd Tutors

25th September 2012


Discover Science & Engineering

National awareness programme to promote Science, Engineering, Technology & Maths (STEM)

Managed by Science Foundation Ireland

Funded by the Department of Enterprise Jobs & Innovation


Discover Sensors

Promotes inquiry based science using the Discover Sensors framework which was created by science teachers for science teachers.Resources including assessment for learning tools are aimed at Junior Certificate levelPractically supporting the use of sensor and other ICT in the classroomBlended approach to CPDIncreasing the interest in, and understanding of, science and technology and encouraging students to consider science as a viable career option.


Partnership


Partners

DESNCCADCUNCE-MSTL


Project Groups

Kildare VECLouth VECKildare Secondary SchoolsCo Cork VECNUI Maynooth BScEd StudentsUL BScEd Students


The Inquiry Based Science Teaching and Learning Framework


What it looks like


Getting started

When preparing your activity, refer to the syllabus for the appropriate learning outcome.


Student Cohort

• Recommended Sequence• Student Cohort

– Be clear on your target audience• What prior knowledge is required?

– Allows you to gauge the level of the activity– Avoids misconceptions


Stimulus to Engage

Something to focus student’s attention, stimulate wonder, and access prior knowledge.DemonstrationSlide/PhotographReadingVideo ClipStoryBrainstorming

http://www.sportsscientists.com/2009/08/analysis-of-bolts-958-wr.html

http://www.youtube.com/watch?v=pkkAcGtjoew


Science Questions

Attention Focusing: Have you seen? Do you notice? Have you seen this before?Why did this happen?

Measuring & Counting: How many? How long?

Comparison: (for sharper observation):

In how many ways are the seeds alike and how do they differ?


Science Questions

Observation:Why---------------?Why ------------------?What is the difference between the -----?Investigation:

What happens if…you do------…you

Problem-posing (more sophisticated, follows exploration & understanding):


Learning Outcomes

content knowledge processes skills

following a logical pattern of questioningdecision-making that enables evidence to be gatheredlogical thinking and problem solvingappreciate the importance of using a fair testappreciate the significance of making and recording measurements and observations accuratelyactivities are basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicatingbe able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner (pp. 11-12)

NCCAKey

Skills

WORKING WITH

OTHERS

CRITICAL AND

CREATIVE THINKING

BEING PERSONALLY EFFECTIVE

INFORMATION PROCESSING

COMMUNICATING


Learning Outcomes

Content Knowledge

FactsLawsPropertiesDefinitionsFormulae

recall

carry out tests

describeinterpret

compare

identify

investigate

know

understand

demonstrate

explain

distinguish

name

draw

prepare

list select

consider

discuss

state


www.wordle.net


following a logical pattern of questioningdecision-making that enables evidence to be gatheredlogical thinking and problem solvingappreciate the importance of using a fair testappreciate the significance of making and recording measurements and observations accuratelyactivities basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicatingbe able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner

Junior Science Syllabus (pp.11-12)

Learning Outcomes - Process


Learning Outcomes - Skills

www.ncca.ie


Understanding

What the Teacher Does

Asks open-ended questions:- Why do you think. . .? - What evidence do you have? - What do you know about --? - How would you explain --?- Assessment Booklets

Uses ‘wait time’, Encourages cooperative groups Varies the method of response -‘no hands up’, mini white boards, etc.Responds with comments rather than marks and grades


Questions


Develop the activity

Arising from the probing questions for understandingWhat if-----there was sugar, not salt, in the waterIs there any industry, factory ,etc. that could use this information?What would happen if?Has this a practical application?


Reflection

How many of the outcomes were achieved?Why were certain outcomes not reached/achieved?Was I over/under ambitious?How was my ‘stimulus to engage’ received?Did the topic suit the student cohort?Were the initial science questions helpful?Did my questions probe the students’ understanding What do I need to change for next time?


Resources and ICT

Internet resourcesCD/DVD materialDatalogging and sensorsOther related investigationsCWBSciFestBTYSTwww.juniorscience.ie


References

Black Box -– Dylan Wiliam, Paul Black. Also Christine Harrison from the Black Box series for Science AfL research. All KCLMary Budd Rowe - ‘Think Time’ and ‘Wait Time’ (average = 0.9s), she sat in many classrooms with a stopwatch. Ruth Butler 1988 - comment only marking as opposed to grades (or both) raised students scores – this is the original study quoted by Wiliam.John Hattie 2010 – formative feedback is the greatest influence on raising attainment (beats class size, student teacher relationship and every other factor).Stuart Naylor and Brenda Keogh( York) – Concept CartoonsDavid Johnson and Roger Johnson - cooperative learning improves student engagement, motivation and attainment.

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