inquiry based science: doing what scientists do science at stanley
TRANSCRIPT
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Inquiry Based
Science:Doing What
Scientists Do
Science at Stanley
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What is Inquiry Learning?
• According to the National Science Education Standards, inquiry is
“the activities used by students to formulate an understanding of the work that scientists do.”
• Inquiry based learning – requires the teacher to provide open-
ended learning topics – requires the students to form
hypotheses that will drive their investigations.
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In Other Words*
• Inquiry is learning through processing questions and observations– Can be questions of teacher design– Best questions are generated from the
students themselves• In order to generate questions, students need
prior knowledge and experiences– New knowledge grows on this foundation
* Adapted from Dr. Ralph’s Teaching Inquiry with Toys and Treats Presentation to NSTA conference
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First Level of Inquiry Learning*
• Structured Inquiry– Teachers give students a hands-on
problem to investigate, the materials and methods to to the investigation, • DO NOT give them the expected outcome
– Students need to collect data, discover a relationship, and generalize answers from the data collected
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Second Level of Inquiry Learning*
• Guided Inquiry– Teachers give students a hands-on
problem to investigate, and access to the materials they may need
– Students need to develop methods to investigate the question given, collect data, and generalize answers from that data
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Third Level of Inquiry Learning*
• Open Inquiry– Teachers give students an
environment suited for asking questions, and/or background knowledge of scientific concepts
– Students need to do everything else!• Determine questions they are interested
in• Develop methods and procedures to
investigate their questions given• Means of collecting data • Decide what the data mean
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School Goal:
Teachers should not tell students what to learn so they can pass a test, but rather provide opportunities for students to challenge prior knowledge and encourage the development of new knowledge.*
STUDENTS SHOULD NEVER STOP
ASKING “WHY”
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A disclaimer…
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The Five E’s of Inquiry*
Engage - motivate students in the topicExplore - encourage student teams to
generate questionsExplain - debrief resultsElaborate - revisit the topic with shared
ideas and goalsEvaluate - provide students a means of
assessing discoveries
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Steps of the Steps of the Scientific MethodScientific Method
ObserveQuestionHypothesizeExperiment
and Record Data
Analyze DataConclude
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K - 1 - 2Starting in K-1-2, we honor children's
natural interest and curiosity.
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We provide opportunities for students to witness the marvels of the world.
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We take students outdoors.
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We bring the “outdoors” indoors.
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We encourage exploration and experimentation.
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We begin to expose children to the scientific approach to solving problems. We emphasize:
Observing
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Asking Questions
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Making Predictions
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Communicating ideas through pictures and writing.
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3 - 4 - 5At the 3-4-5 level, we build upon the K-1-2 experience.
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We encourage exploration and experimentation through first hand experiences.
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We challenge students to use the scientific approach to solving problems.
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At the 3-4-5 stage, as students begin to think more analytically and focus for longer lengths of time, they are able to discuss in greater depth scientific questions, terms, and discoveries.
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Students at this stage also have a developing ability
to record and interpret data.
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To make connections between information.
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To change one variable at a time.
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To design their own experiments.
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Middle School Goals:1. Learning The Scientific
Process Through Self-directed Discovery
2. Exploring Scientific Concepts and Theories Through Experimentation
3. Enhancing Knowledge of Scientific Concepts Through Class Discussions
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Hands-on Learning
• Labs and Experiments– Student Designed
• Activities– Student Designed
• Demonstrations• Kinesthetic
Exercises
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Student Designed Experiments• Ask a Question• Identify Variables• Create a Hypothesis• Design a Relevant
Experiment• Collect and Interpret
Data• Synthesize
Knowledge
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Types of VariablesTypes of VariablesTypes of VariablesTypes of Variables
Independent variable - variable that you control manipulated variable
the one you mess with
Dependent variable - variable that changes as a result of changes in the independent variable responding variable
the one you measure
Constant - variable that remains the same throughout the experiment
Independent variable - variable that you control manipulated variable
the one you mess with
Dependent variable - variable that changes as a result of changes in the independent variable responding variable
the one you measure
Constant - variable that remains the same throughout the experiment
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Name that variable!Name that variable!• In an experiment, I
washed two loads of white undies in cold water, one with a red sock and one without the sock.
• I wanted to see if it would change the color of my clothes.
• In an experiment, I washed two loads of white undies in cold water, one with a red sock and one without the sock.
• I wanted to see if it would change the color of my clothes.
• Variables:• Independent
• presence of red sock
• Dependent• color of undies
• Constants• white undies• cold water• Washing machine
• Variables:• Independent
• presence of red sock
• Dependent• color of undies
• Constants• white undies• cold water• Washing machine
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Design an Experiment
• Ask Your Question• Identify Your Variables
– Independent• Amount of Alka Seltzer• Amount of Water• Temperature of Water• State of Alka Seltzer• Liquid Used
– Dependent• Height of Rocket• Time Until “Pop”
– Constants
• Design a Hypothesis• List Your Materials• Plan Your Methods
– Make a Data Table
• Perform Experiment• Record Your Data• Draw Conclusions
Alka Seltzer Rockets
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Bloom’s Taxonomy:Science’s Natural Progression
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Why Every Child is a Scientist
Children are natural born scientists. To be a scientist, all you have to do is wonder and ask questions. For children, the question “Why?” is a common one. “Why is the sky blue,” “why do birds catch worms,” and “why is the sun hot” are all the dipping toes into the scientific process of inquiry. Children make guesses, the first stirrings of hypotheses, and then experiment to see if they are correct. Venture with me into a child’s mind: What happens when I dump a whole bottle of dish detergent in the sink? Maybe lots of bubbles will come up if I add water. Soon the kitchen is a mass of foam and flood, but boy was it fun to learn the answer to that question!
As we grow, that natural curiosity about the world is discouraged in us. We are taught to accept things because “that is the way it is.” But to keep that spirit of curiosity is to be a scientist. “Why” is the most wonderful question in the world. “Why” is the quintessence of being a scientist. “Why” is the joy of being a child.
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