Inquiry Engaging in the Practices of Science

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Inquiry Engaging in the Practices of Science. Page Keeley Science Specialist Maine Math & Science Alliance NSTA Past President Who s in the room?. Our Goal and Approach. - PowerPoint PPT Presentation


<ul><li><p>InquiryEngaging in the Practices of Science</p><p>Page KeeleyScience SpecialistMaine Math &amp; Science AllianceNSTA Past</p></li><li><p>Whos in the room?</p></li><li><p>Our Goal and ApproachTo build an understanding of science as inquiry (K-12) as it applies to the current direction of science education and the North Carolina standards.</p></li><li><p>Tang Yan is a Chinese teacher visiting your school district. She wonders what your district means by inquiry science. How would you describe inquiry science to Tang Yan?</p></li><li><p>Describing Science as InquiryStudents take an active role in science learning.Involves content and process.Investigating for the purpose of constructing understanding of natural phenomena, processes, and events.Gives priority to evidence and evidence-based explanationsMirrors science as practiced by scientists</p></li><li><p>Science as inquiry is key to organizing and guiding students' activities. Students in all grades and in every scientific discipline should have the opportunity ask questions, plan and conduct investigations, use appropriate tools and techniques to gather data, think critically and logically about relationships between evidence and explanations, and communicate arguments. (from the NC standards)</p></li><li><p>All this begs the questiondo students have to be involved in a hands-on investigation to inquire? </p></li><li><p>Not really. The key, often forgotten, aspect of inquiry is that it is an intellectual endeavor. Too many students have a knack for being physically but not intellectually engaged in science. So hands-on science may help many students to inquire, but skillful use of print materials can accomplish the same goal. It is what the teacher and students do with the materialsbooks or lab equipmentthat makes the difference. (Dr. Michael Padilla)</p></li><li><p>The National Science Education Standards define inquiry as the diverse ways in which scientists study thenatural world and propose explanations based upon evidence(NRC 1996, p. 23).</p></li><li><p>Inquiry Study/Investigation </p><p>List some of the ways scientists study or investigate the natural world and give an example of each.</p></li><li><p>InvestigationsRemote observations Field studies CollectionsSystematic observationsModeling (physical, mathematical, computer simulations)Literature studiesExperiments</p></li><li><p>Frayer Model for Scientific ExperimentScientific Experiment</p><p>OPERATIONAL DEFINITIONCHARACTERISTICSEXAMPLESNON-EXAMPLES</p></li><li><p>Scaffolding ExperimentationDesigning ExperimentsConducting Experiments</p></li><li><p>Scaffold The structure and supports that a teacher or more knowledgeable helper provides to allow a learner to perform a task he or she cannot yet perform independently ~Vygotsky, 1978; Dixon-Krauss, 1996; Wertsch, 1991</p></li><li><p>Seed GerminationWhat factors affect seed germination?</p></li><li><p>Brainstorming Ideas Related to My Initial Question Things I could change or vary when I `germinate my seeds:Type of seedsAmount of waterSoilAmount of lightTime to sprout</p></li><li><p>Things I could change</p><p>Amount of water</p><p>Type of seeds</p><p>Temperature</p><p>Type of soil</p></li><li><p>Things I could measure or observe</p><p>Length of sprouts</p><p>Time it takes to sprout</p><p>Color of sprouts</p><p>Number of seeds sprouted</p></li><li><p>Identifying Variables Related to My Initial QuestionI will change the amount of waterI will observe number of seeds sproutedI will not change the type of seed, the temperature, type of soilI will not measure the length of the sprouts, time it takes to sprout, color of the sprouts</p></li><li><p>Formulating a Testable QuestionWhen I change: the amount of water,</p><p> What happens to: the number of seeds that sprouted?</p><p>Guiding Question: How does the amount of water affect the number of seeds that germinate? </p></li><li><p>Hypothesis versus PredictionWhen would students make a hypothesis?When would they make a prediction?Are there times when they would do neither?What is the difference between a hypothesis and prediction?At what grade level does the word hypothesis appear in the standards?</p></li><li><p>Developing the ProcedureMaterials:What I will change (independent or manipulated variable):How I will carry out the change:Number of samples:The data I will collect (dependent or responding variable):How I will collect the data:How I will record the data:</p></li><li><p>?</p></li><li><p>Your ClassroomWhere could you use this scaffold in your curriculum to help students design their own experiments?</p><p>What modifications could you make for your grade level?</p></li><li><p>Part 1- DESIGNING THE EXPERIMENT</p><p>What are you wondering about?