a framework for teaching science as inquiry · 2012. 7. 12. · project overview • inquiry-based...
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A Framework for Teaching Science as Inquiry
RET II ProjectVorakarn Chanyavanich
Summer 2003
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Project Overview
• Inquiry-based web-portal project to facilitate student understanding of astrobiology
• Aim is to communicate HOW DO WE KNOW about a subject matter
• Highlight the interdisciplinary nature of science• Framework for motivation, organization,and
communication of student-directed inquiry
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Course Format• San Marcos High School• Ninth Grade Conceptual Physics• Block schedule – 90 min periods, M-F• One semester course – 90 days
Student ability• Basic algebra skill• Limited lab experience• Moderate level of interest in reading• Low level of interest in science
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Learning Objectives• Offer students experience for self-directed
inquiry• Motivate students to explore and inquire• Model the scientific research process• Examine the nature of science through asking
HOW DO WE KNOW• Apply a multiple-intelligences approach to
learning science through several modes of inquiry
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Teaching by Modeling Research
Develop a Question
Organize tools &
approach
Conduct Inquiry
Analyze & Synthesize
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How do we know?
• Experiment – Know how to do something, acquire a skill,
conduct an investigation• Imagery
– Know how to represent concept as image, data, graph
• Language– Know how to describe concept using words
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Project Scope & Sequence
1. Motivate inquiry through imagery. 2. Perform ‘literature’ search to define scope
and context of inquiry.3. Develop inquiry question.4. Acquire tools and organize inquiry.5. Conduct inquiry.6. Analyze results.7. Communicate results.
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Language of Inquiry
Describe
Explain
Compare
Analyze
Demonstrate
Examine
Sketch
Explore
Illustrate
Contrast
Express
InvestigateProve
Model
Predict
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Topic: Polarization
Scientific Concepts: light, physical optics, polarization, birefringence, chirality
CA Science Standard – Physics (4f) Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.
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Student Projects - Experiment
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Student Projects - Imagery
Using photo-microscopy techniques, students learn to produce ice crystal art and study the birefringence of ice crystals under polarized light
Morning Dragon – by Peter Wasilewski – NASA Goddard
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Student Projects - Biography
Students conduct a biographical research on the life and work of a scientist, (Sir David Brewster) examining the socio-historical context of the work of the scientist.
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Performance Assessment
• Emphasize growth and progress.• Monitor process as well as content.• Require students to display and communicate
their thinking and understanding.• Stress depth more than breadth.• Stress mastery more than speed.• Express connections of concepts.
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Identifying Areas of Growth
•Problem Solving
•Communication
•Reasoning
•Connections
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