Presentation is loading. Please wait.

Presentation is loading. Please wait.

Presented by Peter D. Marle, B.A. A New Survey to Measure Alignment to Inquiry in Curricula Alignment to Inquiry Presented By Peter D. Marle, M.A. Center.

Similar presentations


Presentation on theme: "Presented by Peter D. Marle, B.A. A New Survey to Measure Alignment to Inquiry in Curricula Alignment to Inquiry Presented By Peter D. Marle, M.A. Center."— Presentation transcript:

1 Presented by Peter D. Marle, B.A. A New Survey to Measure Alignment to Inquiry in Curricula Alignment to Inquiry Presented By Peter D. Marle, M.A. Center for STEM Education Also, David H. Khaliqi and Lisa L. Decker

2 Alignment to Inquiry The Need The National Research Council (NRC; 1996) adopted inquiry learning as a central tenet of instruction in science, and later stipulated that inquiry-based pedagogy engenders a deeper understanding of concepts in students than does traditional learning, and noted that the research base on learning and on effective learning environments makes a strong case for inquiry-based approaches (NRC, 2000; p. 128). The National Science Board (2003; 2007; 2010) has continually advocated for increased efforts toward educating students in the broad fields of science, technology, engineering, and mathematics (STEM) in order to reverse the declining trend of students entering into those fields. Over the past few decades, inquiry-based instruction has increased in popularity in both formal and informal classrooms. Many theories regarding implementation exist, and contain many similarities. Apart from observation/interview protocols, instructor/student surveys designed to measure inquiry in practice are non-existent.

3 Alignment to Inquiry Current Theories of Inquiry Implementation Atkin-Karplus Learning Cycle Adaptations Conceptual Change Model Builds on Piagets concept of accommodation and Kuhns concept of paradigm shift Accommodation: e.g., bicycle brakes Paradigm shift: e.g., Newtons Laws of Motion Einstein s Theory of General Relativity Extinction, replacement, addition, and rearrangement of ideas Guided-inquiry > open-inquiry SAIL Cycle Student-driven investigations Mixture of elements of Conceptual Change Model and 5E Instructional Model Guided-inquiry > open-inquiry BSCS 5E Instructional Model of Inquiry Active learning build around the interaction of information processing and previous knowledge (i.e., conceptions and misconceptions) Students in control of their learning Guided-inquiry < open-inquiry

4 Alignment to Inquiry Current Theories of Inquiry Implementation Atkin-Karplus Learning Cycle Adaptations Conceptual Change Model Builds on Piagets concept of accommodation and Kuhns concept of paradigm shift Accommodation: e.g., bicycle brakes Paradigm shift: e.g., Newtons Laws of Motion Einsteins Theory of General Relativity Extinction, replacement, addition, and rearrangement of ideas Guided-inquiry > open-inquiry SAIL Cycle Student-driven investigations Mixture of elements of Conceptual Change Model and 5E Instructional Model Guided-inquiry > open-inquiry BSCS 5E Instructional Model of Inquiry Active learning build around the interaction of information processing and previous knowledge (i.e., conceptions and misconceptions) Students in control of their learning Guided-inquiry < open-inquiry BSCS 5E Instructional Model of Inquiry Active learning build around the interaction of information processing and previous knowledge (i.e., conceptions and misconceptions) Students in control of their learning Guided-inquiry < open-inquiry

5 Alignment to Inquiry Phases of the 5E Inquiry Model, Defined for Instructors and Students Engagement Exploration Explanation Elaboration Evaluation Engagement Exploration Explanation Elaboration Evaluation

6 Alignment to Inquiry Sample Items for the Survey of Inquiry in Practice (SIP) Derived by creating questions aligned to the 5E Inquiry Model phases (Bybee et al., 2006) Engagement I was engaged in the problem presented in the workshop. I connected past experiences to the tasks I was assigned to. Exploration I understand how everything presented in the workshop is related to each other. I was able to see patterns in the data I collected. Explanation I feel that the teachers presented the concepts briefly, but clearly. I feel I can explain what the activities presented in this workshop were. Elaboration After the hands-on portion, I was given time to discuss the activities with my friends, which gave me a better understanding of the activities. Discussing with my friends afterward, I realized I may have not arrived at the correct solution to some of the activities. Evaluation Qualitative items only given on the Instructor Version

7 Alignment to Inquiry It was hypothesized that the SIP items would be loosely related to one another Items were thought to be best combined via a variable reduction technique (Principal Components Analysis) A Principal Components Analysis with varimax rotation was thought to be able to combine the items into related components Because the SIP was aligned to a pedagogical model and not a theoretical model, we did not hypothesize for a set number of components

8 Alignment to Inquiry Participants Data for this study were collected from students and instructors Students (n = 135): Many of the students were involved in multiple workshops 1 workshop (n = 46), 2 (n = 7), 3 (n = 3), 4 (n = 2), 5 (n = 2), 6 (n = 8) Of the unique students (n = 68); Of the weighted students (n = 135) 25 females (40%), 6 unreported; 55 females (43%), 8 unreported 10 Hispanic (16%), 6 unreported; 25 Hispanic (20%), 8 unreported Grade range: (M = 8, SD = 2); 5 to 12 (M = 9, SD = 2), 1 unreported Race: 6 unreported8 unreported Instructors (n = 45): 20 males (47%), 2 unreported 15 (35%) reported having formal experience in the subject matter taught; 4 unreported 19 instructors (46%), 22 co-facilitators (54%); 4 unreported

