1. Conducting a Needs Assessment By: Josh Dill & Shannon Tracy

2. The Instructional Problem National Science Education Standards and some state standards require teachers to promote inquiry in their classrooms. Teachers need an accessible way to use hands- on activities in their classroom to promote inquiry.

3. This problem requires an Innovation Needs Assessment. Both state and national guidelines are requiring inquiry be taught. (NRC, 1996) As science education advances more standards are requiring students not only to understand science topics but also to think like a scientist. (NSES, 2000) Some teachers are still resistant to using inquiry techniques in science classrooms. (Deters, 2004)

4. Our Innovation We have prepared a framework for science teachers to redesign an existing science unit and successfully inject inquiry into those science units.

5. Why is Inquire-tech designing this framework? Without a support system or training, inquiry can by difficult to implement into their classrooms. Teachers are resistant to changing methods of teaching. Teachers feel there is too much of a time commitment to implementing inquiry. Teachers inability to teach constructively. Commitment to curriculum (textbook). Teachers feel unprepared for role as a facilitator. Struggles with classroom management. Challenges with assessment. Existing inefficiencies in professional development. Lack of professional development time. Differing views between teachers. Lack of proper resources. (Anderson, 2002)

6. Our Framework Training Includes Our innovation will require training in the following areas ◦ Using our framework to adapt existing units to a more inquiry based unit in a timely manner. ◦ Training in department collaboration. ◦ Training in the role as a facilitator. ◦ Training in adapting assessment techniques to better suit inquiry.

7. Data to validate training According to a quantitative study done by Furtak in 2006, science teachers have difficulty managing their class as a facilitator and handling questions directed to them by the students. (Furtak, 2006)

8. Data to validate training cont. In both a paper done by Colburn for Science Scope, as well as a research report done by Roehrig, it is expressed that inquiry is difficult to implement because of perceptions of time constraints, lack of understanding of the nature of science, confusion of the word inquiry, the idea that inquiry is hard to manage, and allegiance to teaching facts. (Colburn, 2000; Roehrig, 2004)

9. Non-instructional needs Student motivation Attendance Resources Classroom Layout Time Amount of curriculum to cover

10. The Learning Environment 1. The characteristics of the teachers who will be using our framework and training. a)Science teachers grades 6-12 b)Be employed by a district that would like to increase inquiry in the science classroom c)Teachers who want to incorporate inquiry into their classrooms. 2. Our framework is designed to fit into nearly all existing curricula. a)The existing curriculum could have a wide range of philosophies, strategies, and theories. We are targeting those that do not incorporate inquiry at all or incorporate inquiry ineffectively.

11. Learning Environment Cont. 3. The hardware that is commonly available in the potential learning environments may vary. Although computers and accompanying technology could be helpful, the only requirement for our framework is a place and materials for hands-on activities. 4. The classes and facilities that will use the framework will be science classrooms that contain a lab area, lab equipment, and possibly computers.

12. Learning Environment Cont. 5. A school system that is in need of increasing inquiry instruction in their science classrooms as mandated by state or federal standards. 6. While an existing district curriculum is important for cultural and community standards and norms, we expect to increase the students knowledge of inquiry and understanding of science. The philosophy and taboos of the larger community are not disturbed.

13. The Learners The learners are teachers who want to enhance their students learning experience by incorporating inquiry and more hands-on activities into their classroom. The teachers are most likely science teachers wanting to use more hands-on activities and inquiry lessons in their science classes. The training is geared toward middle and high school science teachers.

14. References Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12. Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42-44. Deters, K. (2004). Inquiry in the Chemistry Classroom. Science Teacher, 71(10), 42-45. Furtak, E.M. (2006). The problem with answers: an exploration of guided scientific inquiry teaching. Wiley Interscience, DOI 10.1002/sce.20130 www.interscience.wiley.com

15. References Cont. National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. Roehrig, G.H. (2004). Constraints experienced by beginner secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.