using model-based inquiry in the classroom
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Using model-based inquiry in the classroom. Michael Krasilovsky Corvallis School District Ron Gray, P h.D. Northern Arizona University. *. Why model-based inquiry?. Scientific and Engineering Practices Asking questions and defining problems Developing and using models - PowerPoint PPT PresentationTRANSCRIPT
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Using model-based inquiry in the classroomMichael KrasilovskyCorvallis School District
Ron Gray, Ph.D.Northern Arizona University
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Why model-based inquiry?Scientific and Engineering Practices
● Asking questions and defining problems
● Developing and using models● Planning and carrying out
investigations● Analyzing and interpreting data● Using mathematics and
computational thinking● Engaging in argument from
evidence● Obtaining, evaluating and
communicating information
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What are models?●A representation of a phenomenon that serves
as a ‘bridge’ connecting a theory and a phenomenon.
●Describes, explains, and predicts natural phenomena while communicating scientific ideas to others.
●Multiple models can be developed to study the same phenomenon, each of which has limitations because it only represents a specific aspect of a phenomenon.
●Are tested empirically and conceptually and are revised with new information.
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Examples of models
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Scientific models can be…●Physical models (solar system, planetarium terrarium, model of cell, model airplane)
●Computer programs (flight simulator, global warming, nuclear reactions))
●Mathematical equations (E=mc2)●Conceptual diagrams (flowcharts)●Theoretical models (electromagnetic field lines)
●Maps, diagrams, tables, etc. (periodic table, phylogenetic trees, circuits)
Other examples?
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Role of models in the classroom●Models play multiple roles in the science classroom during MBI:
●Pedagogical – helps students communicate their ideas to the teacher and keep track of ideas over time.
●Social – allows multiple students to build understanding together.
●Epistemic – shows students how scientists construct knowledge through modeling. Focuses on knowledge as predictive and explanatory.
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Let’s practice…Construct a simple model for:
1.How we see an object across the room.
2. Population of deer over 30 years after the majority of predators are killed.
Now how do we test them?
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The Kaibab Plateau data
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What is model-based inquiry?●Big idea●Phenomenon of interest●Eliciting students’ initial
hypotheses and models●Purposeful activities, sense-
making conversations, and model revision
●Model testing & revision●Final evidence-based
explanation●Application to new
phenomenon
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An example…Big Idea
The transfer of energy from the interior of the Earth through
convection currents drives plate movements.
Phenomenon
Axial Seamount
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BACKGROUND IDEAS
A few weeks later we want...
What about the boundary with Oregon?
Is Axial at a plate boundary?
Model #4
Convergent or Divergent?
Why are the plates moving?So let’s
begin the MBI...
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introduce phenomenon
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introduce phenomenon
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introduce phenomenon
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introduce phenomenon
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introduce phenomenon
Nemo Activities
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Axial is a Volcano!
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Model 1:Axial is a Volcano
Next: Is Axial at a
plate boundary
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earthquake locations
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Model 2: At a Boundary
Next: Convergent or Divergent Boundary?
radiometric dating and magnetic reversals evidence webhunt
Model 3: Divergent Next: What
about Oregon’s
Boundary & the
Mechanism?
earthquake depths, rock ages/magnetic
Model 4: Both Boundaries, Mechanism
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Make a testable hypothesis●If plates have collided, there should be mountains
●If plates are diverging, then axial should get bigger
●If axial is formed from a divergence, then we should see the same pattern of rock ages and magnetic reversals at other submarine volcanoes
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Test hypothesis, final explanation
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Challenges & Successes●Can’t give away too much information or “the
answer” ●Need to be very deliberate about the types of
questions you ask the students to guide their thinking
●MBI student vocabulary matches that of guest speakers
●Students are engaged in finding the answer, see an authentic progression
●Students are able to see what they’ve learned●Teachers are able to see misconceptions that
wouldn’t have been vocalized
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Other MBI examples•Evolution:
•Big idea: Natural selection•Phenomenon: Darwin’s Galapagos finches
•Gas Laws:•Big idea: Kinetic molecular theory•Phenomenon: Tanker implosion
•Ecosystems:•Big idea: Interconnectedness of ecosystems•Phenomenon: Australia’s Cane Toad invasion
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Converting a unit to MBI●What units do you teach that would lend themselves to MBI?
●What is the big idea of the unit?●What phenomenon is:
○Illustrative of the big idea○Engaging○Authentic (hopefully!)
A great resource: UW - Dr. Mark Windschitlhttp://tools4teachingscience.org/
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Using model-based inquiry in the classroomMichael KrasilovskyCorvallis School [email protected]://Mrkscience.com
Ron GrayNorthern Arizona [email protected]