inquiry science3

Bentley RichertScience Curriculum Specialist

bentleyr@essdack.org

Bentley RichertScience Curriculum Specialist

bentleyr@essdack.orgQuickTime™ and a

TIFF (Uncompressed) decompressorare needed to see this picture.

Science MattersScience Matters

Questions/ConcernsQuestions/Concerns

Best Science Experience EverBest Science Experience Ever

Think about the best science lesson you have taught.

Share with a person sitting next to you.

What traits do they have in common?

Think about the best science lesson you have taught.

Share with a person sitting next to you.

What traits do they have in common?

ConcernsConcerns

Less class time being devoted to Science

Teachers uncomfortable with science concepts

Shortage of “qualified” science teachers

Testing driving to content knowledge

Less class time being devoted to Science

Teachers uncomfortable with science concepts

Shortage of “qualified” science teachers

Testing driving to content knowledge

5 E’s of Science Experiences5 E’s of Science Experiences

EngageExploreExplainElaborateEvaluate

EngageExploreExplainElaborateEvaluate

Paper HelicoptersPaper Helicopters

Testable QuestionTestable Question

Can be investigated in the science classroom.

Does not require unavailable equipment.

Is not a research (fact-finding) question.

What happens if . . .

Can be investigated in the science classroom.

Does not require unavailable equipment.

Is not a research (fact-finding) question.

What happens if . . .

Recipes for ScienceRecipes for Science

Paper Helicopter ExperimentRoto-CopterCompare our helicopter experience

with the examples . . . What can you say

Paper Helicopter ExperimentRoto-CopterCompare our helicopter experience

with the examples . . . What can you say

Essential Features of Classroom Inquiry (NSES)Essential Features of Classroom Inquiry (NSES) Learners are engaged by scientifically oriented

questions Learners give priority to evidence, which allow

them to develop and evaluate explanations Learners formulate explanations from evidence to

address scientifically oriented questions Learners connect their explanations to scientific

knowledge Learners communicate and justify their proposed

explanations

Learners are engaged by scientifically oriented questions

Learners give priority to evidence, which allow them to develop and evaluate explanations

Learners formulate explanations from evidence to address scientifically oriented questions

Learners connect their explanations to scientific knowledge

Learners communicate and justify their proposed explanations

3 Levels of Inquiry3 Levels of Inquiry

Structured InquiryGuided InquiryOpen Inquiry

Structured InquiryGuided InquiryOpen Inquiry

Structured InquiryStructured Inquiry

Step-by-step instructionsStudents decide observations to

recordMust figure out the meaning of the

data

Step-by-step instructionsStudents decide observations to

recordMust figure out the meaning of the

data

Guided InquiryGuided Inquiry

Students choose what data to gatherInterpret dataDesign a procedure to address a

given question

Students choose what data to gatherInterpret dataDesign a procedure to address a

given question

Open InquiryOpen Inquiry

Students think of a testable questionDesign a procedureCollect and interpret data

Students think of a testable questionDesign a procedureCollect and interpret data

Prior KnowledgePrior Knowledge

Make ConnectionsMake Connections

Whose job is it?Whose job is it?

StudentExploreInvestigateDiscussRepresentConstruct

TeacherGuideQuestionDiscussCreate Safe EnvironmentListen and Clarify

Beyond the Science Kit-- Wendy Saul and Jeanne Reardon

Beyond the Science Kit-- Wendy Saul and Jeanne Reardon

“Science involves asking and attempting to answer questions about the physical world, questions about which there is evidence. Some call this process of asking and answering questions inquiry.”

“Science involves asking and attempting to answer questions about the physical world, questions about which there is evidence. Some call this process of asking and answering questions inquiry.”

Themes Infused in the Science StandardsThemes Infused in the Science StandardsWe learn science . . .by doing sciencethrough inquirythrough collaborationover timeby developing personal knowledge

We learn science . . .by doing sciencethrough inquirythrough collaborationover timeby developing personal knowledge

Not all about contentNot all about content

Teach the scientist as well as the science Discuss how students arrived at their

answers/conclusion Focus on strategies/processes and

answers

Teach the scientist as well as the science Discuss how students arrived at their

answers/conclusion Focus on strategies/processes and

answers

Getting ResultsGetting Results

Improvement of a science program which will improve student science performance.

Improvement of a science program which will improve student science performance.

No “silver bullets” availableNo “silver bullets” available

Align Curriculum Teaching Methods

Promote Value Teachers Students Community

Align Curriculum Teaching Methods

Promote Value Teachers Students Community

Alignment of Instructional MaterialsAlignment of Instructional MaterialsPrioritize topicsSupplemental lessons or unitsRe-organize chaptersEliminate or combine topics and/or

lessons

Prioritize topicsSupplemental lessons or unitsRe-organize chaptersEliminate or combine topics and/or

lessons

The only source of knowledge is experience.

-- Albert Einstein

The only source of knowledge is experience.

-- Albert Einstein