4 Exploration Explore 4 stations - rotate as a group. Observe and interact with the materials or answer questions.Think about what you would like to explore further (what you wonder) and write your questions on the index cards.
6 Debrief - Reflect and Write What was your experience as a learner at each station? Did the sequence make a difference?Which station represents the style in which you mostly teach?Think about the array of students you have and how different students might respond to different approaches
7 Station Activities Structured Activity Guided Inquiry Open-ended ExplorationRead and Answer
8 Defining Inquiry The Inquiry Continuum Structured Inquiry, teacher provides learners with a hands-on problem to investigate, as well as procedures and materials, but does not inform them of expected outcomes.
9 Goals of Structured Inquiry Introduce concepts, vocabulary, processes, skills, and investigation methodsGuide students toward specific discoveriesProvide a common base of experiences
10 Defining Inquiry The Inquiry Continuum Guided Inquiry, teacher provides only the materials and problem to investigate. Learners devise their own procedure to solve the problem.
11 Goals of Guided Inquiry Challenge/application Provide a sense of accomplishmentChallenge students’ conceptual understanding and skills by applying them to new situationsDevelop deeper and broader understanding through real world applications
12 Defining Inquiry The Inquiry Continuum Open Inquiry, learners formulate their own problem to investigate, as well as the procedure to solve the problem.- Alan Colburn, An Inquiry Primer
13 Goals of Open Inquiry Generate questions Encourage students to work together without direct teacher instructionDevelop and identify concepts, processes and skills, raise questions and problems
14 Goals of Read and Answer Provide specific content information and vocabulary on a topicExtend the information from an activity into descriptions of related experiences that are impractical in a classroom settingProvide alternative explanations and make connections into other subject areas
15 The Inquiry Continuum Teacher Learner Teacher Learner Teacher Learner Open InquiryGuided InquiryStructured InquiryDemoResultsProcedureQuestionTeacherLearnerTeacherLearnerTeacherLearner- Douglas Llewellyn, Inquire Within
16 What is Inquiry?What are the benefits of Inquiry centered science?
17 Defining Inquiry National Science Education Stds Scientific Inquiry,“…refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.“
18 Defining Inquiry National Science Education Stds Inquiry Learning“…Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas…”
19 Defining Inquiry National Science Education Stds Inquiry Learning,… is an active learning process “something that students do, not something that is done to them.”-- Inquiry and the National Science Education Standards
29 The Connection to Learning Learners need to have opportunities to progress from concrete to abstract ideas.Learners construct their own understanding by taking an active role in their learning.
30 The Connection to Learning Learners construct understanding by connecting new information to what they already believe or know.Students and teachers, as a learning community, share responsibility for learning and collaborate on constructing understanding.
31 Implications for Instruction “Learning is something students do,not something done to them”-- NSE Standards, p.20
32 … to draw meaning out of experience… Inquiry… to draw meaning out of experience…
35 III.Experimental Design Investigations can be carried out through:“Systematic Observations” or“Experiments”
36 Designing Investigations Systematic Observations - setting up a situation according to a plan and then carefully observing it over time.
37 Designing Investigations Experiment - comparison between two situations keeping all things the same except one.
38 Designing Investigations Choose a question that you would be interested in investigating furtherForm groups of 3 or 4.Design an experiment or systematic observation to answer your question.
39 Designing Investigations Things to be changed…Things to stay the same…Results to be looked at…Plans to measure the outcome…Materials needed…
40 Designing Investigations Forming groups and designing investigations at the different grade levelsReturn to Cycle
41 IV.Discoveries - Making Connections & Constructing Meaning Make claims based on your evidenceConnect your research to the California Science Standards or to course concepts to be taught.Return to Cycle
42 V.Dissemination - Constructing Meaning & Presenting Findings Present your findings.Connect your research to the California Science Standards or to course concepts to be taught.Connect these concepts to real-world applications.Return to Cycle