what makes inquiry inherently difficult? daniel z. meyer, illinois institute of technology...
Post on 19-Dec-2015
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What makes inquiry inherently difficult?What makes inquiry
inherently difficult?
Daniel Z. Meyer, Illinois Institute of Technology
([email protected])Leanne M. Avery, State University of New York College at Oneonta
Daniel Z. Meyer, Illinois Institute of Technology
([email protected])Leanne M. Avery, State University of New York College at Oneonta
No one says inquiry easy…
No one says inquiry easy…
Practice often falls short of our hopes
Research on barriers often focuses on system issues such as:TimeCoverage pressureTeacher knowledge
But even when these barriers are overcome, inherent difficulties remain.
Practice often falls short of our hopes
Research on barriers often focuses on system issues such as:TimeCoverage pressureTeacher knowledge
But even when these barriers are overcome, inherent difficulties remain.
Our analysis is informed by…
Our analysis is informed by…
Concepts from science studiesExperience facilitating science teachers development of inquiry based activities
This presentation is a formalization of the guidance we find ourselves regularly providing to teachers.
Concepts from science studiesExperience facilitating science teachers development of inquiry based activities
This presentation is a formalization of the guidance we find ourselves regularly providing to teachers.
Background from Science StudiesBackground from Science Studies
Scientific work occurs in a contextKuhn (1970), Pinch (1981)Practitioners have access to skills, norms, history, etc. of the field
Prior work provides the purposefulness of current work
Scientific work occurs in a contextKuhn (1970), Pinch (1981)Practitioners have access to skills, norms, history, etc. of the field
Prior work provides the purposefulness of current work
Background from Science StudiesBackground from Science Studies
Interpretive FlexibilityCollins (1981, 1985), Pinch & Bijker (1987)
Multiple conclusions are often possible from the same set of data
Data under-determines fact Social negotiation required to resolve variability
Interpretive FlexibilityCollins (1981, 1985), Pinch & Bijker (1987)
Multiple conclusions are often possible from the same set of data
Data under-determines fact Social negotiation required to resolve variability
A litmus test for inquiry:
A litmus test for inquiry:
At some point in the experience, students must make a non-deterministic, warrant based argument.
At some point in the experience, students must make a non-deterministic, warrant based argument.
The Getting-on-Board Problem
The Getting-on-Board Problem
empirical data
theoretical knowledge
The Getting-on-Board Problem
The Getting-on-Board Problem
New practitioners in the scientific world work at the periphery of the ongoing work of more senior practitioners
In the science classroom, all students are starting at the same point (often at square one)
New practitioners in the scientific world work at the periphery of the ongoing work of more senior practitioners
In the science classroom, all students are starting at the same point (often at square one)
The Variability Problem
The Variability Problem
Arguments can’t be had over isolated attributes
A relationship among variables must be at issue
There must be (con)tension
Arguments can’t be had over isolated attributes
A relationship among variables must be at issue
There must be (con)tension
The Variability Problem
The Variability Problem
Technical barriers limit the scope of possible data
The content of science classes is well established
Understanding tension requires prior knowledge (leading back to the Getting-on-Board problem)
Technical barriers limit the scope of possible data
The content of science classes is well established
Understanding tension requires prior knowledge (leading back to the Getting-on-Board problem)
Balancing ActsBalancing Acts
AssignmentSpecifi
edOpen
•Cookbook labs•No variation in student work (if done correctly)
•Beyond students’ conception•Students don’t know where to begin
Balancing ActsBalancing Acts
DataSimple Complex
•Confirmation labs•Results are a indication of technical skills rather than evidence of nature
•Beyond students’ technical and/or cognitive ability
Solutions???Solutions???
No magic bullet; no general procedure
Designing inquiry based instruction will always entail an element of creativity
We will share two “frameworks” we find useful in overcoming these problems (and a new potential framework).
No magic bullet; no general procedure
Designing inquiry based instruction will always entail an element of creativity
We will share two “frameworks” we find useful in overcoming these problems (and a new potential framework).
