Engaging Students in Scientific Practices with Modeling Instruction
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Laura RitterK-12 Science CoordinatorTroy School Districtlritter2@email@example.comEngaging Students in Scientific Practices with Modeling InstructionWhat does good instructional practice look like?
How do we know that our students are not just engaged, but also really learning?
The story of Malcolm WellsMalcolms students were engaged, but not learning. Students would not always abandon their misconceptions.
Malcolm also asked.How do I know that my students are really learning?
Malcolms missionMalcolm Wells joined David Hestenes and Ibrahim Hallhoun to research student preconceptions and impact on student learning
Newtons 3rd LawFor every action, there is an equal and opposite reaction.
Elaborate on each mans project, and how they came to work together.4The Force Concept Inventory (FCI)
Force Concept Inventory (FCI)30 questions, multiple choiceFCI pretest average is about 26% (random guessing score: 20%)60% considered threshold for understanding Newtonian mechanics
(Jackson, Dukerich, Hestenes 2008)Current Research-Based PracticeThe work of Wells, Hestenes & Hallhoun is still valued today along with other well-respected researchers of their time
The Common Core State Standards and the Next Generation Science Standards are challenging us to really consider:How are our students learning?How do we create thinking-centered classrooms?How do we promote deep understanding?Common Core ELAEvidence-based claims
Engaging in argument
Next Generation Science StandardsCommon Core Math
Making sense of problems & asking questions
Developing & using models
Obtaining information from text
Cross-Curricular PracticesIn science, we are challenged to shift our thinkingFrom thinking that one scientific method fits allTo thinking about how to engage our students in the practices of scientists
Asking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating and communicating information
In science, we are challenged to shift our thinkingFrom thinking that hands-on science is ESSENTIALTo thinking that engaging students EVERY DAY in scientific practices and thinking is POWERFUL
10Modeling Instruction is ahead of the curve!Modeling provides a constructivist framework for instruction
Modeling instructors mindset is How will my students learn about? rather than How am I going to teach?
NSF funded program from 1989-2005
US Department of Education designated as exemplary program in 2001
Physics, chemistry and physical science are well-developed and supported by decades of research
11What is Modeling Instruction?How is it different from regular classroom instruction?
Is it inquiry teaching?
The Modeling CycleModel DevelopmentModel Deployment(Model Revision or Failure)
Loosely based on the 5-E learning cycle:
The Modeling Cycle: Stage 1Model DevelopmentTeacher elicits students preconceptions
Questions about a phenomenon are raised
Students investigateStudents have a role in experimental designStudents must be allowed to fail, receive feedback and revise
The Standards Connection
CCSS Mathematics:Make sense of problems and persevere in solving them.Use appropriate tools strategically.Attend to precision.
NGSS:Asking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsThe Modeling Cycle: Stage 1Model DevelopmentStudents analyze resultsFirst, in small groups while teacher asks Socratic questionsThe class convenes as a group and compares results looking for patterns
Teacher often assists in the generalization of model
The Standards Connection
CCSS Mathematics:Model with mathematics. Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Look for and make use of structure.
NGSS:Developing and using modelsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidence
Model Development: Eliciting Students Preconceptions& Designing the Investigation
Model Development: Investigating & Preparing for Discussion
The WhiteboardStudent constructed
Students take ownership
Tool for communication
Discussions promote a culture of a positive learning community
Model Development: Whiteboard Discussions
The Modeling Cycle: Stage 2Model DeploymentStudents practice what they have learnedContinue to develop a deep understanding through problem solvingDiscuss with whiteboards
Students apply what they have learned in lab practicum, tests/quizzes.
The Standards Connection
CCSS Mathematics:Make sense of problems and persevere in soling them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Use appropriate tools strategically.Look for and express regularity in repeated reasoning.
NGSS:Developing and using modelsUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidence
Model Deployment: Whiteboard Discussions
Model Deployment: Lab Practicum
Given certain parameters, students must make measurements and calculations to make a cart rolling down a ramp collide with a battery-powered car moving at a constant speed.22Force Concept Inventory (FCI)30 questions, multiple choiceFCI pretest average is about 26% (random guessing score: 20%)60% considered threshold for understanding Newtonian mechanics
(Jackson, Dukerich, Hestenes 2008)What do students say about their experience in high school science?
Why is teacher training ESSENTIAL?Teachers must have a depth of understanding of content and pedagogy
Authentic to instructional approach
During a 3-week summer course, teachers have the opportunity to:learn about and discuss the pedagogylearn about the modeling curriculum frameworkengage in hands-on activities, labs, etc.practice instructional strategies such as Socratic dialogue The History of Modeling Instruction in Michigan3-week physics workshops in 2000, 2010, 2011, 2012, 2013 in metro-DetroitFollow-up sessions for physics cohorts throughout the school year1-week chemistry workshop in 2013 in metro-DetroitMSP Grant for 2014 & 2015. 3-week workshops in different regions of MI.
For more informationMichigan: Laura Ritter 734-649-7039 firstname.lastname@example.org
Mike Gallagher (Oakland Schools)email@example.com