1. 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

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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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)

9. 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

10. 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

11. 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

12. 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

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

14. 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

15. 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

16. 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

17. Questions?

18. 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: Dow, M. J. (Ed.). (2013). School libraries matter: Views from the research. Santa Barbara, CA: Libraries Unlimited. ISBN-10: X 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: Lanning, S. (2012). Concise guide to information literacy. Santa Barbara, CA: Libraries Unlimited. ISBN-10:

19. Improving Learning for Early Career Scientists and Engineers: Asking Questions and Defining Problem
Today’s inquiry guide handout and presentation available online at
and on
2016 KLA/KASL conference website
Questions? Please contact:
Mirah Dow
Ken Thompson