Guided Inquiry and Digital Video in Preservice Teacher Elementary Science
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Transcript of Guided Inquiry and Digital Video in Preservice Teacher Elementary Science
Engaging Preservice Teachers
In Guided Inquiry through Digital Video Production
Dr. Lucy Santos Green and Dr. Karen Chassereau
Background
o Benefits of student-created video projects: social learning opportunities, authentic and real-world endeavors and generators of high student-engagement (Goulah, 2007; Green, 2013; Hafner & Miller, 2011).
o DV projects incorporate multi-sensory input features which enable students to interact with content in auditory, visual and tactile forms, a promising feature for the support of student learning of STEM concepts (Carr, 2012; Hill 2011).
o Considerable precedence for the use of handheld computers and devices in K-12 classrooms to support scientific inquiry (Roschelle et al, 2005): collaborative projects, participatory simulations, observation and concept mapping (Chen et al, 2003; Stroup, 2002; Yarnall et al, 2003).
Pedagogical Structure: Guided Inquiry
o A way of thinking, learning, and teaching that changes the culture of the school into a collaborative inquiry community
o Eight steps based on Kuhlthau’s information search process (ISP)
o Comprised of smaller inquiry sessions within a larger framework
Kuhlthau, Maniotes, & Caspari (2012)
Guided Inquiry Unit: Instructional Team
o Core Teamo Subject Area Teachero School Librariano Learning Specialist (LD, GT, literacy, technology)
o Extended Team (Core + Content Expert)
Karen ChassereauSubject Area
TeacherScience Education
Lucy GreenSchool Librarian
Learning Specialist
Evan SouliereContent Expert
Design Engineer
Research Designo Design Based Research Method: Paradigm for
study of learning in context through systematic design and study of instructional strategies and tools (Brown, 1992)
o Characteristics identified by Design Based Research Collective:
o Development and research take place through continuous cycles of design, enactment, analysis, and redesign (Cobb, 2001)
o Accounts for how designs function in authentic settings.
o Development of accounts relies on methods that can document and connect processes of enactment to outcomes of interest (DBRC, 2002)
Study Context
Descriptiono 2 sections of physical
science offered for EC & MG Ed majors.
o Integrated science course designed to build content knowledge in the areas of physics and chemistry.
o Degree eventually leads to Georgia Cert in grades K-4 and 4-8.
Population
Spr 14 Sum 14
Fall 14
n 52 53 59
M 7 2 2
F 45 51 57
Study Timeline
Spring 2014 Summer 2014 Fall 2014 Spring 2015
Jan: EV Content GuideFeb: Element Video, Began Guided InquiryMar: Continue Guided Inquiry/ Expert VisitApr: Conclude Guided Inquiry
Data Collected:o Lesson planso Student feedbacko Student worko Instructor
journalingo Research notes
May-June (4 weeks):Element VideoGuided Inquiry Project
Data Collected:o Lesson planso Student feedbacko Student worko Instructor
journalingo Research notes
Aug: EV Content GuideSept: Element Storyboard, Began Guided InquiryOct: Continue Guided Inquiry/ Expert VisitNov: Conclude Guided Inquiry
Data Collected:o Lesson planso Student feedbacko Student worko Instructor
journalingo Research notes
Write up and publish findings.
Guided Inquiry Unit: Design and Timeline
o Open and Immerse- One 90 minute class; 10-15 minutes for the Open, remaining time for Immerse
o Explore- One week outside of class, one 90 minute class period
o Identify- One 90 minute class period
o Gather- Students did this on their own over four day period and brought ideas to the next class to share.
o Create- Storyboards completed by groups over a four day period.
o Share- Students will produce a video to share with the class.
o Evaluate- Students allowed one week to review and evaluate on own time.
Kuhlthau, Maniotes, & Caspari (2012)
Unit Components/ B & A
Beforeo Content for Element Videoo Storyboard for EVo Shot & Edited EV Video w/
iPads (option to film outside of class)
o Students voted on winnerso 2 weeks until Inquiry
Phaseo No limit on question
choiceo Video length 5-7 minuteso No limit on imported video
Aftero Eliminated EV video/
replaced with skito Storyboard for EV strictly
graded – more feedbacko Minimal break between
projectso Limited question focus on
physics vs. physiologyo Had to include (define &
explain) 5 key concepts related to force & motion (given list to choose from)
o Video length 3-5 minuteso Limit on imported video
Guided Inquiry: Materials and Products
Materialso Storyboard Templateo Online resources
(tutorials, links)o iPads and Cameraso Moviemaker &
Dropboxo Jog-the-Web
(simulations, videos, etc.)
o Various materials for experimentation
Productso Inquiry journalso Storyboardso Video that reflects an
understanding of physics concepts related to the design of roller coasters or other devices
Connecting Enactment to Outcome
o Framework to guide through content – need structure
o Tech expectations aligned to content needs
o Keep devices similar for efficiencyo Needs a “flipped classroom
approach”oBecome proficient on content they focus
onoMay miss other concepts
o Don’t go at it alone – Co-teaching is key
Contact Information
Dr. Lucy Santos GreenGeorgia Southern UniversityDepartment of Leadership, Technology, and Human DevelopmentEmail: [email protected]: @lucysantosgreen
Dr. Karen D. ChassereauGeorgia Southern UniversityDepartment of Teaching and LearningEmail: [email protected]: @kdchassereau