Download presentation
Presentation is loading. Please wait.
1
PROJECT CLARION Module IV: Scientific Investigation
Center for Gifted Education, The College of William and Mary, 2009
2
Instructional Purpose
To develop an understanding of skills and habits important to a scientist. To develop an understanding of the steps of scientific investigation. To apply macro-concept generalizations to scientific investigations. Center for Gifted Education, The College of William and Mary, 2009
3
In the ideal science classroom:
What would teachers be doing? What would students be doing? Center for Gifted Education, The College of William and Mary, 2009 3
4
Video What are teachers doing? What are students doing?
5
What is Scientific Inquiry?
…an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, learning more through observation, forming a hypothesis, and rigorously testing the hypothesis in the search for new understanding. Center for Gifted Education, The College of William and Mary, 2009 5
6
Research on Inquiry-Based Classrooms: What do they look like?
Inquiry-based classrooms are ones where: * Teachers serve as facilitators in question-asking and processing to help students arrive at new understandings (Holbrook & Kolodner, 2007) Students are actively engaged in learning science and experimenting (DeBoer, 1991) * There is student activity and engagement in the act of being a scientist – not as an onlooker but an active participant (Haury, 1993) Students are working in groups to pose and test questions about science (Bishop & Ryan, 2007) Students are discussing and reflecting upon their findings with teacher guidance (Holbrook & Kolodner, 2007)
7
Research on Inquiry-Based Classrooms: How Effective Are They?
Promoting inquiry in a science classroom… * Enhances student performance in science when students are actively engaged and discussing content (Mattheis & Nakayama, 1988) Improves critical thinking (Narode et al, 1987) Promotes positive attitudes toward science (Rakow, 1986) * Posits higher achievement scores on tests (Glasson, 1989) Improves content knowledge, process skills, collaboration, communication, and planning skills far exceed those of their peers in traditional classrooms (Holbrook & Kolodner, 2007) * Is found to be difficult until students and teachers are trained in inquiry-based processes and continue to practice them Center for Gifted Education, The College of William and Mary, 2009
8
Center for Gifted Education, The College of William and Mary, 2009
Benefits of Inquiry Encourages communication through practical action as well as through symbols. Develops language and literacy capacity. Provides direct and accurate knowledge of each child’s level of science learning. Advances children’s knowledge of science, inquiry, and scientific habits of mind. Contributes to children’s social development. Center for Gifted Education, The College of William and Mary, 2009 8
9
Three Types of Question Models
Problem-based learning What do we know? What do we need to know? How do we find out? Scientific Reasoning model What data or evidence supports your position? What inferences do you draw from the evidence? Concept Model How does the macro-concept (change) apply to essential understandings (understanding life cycles)? Center for Gifted Education, The College of William and Mary, 2009
10
Sample Questions for Inquiry
Is it possible to… Is it possible to clean polluted water? Comparing… When comparing radish seeds with grass seeds, which will sprout sooner? What if… What if we put vinegar and baking soda into a balloon? How can we… How can we prevent erosion on our model mountain? What is… What is the life span of a mealworm? Pearce, C. R. Nurturing Inquiry, Heinemann. Center for Gifted Education, The College of William and Mary, 2009
11
Other Sample Inquiry Questions
If I had _____, how could I _____? How can I improve_____? What will happen if _____? Suppose I could _____? Pearce, C. R. Nurturing Inquiry, Heinemann Center for Gifted Education, The College of William and Mary, 2009
12
Inquiry can be spurred through observation
Center for Gifted Education, The College of William and Mary, 2009
13
Observation Observation is fundamental to all scientific disciplines;
Inquiry, hypothesis, and data collection are based on observation; Practice is required if children’s observational skills are to become increasingly more powerful, productive, and scientific; And yet, observation is an often under-valued skill in educational settings. Eberback, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist’s world. Review of Educational Research, 79(1),
14