9 Alignment to Inquiry Materials and Procedure All data were collected with IRB approval All workshops were hosted by the Center for STEM Education As this is part of a larger study, demographic information and informed consent forms are gathered prior to students participation in any workshops The Survey on Inquiry in Practice was completed with student assent after their participation in any workshop offered

10 Alignment to Inquiry Originally thought the concepts/items derived from the 5E Inquiry Model stages were loosely associated, but correlated with each other Conducted a Principal Components Analysis (PCA) with Varimax rotation as a variable reduction technique The analysis revealed that their may have been underlying factor structures that seemed correlated with each other 1.Process of Conceptual Change 2.Lesson Engagement 3.Conceptual Understandings 4.Conceptual Connections Further analysis was conducted using an Exploratory Factor Analysis approach; specifically, Principal Axis Factoring with Promax rotation set at 4 Items were highly congruous between the PCA and EFA, but fit better with the EFA

11 Alignment to Inquiry EFA Analysis: Sampling Adequacy Kaiser-Meyer-Olkin Measure of Sampling Adequacy (MSA) =.85 Bartletts Test of Sphericity: 2 (190) = , p <.001 Item Adequacy Anti-Image Correlation Matrix diagonal (MSA): range.46 to.94 (1 item fell below.50 [item 2]) Item communalities: range.29 to.64 (1 item fell below.30 [item 4]) All 20 items included in factor analysis

12 Alignment to Inquiry Pattern Matrix and Scale Internal Reliabilities Factor Loadings 1234 Lesson Engagement 14 I was engaged in the problem presented in the workshop The teachers directed me to specific aspects of the task and then allowed me to explore the activity on my own The hands-on activities allowed me to explore the problem presented in the workshop I was motivated to figure out the problem presented in the workshop Sometime after the beginning of the hands-on activities, I understood the project more clearly I was given enough time to come up with ideas about how to solve the problem presented in the workshop..482 Conceptual Connections 3 I understand how everything presented in the workshop is related to each other I was able to come up with a clear understanding of the problem after we discussed our findings The teachers presented the concepts briefly, but clearly I was able to identify how each aspect of the workshop was part of the final solution I can explain what I learned from the activities presented in this workshop The teachers connected their explanations of "how" to do the activity to the "why" I am doing the activity I connected past experiences to the tasks I was assigned to..345 Conceptual Understanding 13 I was able to see patterns in the data I collected After I obtained data from the activities, I was given the opportunity to think about what the data meant After the hands-on portion, I was given time to discuss the activities with others, which gave me a better understanding of the activities..611 Conceptual Change 2 Discussing with others afterward, I realized I may not have arrived at the correct solution to some of the activities I realize some of my previous knowledge related to the activities in the workshop may not have been entirely accurate The activities, at times, were puzzling After talking with others, I think that there may have been different ways to come up with the same solutions..395 =.85 =.82 =.73 =.66

13 Alignment to Inquiry PCA EFA Factor analysis Measures of Sampling Adequacy indicated suitable data for factor analysis Kaiser-Meyer-Olkin MSA >.60 (=.83) Bartletts test of sphericity significant Item inclusion Anti-Image Correlation Matrix diagonal (1 item fell below.50 [item 2]) Discussing with others afterward, I realized I may not have arrived at the correct solution to some of the activities. Item communalities: (1 item fell below.30 [item 4]) The teachers presented the concepts briefly, but clearly. Factors Lesson Engagement Conceptual Change Conceptual Understanding Conceptual Connections

14 Alignment to Inquiry PCA EFA Factor analysis Measures of Sampling Adequacy indicated suitable data for factor analysis Kaiser-Meyer-Olkin MSA >.60 (=.83) Bartletts test of sphericity significant Item inclusion Anti-Image Correlation Matrix diagonal (1 item fell below.50 [item 2]) Discussing with others afterward, I realized I may not have arrived at the correct solution to some of the activities. Item communalities: (1 item fell below.30 [item 4]) The teachers presented the concepts briefly, but clearly. Factors Lesson Engagement Conceptual Change Conceptual Understanding Conceptual Connections 6 items, Cronbachs =.85, adequate factor loadings Recommendation – good factor structure, maintain the items 4 items, Cronbachs =.66, 1 item (#2) had a low anti-item correlation matrix MSA, 1 item had marginal factor loading (#5;.395) Recommendation – review literature for theoretical structure; remove questionable items, add at least two new items 3 items, Cronbachs =.73, adequate factor loadings Recommendation – add at least one new item congruous with the factor construct 7 items, Cronbachs =.82, 1 item (#4) had a low communality, 2 items had marginal factor loadings (#16 and 10;.354 and.345, respectively) Recommendation – remove items 4 and 10 Lesson Engagement Conceptual Change Conceptual Understanding Conceptual Connections

15 Alignment to Inquiry Implications Research Curriculum Evaluation: Measurable gauge of inquiry in a workshop/lesson Can also be used to compare inquiry continuum on various outcomes Curriculum Development/Implementation Professional Development programs can use SIP for teacher/participant implementation in the classroom Limits need for observations and interviews Can assess concordance between student and teacher perceptions on inquiry-based lessons Future Research with the SIP Come see my poster presentation tomorrow! EFA/CFA to be conducted on finalized SIP Explore teacher and student perceptions of a lessons alignment to inquiry

16 Alignment to Inquiry Thank you! Questions?


Download ppt "Presented by Peter D. Marle, B.A. A New Survey to Measure Alignment to Inquiry in Curricula Alignment to Inquiry Presented By Peter D. Marle, M.A. Center."

Similar presentations


Ads by Google