why? to wow! – meaningful middle school science inquiry

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

reni.barlow@why2wow.ca