Emporia State University Improving Learning for Early Career Scientists and Engineers: Asking Questions and Defining Problems Dr. Kenneth Thompson, Department of Physical Sciences Dr. Mirah Dow, School of Library and Information Management Emporia State University October 18, 2016

specialize with Emporia State University’s Information, Technology and Scientific Literacy Certificate http://tinyurl.com/publhlc This project is made possible in part by the Institute of Museum and Library Services.

Teachers learn from each other as they share their own expertise. CHANGE: Allow P-12 students to ask their own questions that can be answered using scientific methods Teachers learn from each other as they share their own expertise. PHOTO BY EMPORIA STATE UNIVERSITY

What is distinctive about this certificate program? N 0 W Two university professors with different areas of expertise model co-teaching; both focus research on co-teaching New university enrollment strategy: Differently licensed teachers learn together in the same university classroom (virtual and face- to-face) New certificate will distinguish teacher’s specialized knowledge and skills

Distinctive certificate (continued) N 0 W New interdisciplinary curriculum based on multiple sets of academic and professional standards New way of thinking about teaching P-12 students

New Course Titles Science, Technology, Engineering, and Mathematics Classrooms and Competitions: Asking Questions and Defining Problems Key Literacy Connections in STEM Subjects: Conducting Investigations, Analyzing, and Interpreting Data Advancing and Defending New Ideas: Engaging an Argument from Evidence STEM Skills for a Deep Technical Workforce: Obtaining, Evaluating, and Communicating Information

Guided Inquiry Rationale If learners (P-12) are to develop information and guided inquiry skills, they must engage in assignments and projects that: are authentic tasks (meaningful to students on a personal or academic level); involve realistic environments; are highest quality asking students to conduct critical evaluation of sources to construct a position; are inherently social; and involve instruction that offer timely teacher interventions to move learners on at various points in their work.

Curriculum is based on professional standards and NSTA defition of STEM. “STEM literacy refers to an individual’s knowledge, attitudes, and skills to identify questions and problems in life situations, to explain the natural and designed world, and to draw evidence-based conclusions about STEM related-issues. understanding of the characteristic features of STEM disciplines as forms of human knowledge, inquiry, and design. awareness of how STEM academic disciplines shape our material, intellectual, and cultural environments. willingness to engage in STEM-related issues and with the ideas of science, technology, engineering, and mathematics as a constructive, concerned, and reflective citizen.” STEM Literacy (Bybee, 2013, p. 65)

So, today we are sharing. . . . Today, we are sharing five instructional models and educational strategies we recommend for teaching your students to ask their own questions and defining problems that can be solved with scientific methods. PHOTO BY EMPORIA STATE UNIVERSITY

M O D E L Our co-teaching includes two content areas of expertise. What do we each bring? Science & Math Education Science, mathematics, and engineering practices Disciplinary core ideas Cross-cutting concepts Strategies for Inquiry Methods of science Information Science Education Information authority Information format Information value Information research as inquiry Information as communication Information as explanation Asking Questions and Defining Problems

Co-teacher roles with students M O D E L Co-teacher roles with students Science Teacher Partner with Math Teacher Partner with Librarian Provide the subject area context Teach the two phase research process model Design and implement assignments that provide opportunities for application Teach students to analyze findings and draw conclusions Mathematics Teacher Partner with Science Teacher Provide the subject area context including nominal, ordinal, interval, ratio levels of data; design of data collection; development of charts, graphs, figures depicting accurate findings Librarian Partner with Science and Math Teachers Teach: information authority; information format; information value; information research as inquiry; information as scholarly conversation; and Information exploration Guide students in key word searches, evaluation, and selection of sources Facilitate report writing, presentations, and publishing Student Make connections from real-world observations and experiences to research questions that matter in today’s world Know and use the two phase research process model Gain specialized knowledge of subject areas Use STEM content, information, and technology on the basis of accuracy, validity, importance, and context Asking Questions and Defining Problems

M O D E L Two Phase Research Process Model for Content and Librarian Experts (Dow & Thompson, 2012) PHASE ONE: Preparation PHASE TWO: Experimental Literature Context Data Context Topic selection and problem statement access, retrieval, evaluation, and use of existing research publications Design study Observation of relevant environment(s) Conduct experiment Question(s) Analysis of data Formulate claim or hypothesis Communicate findings in new publications Asking Questions and Defining Problems

PHASE ONE: Preparation, Literature Context M O D E L PHASE ONE: Preparation, Literature Context

M O D E L Topic Selection and Problem Statement Model OBSERVE ~ KNOW ~ QUESTION ~ CLAIM With the guidance from content teacher(s) and school librarian, write a brief scenario with a 4-part structure that captures the problem (topic): 1. OBSERVE What have I observed? - Begin with an observation: I noticed that. . . 2. KNOW What do I know? - Mention information already known: I learned from my 4-H leader that . . . . 3. QUESTION What is my question? State one or more central questions: I would like to know if. . . 4. CLAIM What is my claim, or assertion based on substantive reading? End scenario with a claim, or hypothesis statement. If grass has sunlight, then grass will . . Asking Questions and Defining Problems

The inquiry guide we are sharing today is for your use at your school. Improving Learning for Early Career Scientists and Engineers Inquiry Guide with Examples (Dow & Thompson, 2016) ASKING QUESTIONS AND DEFINING PROBLEMS OBSERVE ~ KNOW ~ QUESTION ~ CLAIM Available Online

Wrapping up . . . Our suggestions: Consider educational improvement strategies. Students need expert knowledge and skills to access, retrieve, evaluate, and use existing research publications. Today’s STEM education enables students to make connections across disciplines. Co-teaching is an alternative to the one classroom, one teacher, one content area, and one textbook approach. Call on teachers and school librarians who have competed this ESU program to lead the way. PHOTO BY EMPORIA STATE UNIVERISITY

Questions?

References Textbook for Course: Science, Technology, Engineering, and Mathematics Classrooms and Competitions: Asking Questions and Defining Problems Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press. ISBN-10: 1936959259 Dow, M. J. (Ed.). (2013). School libraries matter: Views from the research. Santa Barbara, CA: Libraries Unlimited. ISBN-10: 161069161X Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. ISBN- 10: 1610690095 Lanning, S. (2012). Concise guide to information literacy. Santa Barbara, CA: Libraries Unlimited. ISBN-10: 1598849492

Improving Learning for Early Career Scientists and Engineers: Asking Questions and Defining Problem Today’s inquiry guide handout and presentation available online at http://tinyurl.com/zw9opuh and on 2016 KLA/KASL conference website Questions? Please contact: Mirah Dow mdow@emporia.edu Ken Thompson kthompso@emporia.edu