Center for Gifted Education, The College of William and Mary, 2009
14
15
Center for Gifted Education, The College of William and Mary, 2009
15
16
Comparative observation
17
Observation Observation subject Characteristics
(Be specific and precise) What is different? What is similar? Center for Gifted Education, The College of William and Mary, 2009
18
Question Asking with the Need to Know Board
What do we know? Prior knowledge and observation What do we need to know? Questions How can we find out? Observation Research Experimental design What have we learned? Conclusion Center for Gifted Education, The College of William and Mary, 2009
19
Lower Primary Wheel of Scientific Investigation and Reasoning
Make Observations Ask Questions Learn More Design and Conduct the Experiment Create Meaning Tell Others What Was Found SCIENTIFIC INVESTIGATION AND REASONING Javits Project Clarion, Center for Gifted Education, College of William and Mary 19
20
Wheel of Scientific Investigation and Reasoning
Use your curiosity Find something of interest to study. Use your senses to learn. Identify all the questions you have. Select ONE question you want to answer. Select an audience. Decide on the best way to communicate. Include data tables. Report conclusions. Make Observations Tell Others What Was Found Ask Questions SCIENTIFIC INVESTIGATION AND REASONING Organize your data. Analyze data. Make inferences and draw conclusions. Check to see if you answered your question. Think of related questions. Create Meaning Learn More Find what you need to know Find what others know. Learn more through observations. Re-examine your question. Design and Conduct the Experiment Form a hypothesis List experiment steps. Identify materials you need. Conduct experiment. Record data. Javits Project Clarion, Center for Gifted Education, College of William and Mary 20
21
Modeling: Questions to Hypothesis
My Question… What caused the shadow to get larger or smaller? I learned more… I learned that a shadow is a dark shape made by something blocking light. I observed that the shadow of an object may change. I now think… A shadow changes when the object making the shadow is moved closer or further away from light. My prediction or hypothesis… When an object is closer to the light it creates a larger shadow than when it is further from the light. Center for Gifted Education, The College of William and Mary, 2009
22
Experiment vs. Activity
An experiment is a fair test. Anything else you do is an activity. Center for Gifted Education, The College of William and Mary, 2009
23
Design and Conduct an Experiment
Start with a testable question Form a hypothesis List materials and experiment steps Check that the planned experiment should prove or disprove the hypothesis Conduct experiment Carefully record data Center for Gifted Education, The College of William and Mary, 2009
25
Center for Gifted Education, The College of William and Mary, 2009
Create Meaning… Organize your data. Analyze data. Make inferences and draw conclusions. Check to see if you answered your question. Think of related questions. Was your hypothesis correct? Why or why not? How could you change your hypothesis? Center for Gifted Education, The College of William and Mary, 2009
26
Center for Gifted Education, The College of William and Mary, 2009
Data Options Center for Gifted Education, The College of William and Mary, 2009 26
27
Center for Gifted Education, The College of William and Mary, 2009
Data Options Center for Gifted Education, The College of William and Mary, 2009 27
28
Center for Gifted Education, The College of William and Mary, 2009
Data Options Center for Gifted Education, The College of William and Mary, 2009 28
29
Tell Others What You Found
Select an audience. Decide on the best way to communicate. Include data tables. Report conclusions. Tell what you did. Tell what you found. Explain why the information is useful. Tell how you would change the experiment the next time. Center for Gifted Education, The College of William and Mary, 2009
30
Center for Gifted Education, The College of William and Mary, 2009
30
33
REPEAT as needed SCIENTIFIC INVESTIGATION AND REASONING Make Observations Ask Questions Learn More Design and Conduct the Experiment Create Meaning Tell Others What Was Found SCIENTIFIC INVESTIGATION AND REASONING Javits Project Clarion, Center for Gifted Education, College of William and Mary 33
34
Scientific Investigation conclusions:
Observation and Inquiry Questions to Testable Questions to Hypotheses Research and Experimentation Meaning and Sharing Center for Gifted Education College of William and Mary
Similar presentations
