1. How People Learn Bridging Research and Practice: An Examination of A Model of Learning and Teaching Christos Zahopoulos Sally Goetz Shuler Janine Underhill March 7, 2004 National Academy of Sciences Washington, DC National Science Resources Center©

2. Identify the current and desired state of learning and teachingIdentify the current and desired state of learning and teaching Compare the current and desired state of science and mathematics learning and teaching to a research-based model of learning and teachingCompare the current and desired state of science and mathematics learning and teaching to a research-based model of learning and teaching Discuss implications for MSP implementation plansDiscuss implications for MSP implementation plans Session Goals National Science Resources Center©

3. Session Structure Part I Part I Examine the current and desired state of science and mathematics learning and teaching in school districts and academic institutions National Science Resources Center©

4. –Individually write your response to question –Discuss your group’s responses –Report back to entire group Directions for Recording Responses National Science Resources Center©

5. Current State Based on your personal experience, characterize the CURRENT STATE of science and mathematics teaching and learning in your school districts and academic institutions in terms of the 1. Learning environment 2. Teacher knowledge and expertise 3. Roles and responsibilities of students National Science Resources Center©

6. Desired State You have effectively implemented science and mathematics programs based on research and best practices in your institution. Describe the characteristics of the 1. Learning environment 2. Teacher knowledge and expertise 3. Roles and responsibilities of students National Science Resources Center©

7. Session Structure Part II Experience a hands-on model of inquiry- centered science learning and teaching National Science Resources Center©

8. Investigate a sequence of lessons demonstrating the development of concepts associated with the phenomena of floating and sinking that are based on research Strategy National Science Resources Center©

9. Design of Experience Design of Experience This is an adult learning experience. There are six different investigations, all relating to the phenomenon of buoyancy. Participants will be expected to work as a member of a team, sharing materials. National Science Resources Center©

10. Structure for Team Work Discussion of prior knowledge Investigation of problem Discussion of results based on evidence National Science Resources Center©

11. Briefly describe your activity.Briefly describe your activity. Summarize your group’s understanding of the concept and any predictions you made before you investigated the problem.Summarize your group’s understanding of the concept and any predictions you made before you investigated the problem. Report results and conclusions.Report results and conclusions. Describe how your results and conclusions helped to clarify, modify, and or build upon your prior knowledge or understanding of the concepts investigated.Describe how your results and conclusions helped to clarify, modify, and or build upon your prior knowledge or understanding of the concepts investigated. Identify additional questions your group has and/or any further investigation(s) you would like to conductIdentify additional questions your group has and/or any further investigation(s) you would like to conduct Guidelines for Group Reports National Science Resources Center©

12. Examination of a Model of How People Learn Science: Investigations of Floating and Sinking Unifying Concept: Buoyancy Big Idea: Investigation of the effects of several variables on the buoyancy of an object: weight, volume, shape, surface area of object, and type of fluid. National Science Resources Center©

13. Group A Problem: Investigating a varied group of objects that float and objects that sink. National Science Resources Center©

14. Group A Problem: Investigating a varied group of objects that float and objects that sink. Key Idea: One cannot determine whether an object sinks or floats based on its weight alone. Pre-assessment Strategy National Science Resources Center©

15. Group B Problem: Calibrating spring scales and weighing objects National Science Resources Center©

16. Group B Problem: Calibrating spring scales and weighing objects Key Idea: The importance of calibration and reliability of an instrument in a scientific investigation. National Science Resources Center©

17. Group C Problem: Investigating displacement and buoyant force National Science Resources Center©

18. Group C Problem: Investigating displacement and buoyant force Key Idea: The buoyant force a fluid exerts on an object immersed in it depends on the amount of the displaced fluid and not on its weight. The larger the amount of displaced fluid the larger the buoyant force. National Science Resources Center©

19. Group D Problem: Investigating sinkers and floaters in fresh water National Science Resources Center©

20. Group D Problem: Investigating sinkers and floaters in fresh water Key Idea: Objects that weigh more than the equal volume of water sink, while objects that weigh less than the equal volume of water float. National Science Resources Center©

