1. Secondary Science, Inquiry, and Constructivism Bryn Mawr College/Arcadia University October 19, 2005 David L. Smith, Director of Professional Development Da Vinci Discovery Center dsmith@davinci-center.org

2. What is Inquiry? (Your ideas here) (Your ideas here)

3. Esential Features of Inquiry Learner engages in scientifically oriented questions Learner engages in scientifically oriented questions Learner gives priority to evidence in responding to questions Learner gives priority to evidence in responding to questions Learner formulates explanations from evidence Learner formulates explanations from evidence Learner connects explanation to scientific knowledge Learner connects explanation to scientific knowledge Learner communicates and justifies explanations Learner communicates and justifies explanations

4. Inquiry and Constructivism from G. Hein, The Challenge of Constructivist Teaching

5. Why Constructivist and Inquiry Science? (Your ideas here) (Your ideas here)

6. Interactions of Invisible Tape Make a base tape: Pull off approximately 20 cm of tape Pull off approximately 20 cm of tape Fold a short piece of one end under to make a handle: Fold a short piece of one end under to make a handle: Stick tape strip to desktop Stick tape strip to desktop Smooth tape with thumb or fingertips to make “base tape” (a standard surface) Smooth tape with thumb or fingertips to make “base tape” (a standard surface) Chabay and Sherwood, 1995, Electric and Magnetic Interactions, Wiley

7. Making a U Tape Make a second 20 cm tape in the same manner as the first Make a second 20 cm tape in the same manner as the first Stick it on top of the base tape Stick it on top of the base tape Smooth it down with thumb or fingertips Smooth it down with thumb or fingertips Write U for “upper tape” on the handle of the second tape Write U for “upper tape” on the handle of the second tape Base Tape Upper Tape

8. Very rapidly pull the upper tape up and off of the base tape (leave base tape stuck to desk) Very rapidly pull the upper tape up and off of the base tape (leave base tape stuck to desk) Hang this U tape vertically from the edge of your desk and bring your hand toward it Hang this U tape vertically from the edge of your desk and bring your hand toward it What happens? (describe in notes) What happens? (describe in notes) Does it matter which side you approach? Does it matter which side you approach? Base Tape Upper Tape U tape

9. Predicting Interactions Prediction without a model is likely to be an unproductive exercise in guessing. Model: Pulling the U tape off the base tape causes it to become electrically charged Predict what will happen when two U tapes are brought close to one another. Will they attract, repel, or have no interaction?

10. Now try it - use the hanging U-tape from before or make a new one and hang it from the desk Now try it - use the hanging U-tape from before or make a new one and hang it from the desk Make a second U tape Make a second U tape Bring it near the first, but try to keep your hands away from the first U tape (as it is repelled by your hands) You could hold the second tape horizontally by the ends, for example. Bring it near the first, but try to keep your hands away from the first U tape (as it is repelled by your hands) You could hold the second tape horizontally by the ends, for example. What happens? What happens? Does it matter which side of the tape you approach? Does it matter which side of the tape you approach?

11. How Students Learn Students have preconceptions about the world. If these are not engaged, they may fail to grasp the new concepts Students have preconceptions about the world. If these are not engaged, they may fail to grasp the new concepts To develop competence students must To develop competence students must (a) have a deep foundation of knowledge, (a) have a deep foundation of knowledge, (b) understand in the context of a conceptual framework, and (b) understand in the context of a conceptual framework, and (c) organize knowledge (c) organize knowledge Metacognition helps students take control of their own learning Metacognition helps students take control of their own learning

12. Taking it to High School Engaging Schools, 2003, National Research Council When instruction draws on students’ preexisting understandings, interests, culture, and real-world experiences, the curriculum becomes more meaningful to them. Teachers can only provide instruction that is appropriately challenging for all students in a class if they have information about each student’s current knowledge and skills. Teachers need to know about different methods of teaching and about adolescent learning, and they must have a deep understanding of the discipline they teach. Teachers need to have a range of available strategies to use with their students and skill at adapting instruction to the needs of individual students.