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Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE.

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Presentation on theme: "Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE."— Presentation transcript:

1 Inquiry Base Learning in the Enabling Sciences ASELL: Advancing Science by Enhancing Laboratory Learning ADAM BRIDGEMAN | ASSOCIATE DEAN FACULTY OF SCIENCE

2 The problem with modern education. “The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact… There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final…. To produce [students] of action, they must be trained in action… If they study the sciences, they must enter the laboratory, … H.A. Rowland, “The Physical Laboratory in Modern Education”, Science

3 The problem with modern education. “The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact… There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final…. To produce [students] of action, they must be trained in action… If they study the sciences, they must enter the laboratory, … H.A. Rowland, “The Physical Laboratory in Modern Education”, Science, 1886

4 The problem with modern education. “The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact… There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final…. To produce [students] of action, they must be trained in action… If they study the sciences, they must enter the laboratory, …” H.A. Rowland, “The Physical Laboratory in Modern Education”, Science (Emphasis is mine) Active learning Problem solving Communication Skills Not rote learning

5 TOOLS,TECHNIQUES APCELL, ACELL, ASELL Universities 1999 – ongoing ▫ Focus on educational and pedagogical aspects for science academics ▫ Uptake internationally from 2007 ▫ Funded by OLT predecessors, ACDS ASELL Schools, ongoing ▫ Focus on inquiry … ▫ Support on science from universities ▫ Support on pedagogy from schools ▫ Successful funding of $2M Schools and Universities

6 July, 2000 (Canberra) Feb, 2001 (Sydney)* Feb, 2002 (Christchurch) Nov, 2002 (Melbourne)* Feb, 2004 (Hobart)* July, 2005 (Sydney) Feb, 2006 (Sydney)* Jan, 2007 (Adelaide)* July, 2007 (Auckland) Nov, 2007 (Sydney, physics)* Apr, 2008 (Adelaide, biology)* July, 2009 (Sydney)* April, 2010 (Adelaide, Science)* June, 2011 (Sydney, Science)* July, 2011 (Brisbane, Biology)* July, 2011 (Melbourne, Biology)* April, 2013 (Sydney, Science)* July, 2014 (Perth, Bio/chem)* * Experiential workshop UNIVERSITY SCHOOLS June, 2012 (Sydney, High School Science)* July, 2012 (Adelaide, High School Science)* May, 2013 (Sydney, High School Science)* July, 2013 (Melbourne, High School Science)* Nov, 2013 (Melbourne, High School Science)* April, 2014 (Melbourne, High School Science)* July 2014 (Perth, ECU) * Conference workshops July, 2013 (Melbourne, CONASTA)* Nov, 2013 (Melbourne, CONASTA)* July, 2014 (Adelaide, CONASTA)* Similarities and differences

7 ASELL University Workshop

8 ASELL Schools workshop

9

10 Wide range of learning experiences Q14: Overall, as a learning experience, I would rate this experiment as: score = ABCDEABCDE score = ABCDEABCDE Excellent Very Poor

11

12 1. Learner engages in scientifically oriented questions. 2. Learner gives priority to data/evidence in responding to questions. 3. Learner analyses data 4. Learner formulates explanations based on analysis. 5. Learner connects explanations to scientific knowledge. 6. Learner communicates and justifies explanations. (National Research Council, 2000 modified in Towns et al, 2009) The 6 Essential Features of Inquiry

13 Levels of scaffolding to support learning Elements Confirmation Structured Inquiry Guided Inquiry Open Inquiry Authentic Inquiry Question No questionGiven by teacher Sharped by student Selected by student Posed by student EvidenceNo evidenceGiven evidenceGiven possible evidence Guided to collect evidence Determines what to collect Analyses data No analysisTold how to analyse Given possible ways of analysing Guided to analyse Determines how to analyse Formulates explanation No explanationTeacher provides explanation Given possible explanations Guided in process of explanation Formulates explanation Connects explanation to scientific knowledge No connection to knowledge Teacher provides connection Given possible connections/ theories Directed to sources of knowledge Independently explores knowledge Communicates & justifies findings No communication Told how to communicate Provided with guidelines for communication Coached in methods of communication Chooses how to communicate

14 Sliding toward Inquiry…

15 Variations of Inquiry…

16 16 Stage 1 Physics class. Students were given the task of designing a method for determining the mass of an unknown object(rock). Students were not given access to balances, scales etc and had to devise a method and make calculations of the unknown object. A variety of methods were adopted and students used methods to effect a solution with variable results. Students had to use previously learned principles and some had to learn a new method using moments of a force. This provided good learning opportunities for all members of the class who worked in teams of 2 to find the answers to their problem. Some methods devised were Comparison with known quantity of water - pulley system. Acceleration of rock on a trolley with a known force and using moments of a force. School – teacher # 84

17 Points to note There are some differences in opinion. Not all experiments/investigations need to be inquiry. One can map a program using this template.

18 18 Teaching approach I teach Science from an inquiry perspective and continually look for hands on experiences in order to enthuse my students. I see Science as a method of inquiry and encourage my students to seek answers using the Scientific Method. As Head of Science at my school I encourage other teachers to adopt a similar approach to their teaching. School – teacher # 84

19 19 Household Chemistry for standard to low ability Y9 girls. Students began by researching their favourite makeup. We then investigated colloids, gels, wetting, soaps and hard and soft water in a series of experiments in which they found out what wetting really meant and how water could be made wetter.... As the students progressed through the 8 practicals the information was continuously related back to them and their environment. They found the effect of soap on skin of particular interest. School – teacher # 21

20 20 … They had to document an account of each prac and were given less and less guidance as they progressed. Practical 1 was basically a copying exercise from the white board but by number 8 they had to do and write up the practical completely on their own. I have done this activity many times and while it takes several weeks to complete I feel it is excellent science. … School – teacher # 21

21 Question Data Analysis Explain Connect Communicate Confirmation Structured Inquiry Guided Inquiry Open Inquiry Authentic Inquiry No communication

22 Question Data Analysis Explain Connect Communicate Confirmation Structured Inquiry Guided Inquiry Open Inquiry Authentic Inquiry Learner told steps for communication

23 Question Data Analysis Explain Connect Communicate Confirmation Structured Inquiry Guided Inquiry Open Inquiry Authentic Inquiry Teacher provides question

24 Question Data Analysis Explain Connect Communicate Confirmation Structured Inquiry Guided Inquiry Open Inquiry Authentic Inquiry Learner selects question

25 … inquiry

26 ASELL Schools: Next steps Contact us if you are interested in: Developing an experiment with university people. Being a member of the “Teacher Advisory Group”. Running an ASELL Schools workshop Seeking partnerships with teachers who are interested in being a member of the teacher advisory group and being part of ASELL Schools

27 Acknowledgements Staff and student delegates Deans for support & leadership HREC at the University of Sydney Funding Agencies AMSPP Universities


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