1. Philosophies that Guide the Design of Approaches to Inquiry Learning in Elementary Science Education - A Panel Discussion Ninth International History, Philosophy and Science Teaching Conference Designing and Assessing Contextual Approaches to the Teaching of Science and Mathematics June 24-28, 2007 University of Calgary Calgary, Alberta CANADA

2. Philosophies That Guide the Design of Approaches to Inquiry Learning in Elementary Science Education – A Panel Discussion Bonnie Shapiro, University of Calgary, Canada (Chair) Deb Nettesheim, Calgary Board of Education Science School, Canada Elan La Montagne, Calgary Board of Education Science School, Canada Polly Knowlton Cockett, University of Calgary, Canada Sandy Last, Calgary Board of Education Science School, Canada Patricia Kaiserseder, Calgary Board of Education Curriculum Support Team, Canada

3. Science Learning Objectives Elementary Teachers Consider Most Important 1. Developing skills and processes of investigation (98.1%) 2. Developing attitudes appropriate to scientific endeavor (97.9%) 3. Developing social skills (95.4%) 4. Understanding scientific facts, concepts and laws (93.5%) 5. Developing the skills of reading and understanding science-related (93.5%)

4. 6. Understanding the practical applications of science (93.1%) 7. Relating scientific explanation to student’s conception of the world (90.7%) 8. Understanding the role and significance of science in modern society (77.7%) 9. Understanding the relevance of science to the needs and interests of both men and women (75.8%) 10. Understanding the way that scientific knowledge is developed (60%)

5. 11.Understanding the history and philosophy of science (59.8%) 12.Understanding the nature and process of technological and engineering activity (57.1%) 13.Relating science to career opportunities (53.7%) 14.Developing and awareness of the practice of science in Canada (51.3%) 1118 teachers in Alberta sampled in 2003. Rowell and Ebbers, Centre for Mathematics, Science and Technology Education. Questions and data based on 1984 national study (Orpwood and Alam). 1118 teachers in Alberta sampled in 2003. Rowell and Ebbers, Centre for Mathematics, Science and Technology Education. Questions and data based on 1984 national study (Orpwood and Alam).

6. Handout: Table 4 Constructs Showing Reversals in Thinking and Feeling About Conducting an Inquiry Shapiro, B. (1996). A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the “face of science that does not yet know,” in Science Education 80 (5) 535- 560.

7. The National Science Education Standards envision change throughout the system. The teaching standards encompass the following changes in emphases: LESS EMPHASIS ON MORE EMPHASIS ON Treating all students alike and responding to the group as a whole Understanding and responding to individual student's interests, strengths, experiences, and needs Rigidly following curriculum Selecting and adapting curriculum Focusing on student acquisition of information Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes Presenting scientific knowledge through lecture,text, and demonstration Guiding students in active and extended scientific inquiry Asking for recitation of acquired knowledge Providing opportunities for scientific discussion and debate among students

8. LESS EMPHASIS ON MORE EMPHASIS ON Testing students for factual information at the end of the unit or chapter Continuously assessing student understanding Maintaining responsibility and authority Sharing responsibility for learning with students Supporting competition Supporting a classroom community with cooperation,shared responsibility, and respect Working alone Working with other teachers to enhance the science

9. What is inquirybased learning? Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action. What does the research say? Research suggests that using inquiry-based learning with students can help them become more creative, more positive and more independent (Kühne, 1995). This is true for all students, including those with special needs who require more individual attention during the process. What is inquiry? “Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world” (Galileo Educational Network, 2004). Focus on Inquiry A teacher’s guide to implementing inquiry-based Learning (Alberta Education, 2004)