why? to wow! – meaningful middle school science inquiry
TRANSCRIPT
Why? to Wow!Meaningful Middle School Science Inquiry
What do scientists do?
• Observe interesting natural phenomena
• Ask good questions
• Experiment to test possible answers
• Explain using results of repeated experiments
• Ask new questions
Born scientists
• Infant inquiry
• Unexpected events
• Wonder
Singing rod
What could be changed that might change the sound?
length thickness material solid or hollow where you hold density amount of force used
shape of cross-section temperature surface (smooth / rough) angle altitude speed of rubbing
Singing rod
What could be measured about the sound?
loudness / volume / amplitude high-low / pitch / frequency vibrations / wave duration energy
How does ____________ affect ____________?
Asking good questions
length thickness material solid or hollow where you hold density amount of force used shape of cross-section temperature surface (smooth / rough) angle altitude speed of rubbing
loudness / volume /amplitude high-low / pitch / frequency vibrations / wave duration energy
Traditional science learning
• Focuses on content • Ignores student
knowledge and conceptions
• Values ‘correct’ results & explanations
• Minimizes collaboration and discussion
• Not fun, inspiring – or anything like real science
Hands-on… no head required
• Experiments? • Cookbook-like
instructions • All students do same
activity • ‘Discussion’ often
written • Dreaded ‘lab report’
Inquiry-based science learning
• Focuses on process skills • Engages student
knowledge and conceptions
• Values evidence-based results & explanations
• Requires collaboration and discussion
• Fun, inspiring – and reflects real science
Hands-on… head in
• ‘Play’ with engaging, accessible phenomena
• Value student ideas and conceptions
• Pursue multiple questions
• Encourage exploratory talk in small groups
• Real discussion
Student conceptions
• Principled knowledge
• Highly developed and persistent
• Challenging to access, so often ignored
Visualizing conceptions
Visualizing conceptions
Small group dialogue
• Groups of 3
• Encourages exploratory talk about phenomena
• Necessary, but not sufficient for constructing meaning
• Avoid over-structuring
Grade 5/6
Bead bracelet
Grade 5/6
Bead bracelet
Grade 7
Shreddies submarine
Grade 8
Singing tube
Grade 8/9
Mystery bottle
Summary
• Engaging hands-on materials • puzzling, accessible phenomena • enable ‘play’ to promote questions & experimentation
• Value student ideas and conceptions • foundation for constructing understanding • challenge with discrepant / unexpected events
• Small group dialogue • exploratory talk helps construct meaning • collaboration & consensus essential to science
