1. Copyright © Pearson Allyn & Bacon 2009 Chapter 5: What Inquiry Methods Help Learners To Construct Understanding? Teaching Science for All Children An Inquiry Approach any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

2. Copyright © Pearson Allyn & Bacon 2009 T 5.0 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; inquiry processes benefit learners in many ways. 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 and foster beneficial socialization.

3. Copyright © Pearson Allyn & Bacon 2009 T 5.1 The US ranks #14 internationally, slightly below average for 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 What Is Scientific Literacy?

4. Copyright © Pearson Allyn & Bacon 2009 T 5.2 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 Science Attitudes Attitudes stimulate the mental processes of scientific literacy by:

5. Copyright © Pearson Allyn & Bacon 2009 Science Processes and Knowledge Process skills are tools for building literacy ( 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 5.3

6. Copyright © Pearson Allyn & Bacon 2009 T 5.5 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 Columbus inquired about a new path to Asia, BUT he discovered America! What is Inquiry and Discovery?

7. Copyright © Pearson Allyn & Bacon 2009 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 5.6

8. Copyright © Pearson Allyn & Bacon 2009 Inquiry Teaching Methods Learning Cycle Scientific Learning Suchman’s Inquiry Demonstrations Playful Science Problem Based Learning Cooperative Inquiry T 5.7

9. Copyright © Pearson Allyn & Bacon 2009 Science Learning Cycle 5.1 1.Engagement 2.Exploration 3.Explanation 4.Expansion 5.Evaluation Describe these steps in the Batteries and Bulbs activity. T 5.10

10. Copyright © Pearson Allyn & Bacon 2009 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 – WHY? States Guessing Game

11. Copyright © Pearson Allyn & Bacon 2009 Discrepant Event Differences from what we normally expect Dissonant Situation - Arousal of conflict Disconfirmation of expectancy Conceptual conflict Need to assimilate the incongruous Engages exploratory behavior Assimilate or articulate the unknown Classic Discrepant Event Performance?

12. Copyright © Pearson Allyn & Bacon 2009 Discrepant Event Map T 5.18 Figure 5.6

13. Copyright © Pearson Allyn & Bacon 2009 T 5.19 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 Suchman's Inquiry, cont.

14. Copyright © Pearson Allyn & Bacon 2009 T 5.20 To avoid putting children in danger To model proper skills and safety To focus the class on an important event To overcome equipment shortages 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 Teacher Demonstration?

15. Copyright © Pearson Allyn & Bacon 2009 T 5.22 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?

16. Copyright © Pearson Allyn & Bacon 2009 Playful Science Play Supports open-ended inquiry Provides moments of natural interest Offers inviting places for discovery to occur Can promote respect for living things Celebrates wonder Promotes social development T 5.24

17. Copyright © Pearson Allyn & Bacon 2009 Problem-Based Learning Develop a “driving question” for focus. Engage children in investigation. Collect and create artifacts. Collaborate Learn to use technological tools. T 5.26

18. Copyright © Pearson Allyn & Bacon 2009 Cooperative Learning Groups Principal Investigator – manages the group and checks the assignment materials manager – collects and distributes all the equipment Recorder – collects all necessary information Reporter – communicates the group’s findings maintenance director – directs the group’s clean-up effort M

19. Copyright © Pearson Allyn & Bacon 2009 T 5.28 model scientific attitudes and processes are creative are flexible use effective questioning strategies focus their efforts on preparing children to think Demonstration of good questioning techniques Successful Inquiry Teachers

20. Copyright © Pearson Allyn & Bacon 2009 Presenting the Discrepant Event 1.Introduce discrepant event – solicit student questions. 2.Present discrepant event 3.Ask students questions to get them to explain what they think happened 4.Try not to tell concept – guide them by asking more questions. 5.Explain the science concept involved 6.Address safety concerns