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T 6.0 Chapter 6: Inquiry for Scientific Literacy Chapter 6: Inquiry for Scientific Literacy Central concepts:  Science is fundamental and its attitudes,

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Presentation on theme: "T 6.0 Chapter 6: Inquiry for Scientific Literacy Chapter 6: Inquiry for Scientific Literacy Central concepts:  Science is fundamental and its attitudes,"— Presentation transcript:

1 T 6.0 Chapter 6: Inquiry for Scientific Literacy Chapter 6: Inquiry for Scientific Literacy Central concepts:  Science is fundamental and its attitudes, processes and knowledge form a literacy foundation  Inquiry is the way of finding out and discovery is what is found  Several inquiry teaching methods encourage learners to construct understanding (discovery) and develop literacy skills, but in different ways  Cooperative learning techniques help to manage science inquiry classrooms

2 T 6.1 What Is Scientific Literacy? According to the National Research Council, literacy means:  a person can ask for and determine answers to questions stimulated by curiosity  the ability to describe, explain, and predict natural phenomena  the ability to read and understand scientific articles in the popular press and converse about validity of conclusions  a person can identify scientific issues and express positions that underlie national and local decisions  a person can evaluate the quality of scientific information of its sources and methods  a capacity to pose and evaluate arguments based on evidence and conclusions

3 T 6.2 Science Attitudes Attitudes stimulate the mental processes of scientific literacy by:  promoting creativity  encouraging creative writing  providing a foundation for good health habits  helping to develop mathematical skills  providing experiences that can be the inspiration for art and music  helping to develop reading and social studies skills  feeding develop self-esteem

4 Science Processes and Knowledge Process skills are tools for building literacy (see chapters 1,4,5) Skills help to identify, explore and solve problems. Scientific knowledge is a means to an end Knowledge leads to thoughtful consumer choices and responsible behavior T 6.3

5 NSES Content Dimensions (Figure 6.1) Science as inquiry T 6.4 Science and technology Physical Earth and space Life History and nature of science Personal and social perspectives New science dimensions for depth and expansion SCIENCE CONTENT CONCEPTUAL TARGETS Science content standards help to define the essentials for scientific literacy.

6 T 6.5 InquiryDiscovery What is Inquiry and Discovery? Scientific literacy supports inquiry and discovery. Inquiry is a process for finding out, the way of making discoveries Discovery is what is found, what learners construct in their minds

7 Inquiry Methods Help Teachers To: Focus and support literacy thought processes. Stimulate productive discourse among children. Challenge children to accept and share responsibility for learning. Identify and support diversity. Encourage all children to participate fully in science learning. Encourage and model literacy skills. Encourage and model productive attitudes. T 6.6

8 Inquiry Teaching Methods Learning Cycle Scientific Learning Suchman’s Inquiry Demonstrations Playful Science Problem Based Learning Cooperative Inquiry T 6.7

9 T 6.8 Science Learning Cycle is built upon a synthesis of learning theories is a way of planning and teaching that is consistent with how children construct their understanding see Fig 6.2

10 Figure 6.2 Explanation phase: Students and teacher interact to invent concept from data or observations obtained during exploration Exploration phase: Students interact with materials and with each other Expansion phase: Teacher guides student interactions in order to apply concept and expand on ideas and uses of science Evaluation phase: Can be formal or informal throughout cycle T 6.9

11 T 6.10 Science Learning Cycle, Table 6.1 1. Exploration a.What is the lesson’s central question and the precise concept students will explore? b.How will the children become engaged in the inquiry? c.How will questioning be used to engage and sustain? d.What activities must the children do to become familiar with the concept? e.What kinds of observations and records should the children keep? f.What kinds of instructions will the children need? How will you give the instructions without telling the concept?

