science inquiry in pennsylvania elementary classrooms connections to the standards and opportunities...
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Science Inquiry in Pennsylvania Elementary
ClassroomsConnections to the Standards and
Opportunities for Professional Development.
Kathleen M. Jones
Assistant Professor of Education
Juniata College, Huntingdon, PA
What is inquiry as defined by the NSES?
Active construction of ideas and explanations
Asking questions Planning and conducting experiments Gathering data Using evidence to explain Communicating results
Natural Process of Science
Question Observe Gather data Explain significance Sharing of results highlights significance
NOT a prescribed 5, 6, 7 step scientific method, but rather fluid
“Hands-on” vs. Inquiry
“Conducting hands-on science activities does not guarantee inquiry, nor is reading about science incompatible with inquiry” (NRC, 1996).
Hands-on, Minds-on
Connects scientific knowledge and understanding.
Communicating and defending their understandings.
Science for All Americans
Assumption that students understand Multiple choice testing Right words
Over-inflated understanding
Rutherford and Ahlgren (1989)
Current Research
Focuses primarily on pre-service teachers
2000 National Survey of Science and Mathematics Education, Horizon Research, Inc.
Research Question #1
1. Do Pennsylvania elementary teachers define science inquiry in a similar way as it is defined by the NSES?
Sub-questions for Q 1:
A. Familiarity with National and state standards
B. Recognition of definitions when literally stated
C. Recognition of definitions in context (scenarios)
Results: Inquiry stated literally
Mean SD
Question 4.38 .68 Evidence 4.42 .71 Prior knowledge 4.60 .66 Share (teacher only) 2.43 1.12 Share with others 3.89 .91 Alternate explanations 4.02 .86
Inquiry in Context
Open-ended questions:
If you were observing a science lesson in the elementary classroom, what specifically would you look for to determine if it was an inquiry-based lesson or not an inquiry-based lesson?
Mean 1.98 (very little understanding)
SD of 1.12
Inquiry in Context #2
Mr. Smith’s class is up , moving around to various lab stations, doing “hands-on” activities, exploring simple machines. At the end of the class, Mr. Smith collects all the worksheets and the students move to the next subject. Is this an inquiry lesson? Explain What do you think happened prior to this lesson? What do you think will happen tomorrow in science class?
Mean: 3.03 (Basic understanding)
SD: 3.00
Inquiry in Context #3
As you walk into Mrs. Brown’s class, you observe a question on the board, “What do owls eat?” Some students are working on the computer accessing the Internet about owls, others are using the class library to find books on owls and another group are pulling apart owl pellets, categorizing the various bones. Is this an inquiry lesson? Explain What do you think happened prior to this lesson? What do you think will happen tomorrow in science class?
Mean 3.16 (Basic Understanding) SD 3.00
Research Question 2
What is the relationship between self-reported familiarity with NSES and Pennsylvania Standards, recognizing NSES definitions of science inquiry literally and in context.
Results: Self reported familiarity
National Science Education Standards: 38% familiar and refer to them 3% very familiar and refer to them often
PA Science and Technology 60% familiar and refer to them 13% very familiar and refer to them often
PA Environment and Ecology 36% familiar and refer to them 9% very familiar and refer to them often
Research Question #3
To what degree do Pennsylvania teachers agree with accepted principles of effective professional development?
Results: Accepted principles of Professional Development
Long –term commitment Collaborative work Reflection
but… 79% also agreed or strongly agreed to having time to work individually in the classroom.
Collaboration with others
According to the 2000 National Survey –second most popular form of PD
33% of teachers are observing each other Pennsylvania sample 27% (some to all the time)
27% meeting to discuss science teaching Pennsylvania sample 22% (some or all the time)
Research Question #4
To what degree are Pennsylvania teachers willing to participate in professional development activities that match accepted principles of professional development when the professional development is focused on science inquiry?
Results
71% willing to attend summer workshops (daylong)
21% willing to attend evening workshops 16% willing to attend weeklong residential 62% willing to meet during the school year
35% after school 24% before school 58% during school 70% during inservice
Reading and Math Emphasis
K-3 classrooms
115 minutes reading
52 minutes math
23 minutes on science
21 minutes on social studies
4-6 classrooms
96 minutes reading
60 minutes math
31 minutes on science
33 minutes on social studies
Pennsylvania results K-6 (not yet split out) averaging 22 minutes/day for science .
Teachers’ Comfort with Science
“Majority of elementary teachers do not feel equally qualified to teach all academic subjects with preparedness to teach science paling in comparison to math, language arts and social studies” (Fulp, 2002).
High Quality PD Opportunities
Opportunities to actively engage in inquiry based lessons Long-term commitment Collaborative approach allowing sharing and
exchange of ideas Teacher-leaders Support for meeting during the school day