bs618: topics in biology education getting started with investigative cases a seed of an idea……...
TRANSCRIPT
BS618: Topics in Biology Education
Getting Started with Investigative Cases
A seed of an idea……
June 2010
“Do apples always have seeds?” Toni asked.
Claire smiled at one more of Toni’s endless questions. She typed seedless apple into the Google search box. In a few seconds the following article in the Time archives was displayed.
"Well, it seems apples usually do have seeds,” Claire answered.
“How many?” Toni asked.
Claire reached into the basket of apples on the table, picked out the largest one, and said, “Let’s see, we’re fixin’ to find out.”
“Okay,” replied Toni as she grabbed the smallest apple for herself.
What do you think this case is about?
What do you already know that relates to this case?
What do you need to know to understand the case?
What questions could you explore?
Resource: Apples
Resource: Data
Apple seed
Build a model of a seed of your choice.
Work in pairs
Be prepared to share your modelwith another group.
National Science Education Standards (NRC, 1996)
“Inquiry into authentic questions generated from student experiences
is the central strategy for teaching science.”
BS618 goals• Root your classroom science investigations in real world activities
and collaboration • Explore data, visualization tools, analysis tools and other
resources for structured, yet open-ended investigations • Learn and share strategies for supporting and assessing student
investigations
National Science Education Standards (NRC, 1996)
“Science often is a collaborative endeavor, and all science depends on the ultimate
sharing and debating of ideas.”
BS618 goals• Develop case materials tailored for your classroom • Root your classroom science investigations in real
world activities and collaboration• Access e-science resources to prepare your
students with 21st Century skills
National Standards supporting inquiry (investigative case)s in the science classroom:http://www.nap.edu/openbook.php?record_id=4962&page=113 LESS EMPHASIS ON MORE EMPHASIS ON
Knowing scientific facts and information Understanding scientific concepts and developing abilities of inquiry
Studying subject matter disciplines (physical, life, earth sciences) for their own sake
Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science
Separating science knowledge and science process
Integrating all aspects of science content
Covering many science topics Studying a few fundamental science concepts
Implementing inquiry as a set of processes
Implementing inquiry as instructional strategies, abilities, and ideas to be learned
CHANGING EMPHASES TO PROMOTE INQUIRY
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Activities that demonstrate and verify science content
Activities that investigate and analyze science questions
Investigations confined to one class period
Investigations over extended periods of time
Process skills out of context Process skills in context
Emphasis on individual process skills such as observation or inference
Using multiple process skills—manipulation, cognitive, procedural
Getting an answer Using evidence and strategies for developing or revising an explanation
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Science as exploration and experiment Science as argument and explanation
Providing answers to questions about science content
Communicating science explanations
Individuals and groups of students analyzing and synthesizing data without defending a conclusion
Groups of students often analyzing and synthesizing data after defending conclusions
Doing few investigations in order to leave time to cover large amounts of content
Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content
Concluding inquiries with the result of the experiment
Applying the results of experiments to scientific arguments and explanations
Management of materials and equipment
Management of ideas and information
Private communication of student ideas and conclusions to teacher
Public communication of student ideas and work to classmates
Assessment of students' skills in identifying questions, resources, investigative methodologies and argumentation as well as their knowledge of the science concepts will be evidenced by:
As students develop and . . . understand more science concepts and processes, their explanations should become more sophisticated . . . frequently include a rich scientific knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criticism and uncertainty.
http://www.nap.edu/openbook.php?record_id=4962&page=117
Lana McNeil Northwest Campus College of Rural Alaska
ICBL Case Module