12 Science Learning Cycle, Table 6.1 2.Explanation a.What kinds of information or findings should the children talk about? b.How can you help help students summarize their findings? c.How can you guide the students and refrain from telling them what they should have found, even if their understanding is incomplete? d.What concept “labels” should the children discover? e.How will you use sentence starters to help children form an operational definition of the concept? f.Why is the concept important? T 6.11

13 T 6.12 Science Learning Cycle, Table 6.1 3.Expansion a.How can you connect with children's prior experiences? b.How does the concept relate to the science program goals? c.What questions can be used to encourage discovery of the concept's importance? d.How will you connect the lesson to the new content dimensions provided by the science standards? e.What new experiences will help to apply or expand the concept? f.What is the next concept related to the present one?

14 T 6.13 Science Learning Cycle, Table 6.1 4.Evaluation a.What are the appropriate learning outcomes you should expect? b.What types of hands-on evaluation techniques can the children do to demonstrate the basic process skills? c.What techniques are appropriate for children to demonstrate the integrated process skills? d.How can pictures help children to demonstrate how well they can think through problems? e.What types of questions will help children to reflect on what they have discovered?

15 Question Types to Engage and Sustain a Learning Cycle (Figure 6.3) Step 1 Exploration: Student-centered cooperative inquiry Step 2 Explanation: Concept is formed; meaning is constructed Step 3 Expansion: Students apply what they have learned and expand understanding of the concept Formal or informal evaluation occurs throughout the learning cycle universe Step 4 Evaluation: Divergent questions Convergent questions Divergent, convergent, and evaluative questions T 6.14

16 T 6.15 Scientific Teaching Method Step 1: Step 2: Step 3: Step 4: Step 5: Students conclude that an experiment will provide the best answer to the science question or dilemma. Focus the question to seek a specific science answer Guess an answer and use references to find out if the answer is already known Use guiding questions to find out the answer in Step 2 Have students apply what they learn from experimentation; use conclusions in a practical way

17 T 6.16 Suchman's Inquiry to help children construct solutions and explanations based on discrepant events student-centered, students ask the questions relies only on convergent questions that can be answered with a Yes or a No

18 Discrepant Event Map (Fig. 6.6) DISCREPANT EVENTS T 6.17 cognitive dissonance Disequilibrium Strive for equilibrium yes/no convergent questions for verifications student-constructed theories and explanations answers that explain the discrepancy and develop cognitive equilibrium incorrect answers produce stimulates learners to ask are developed into yield

19 T 6.18 Suchman's Inquiry, continued Phases: 1. present the discrepant event 2. students verify facts and collect information via questions 3. student investigation and research 4. teacher-led discussion to develop solution or best explanation

20 T 6.19 to avoid putting children in danger to model proper skills and safety to focus the class on an important event to overcome equipment shortages When to Use a Demonstration T 6.19

21 T 6.20 to arouse interest, important questions or to demonstrate learning problems to help solve academic problems to encourage slow learners and to challenge rapid learners When to Use a Demonstration, continued T 6.20

22 T 6.21 to recognize effort and originality to help another child understand to enhance or to develop communication skills to build self-confidence When Should Children Do a Demonstration? T 6.21

23 T 6.22 Tips for Effective Demonstrations clear, specific purpose plan carefully and practice involve children when possible use questions to support the demonstration repeat to focus attention keep it visible use simple, familiar materials use quality, not quantity

24 Playful Science Play 1.Supports open-ended inquiry 2.Provides moments of natural interest 3.Offers inviting places for discovery to occur 4.Can promote respect for living things 5.Celebrates wonder 6.Promotes social development T 6.23

25 Six Stages Child selects experiment from those proposed by teacher. Child repeats an experiment with own variation. Child elaborates. Encourage children to initiate own experiments. Communicate with parents and replicate experiment. Conduct new experiment; begin new cycle. T 6.24

26 Problem-Based Learning Develop a “driving question” for focus. Engage children in investigation. Collect and create artifacts. Collaborate Learn to use technological tools. T 6.25

27 T 6.26 Cooperative Inquiry Groups Table 6.2. 6,3 Principal Investigator manages the group and checks the assignment Materials Manager collects and distributes all equipment Recorder collects all necessary information Reporter communicates the group's findings Maintenance Director directs the group's clean up effort

28 T 6.27 Successful Inquiry Teachers model scientific attitudes and processes are creative are flexible use effective questioning strategies focus their efforts on preparing children to think

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