Protocol Model (from EI Project)
Protocol Model (from EI Project)
ProtocolsWell defined procedure to generate data
Clearly (just a) toolPotential for variety of application
Exploratory ResearchOpportunity to apply protocols to a variety of situations
Situations are open-ended, often student defined
ProtocolsWell defined procedure to generate data
Clearly (just a) toolPotential for variety of application
Exploratory ResearchOpportunity to apply protocols to a variety of situations
Situations are open-ended, often student defined
ExamplesExamples
Bioassays Learn protocol with NaCl and lettuce seeds Exploratory research with weed killer, kool-aid, dumpster juice, beer, highway run-off and daphnia, duckweed, etc.
The Flow Rate Lab Students are asked to measure the 10 sec outflow for a given starting volume
Challenged to predict the outflow for a novel starting volume
Further research can involve other ranges, hole size, bottle shape, etc.
Bioassays Learn protocol with NaCl and lettuce seeds Exploratory research with weed killer, kool-aid, dumpster juice, beer, highway run-off and daphnia, duckweed, etc.
The Flow Rate Lab Students are asked to measure the 10 sec outflow for a given starting volume
Challenged to predict the outflow for a novel starting volume
Further research can involve other ranges, hole size, bottle shape, etc.
Protocol Framework (from EI Project)Protocol Framework (from EI Project)
The Getting-on-Board Problem Protocol provides an introduction, both technically and conceptually
Generates a first set of data that students can then respond to
The Variability Problem The data a protocol collects determines its effectiveness
Some cookbook labs can be revised into protocols, but some cannot
The Getting-on-Board Problem Protocol provides an introduction, both technically and conceptually
Generates a first set of data that students can then respond to
The Variability Problem The data a protocol collects determines its effectiveness
Some cookbook labs can be revised into protocols, but some cannot
Design Challenge Framework
Design Challenge Framework
Task specificPressure on solutions and means/purpose of evaluating
Often modular/Use of jigsaw - justifies the acquisition of knowledge bases
Task specificPressure on solutions and means/purpose of evaluating
Often modular/Use of jigsaw - justifies the acquisition of knowledge bases
ExamplesExamples
Sewage Treatment3 Parts to sewage treatment
PhysicalBiologicalChemical
Simulated sewage and test batteryRiver Cleanup
Scenario and charge to clean things upPolluter Groups
HomeownersFarmersIndustryMunicipalities
Sewage Treatment3 Parts to sewage treatment
PhysicalBiologicalChemical
Simulated sewage and test batteryRiver Cleanup
Scenario and charge to clean things upPolluter Groups
HomeownersFarmersIndustryMunicipalities
Design Challenge Framework
Design Challenge Framework
The Getting-on-Board ProblemProvides a task that is understandable as a question, but not a solution
Task provides the context for knowledge acquisition
The Variability ProblemChallenge must be framed such that options and tensions exist
The Getting-on-Board ProblemProvides a task that is understandable as a question, but not a solution
Task provides the context for knowledge acquisition
The Variability ProblemChallenge must be framed such that options and tensions exist
Product Testing Framework
(a.k.a. Mythbusters® Framework)
Product Testing Framework
(a.k.a. Mythbusters® Framework) Recreation of natural phenomena under lab conditions (controlled, reproducible, measurable) and a judgment of the outcome(s) Example: Which paper towel is the best?
Two argument spaces: Physical challenge of testing Question of criteria for success/failure/superiority
Combination of Protocol/Design Challenge Task generates need for various knowledge domains Use of data collection routines
Recreation of natural phenomena under lab conditions (controlled, reproducible, measurable) and a judgment of the outcome(s) Example: Which paper towel is the best?
Two argument spaces: Physical challenge of testing Question of criteria for success/failure/superiority
Combination of Protocol/Design Challenge Task generates need for various knowledge domains Use of data collection routines
Questions?Comments?Questions?Comments?
Dan Meyer, [email protected] Avery, [email protected]
Dan Meyer, [email protected] Avery, [email protected]