</p></li><li><p>Things We Can ChangeLength of pendulumMass of the bobRelease point of the pendulumShape of the bob</p></li><li><p>Things we can measurePeriod of the pendulum (time it takes to make one full swing)Number of complete swings in a given time period (30 sec)How long it takes the pendulum to come to restNumber of swings before pendulum comes to rest</p></li><li><p>3 Experiment GroupsLengthMass of bobAngle of release</p><p>Stop at C-E-R !</p></li><li><p>Scientific ExperimentWhat changes would you make to your Frayer Model after designing and conducting the pendulum experiment?</p></li><li><p>From Inquiry toScientific and Engineering Practices</p></li><li><p>Card SortSort the cards into examples of: </p><p>Scientific PracticesEngineering DesignBoth Scientific Practices and Engineering Design</p></li><li><p>Engineering DesignWhat is engineering design and how is it similar to and different from the practices of science?</p></li><li><p>The goals and objectives for technological design call for students to accumulate the skills necessary to:Identify and state a problem, need, or productDesign a solution including cost and risk/benefit analysisImplement and evaluate the solutionAccurately record and communicate observations.</p></li><li><p>Technology as Design (Engineering)Technology as design is analogous to science as inquiry. All students should engage in problem-solving by designing, building, and testing solutions to real-world problems. By applying critical thinking skills and knowledge of materials, learners can compare and assess technological devices for costs, benefits, applications, practicality, environmental impact, safety, and convenience.</p></li><li><p>Science and Engineering PracticesAsking questions, Defining a problemDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics, information and computer technology, and computational thinkingConstructing explanations, Designing solutionsEngaging in argument from evidenceObtaining, evaluating, and communicating information</p></li><li><p>Everyday Science Mysteries</p></li><li><p>The Crooked SwingTHE CROOKED SWING</p></li><li><p>Engineering Design ProcessIdentify the problemUse scientific knowledge to define the problemBrainstorm possible solutionsIdentify constraintsSelect best possible solutionConstruct a modelTest and evaluate modelRefine the designCommunicate solution</p></li><li><p>Science and Engineering PracticesAsking questions, Defining a problemDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics, information and computer technology, and computational thinkingConstructing explanations, Designing solutionsEngaging in argument from evidenceObtaining, evaluating, and communicating information</p></li><li><p>Claims-Evidence-Reasoning (C-E-R)FrameworkClaim- Statement that answers the question.</p><p>Evidence- Scientific data that support the claim.</p><p>Reasoning- Justification that connects the evidence to the claim, using a scientific principle when appropriate, or showing how other data do not support the claim.</p></li><li><p>P-E-OPredict (commit to an outcome)Explain (explain your thinking)Observe (test your prediction and observe results)</p><p>If observations dont match the prediction:Construct new explanation</p></li><li><p>Cookie Crumbles- BeforeI think the whole cookie weighs more than all of the cookie crumbs. The broken cookie has smaller pieces that are lighter. Because the cookie is in tiny pieces, it loses some of its weight when the pieces are smaller.</p></li><li><p>Cookie Crumbs- After P-E-OThe whole cookie and all its crumbs weigh the same. Our data showed the whole cookie on the napkin weighed 48 grams. We weighed all the crumbs and pieces and they were also 48 grams. All we did was break the cookie in pieces. There is still the same amount of cookie. Its just that there are a lot of smaller pieces.</p></li><li><p>Ice Cubes in a Bag- BeforeI think the mass of the water in the bag will be more than the mass of the ice in the bag. Ice cubes float in water. Because they float they are lighter than water so the mass is less.</p></li><li><p>Ice Cubes in a Bag- AfterThe mass will stay the same. The mass of the ice in the bag was 244 grams. The mass after the ice melted was also 244 grams. The matter changed state but no new matter was added to the bag or taken away. The number of molecules in both bags stayed the same. </p></li><li><p>Pendulum ExplanationUse the C-E-R Framework to write a scientific explanation about what affects the swing of a pendulum.</p><p>ClaimEvidenceReasoning</p></li><li><p>Developing and Using ModelsScience often involves the construction and use of a wide variety of models and simulations to help develop explanations about natural phenomena. Framework for K-12 Science Education</p></li><li><p>Look Back and Reflection</p><p>I used to think _________ but now I know _________________________</p><p>**JT.**</p><p>********Dick**</p></li></ul>


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