21. Group E Problem: Investigating sinkers and floaters in salt water National Science Resources Center©

22. Group E Problem: Investigating sinkers and floaters in salt water Key Idea: Objects that weigh more than the equal volume of water sink, while objects that weigh less than the equal volume of water float. National Science Resources Center©

23. Group F Problem: Investigating how to turn sinkers into floaters National Science Resources Center©

24. Group F Problem : Investigating how to turn sinkers into floaters Key Idea : Changing the effective volume of the boat, hence the maximum volume of fluid it can displace, affects the amount of cargo it can carry. More precisely, for the given amount of clay, the larger the amount of water it can displace, the larger the buoyant force (see activity C), hence the larger the cargo it can carry. Post-assessment Strategy National Science Resources Center©

25. What science CONCEPTS were addressed? National Science Resources Center©

26. Investigations of Floating and Sinking Conceptual Storyline Group A: Problem: Investigating Objects That Float and Objects That Sink Key Idea: Pre-assessment –Weight does not predict sinking or floating Group C: Problem: Investigating Displacement & Buoyant Force Key Idea: The buoyant force a fluid exerts on an object depends on the amount of the displaced fluid and not on the object’s weight. Group D: Problem: Investigating Sinkers and Floaters in Fresh Water Key Idea: Objects that weigh more than the equal volume of water sink, while objects that weigh less than the equal volume of water float. Group E: Problem: Investigating Sinkers and Floaters in Salt Water Key Idea: Objects that weigh more than the equal volume of salt water sink, while objects that weigh less than the same equal of salt water float. Salt water is heavier than fresh water of equal volume; therefore some objects that sink in fresh water float in salt water. Group F: Problem: Investigating How to Turn Sinkers into Floaters Key Idea: Changing the effective volume of the boat, hence the maximum volume of fluid it can displace, affects the amount of cargo it can carry. More precisely, for the given amount of clay, the larger the amount of water it can displace, the larger the buoyant force (see activity C), hence the larger the cargo it can carry. Post-assessment Strategy Group B: Problem: Calibrating Spring Scales and Weighing Objects Key Idea: The importance of precise instruments National Science Resources Center©

27. What was the PROCESS for learning the science concepts? National Science Resources Center©

28. Learning Cycle Focus Focus Identify and share prior knowledge Explore Explore Engage in hands-on explorations of the science phenomena to be investigated Reflect Reflect Reflect upon and discuss observations and data and propose conclusion (s) based on evidence Apply Apply Use new ideas to apply to a new situation National Science Resources Center©

29. Hands-On Investigation Questions for Discussion What are the characteristics of the learning environment? What knowledge and expertise did the teachers exhibit? What were your responsibilities as learners? National Science Resources Center©

30. Session Structure Part II View classroom examples of inquiry- centered science learning and teaching National Science Resources Center©

31. Videotape of Classroom Example Questions for Discussion What are the characteristics of the learning environment? What knowledge and expertise did the teacher exhibit? What were the responsibilities of the students? National Science Resources Center©

32. Session Structure Part III Compare and contrast the current and desired future of learning and teaching with the hands-on experience and classroom examples National Science Resources Center©

33. Look for: Patterns Insights Questions National Science Resources Center©

34. Session Structure Part III Identify and discuss the implications of these experiences National Science Resources Center©

35. Based on this experience, what elements of your MSP plan do you believe need to be AddedDeletedModifiedImplications NSRC National Science Resources Center©

36. Professional Development Vision NSRC K-16 Assessment K-16 Professional Development Science Materials Support K-16Research-basedCurriculumwithRigorousContent Administrative & Community Support and Partnerships National Science Resources Center©

37. Learning Cycle Focus Focus Identify and share prior knowledge Explore Explore Engage in explorations of topics in depth Reflect Reflect Reflect upon experiences to compare and contrast prior knowledge Apply Apply Apply new ideas and knowledge to a new situation National Science Resources Center©

38. Research on How People Learn Need to draw out and work with Need to draw out and work with preexisting understandings that students preexisting understandings that students bring to learning bring to learning Need to teach students some subject Need to teach students some subject matter in depth providing many examples matter in depth providing many examples in which the same concept is at work and in which the same concept is at work and providing a firm foundation of factual providing a firm foundation of factual information information Need to teach students metacognitive skills Need to teach students metacognitive skills National Science Resources Center©