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Transcript of T 6.0 Chapter 6: Inquiry for Scientific Literacy Chapter 6: Inquiry for Scientific Literacy Central...
T 6.0
Chapter 6:
Inquiry for Scientific LiteracyChapter 6:
Inquiry for Scientific Literacy
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
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
T 6.1
What Is Scientific Literacy?
What Is 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
T 6.2
Science AttitudesScience Attitudes
Attitudes stimulate the mental processes of scientific literacy by:
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 Processes and KnowledgeScience Processes and Knowledge
Process skills are tools for building literacy (see chapters 1,4,5)
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 6.3
NSES Content Dimensions (Figure 6.1) NSES Content Dimensions (Figure 6.1)
Scienceas
inquiry
T 6.4
Scienceand
technology
Physical
Earth andspace Life
History andnature ofscience
Personaland social
perspectives
New sciencedimensions for depth
and expansion
SCIENCE CONTENTCONCEPTUAL
TARGETS
Science content standards help to define the essentials for scientific literacy.
T 6.5
What is InquiryInquiry and DiscoveryDiscovery?
What is InquiryInquiry and DiscoveryDiscovery?
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
Inquiry Methods Help Teachers To: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 6.6
Inquiry Teaching MethodsInquiry Teaching Methods
Learning Cycle Scientific Learning Suchman’s Inquiry Demonstrations Playful Science Problem Based
Learning Cooperative Inquiry
T 6.7
T 6.8
Science Learning CycleScience Learning Cycle
is built upon a synthesis of learning theories
is a way of planning and teaching that is consistent with how children construct their understanding
see Fig 6.2
Figure 6.2Figure 6.2
Explanation phase:Students andteacher interactto inventconcept fromdata orobservationsobtainedduringexploration
Exploration phase:Students interactwith materials andwith each other
Expansion phase:Teacher guides student
interactions in order to applyconcept and expand on
ideas and uses of science
Evaluation phase:
Can be formalor informalthroughout
cycle
T 6.9
T 6.10
Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1
1. Explorationa. What is the lesson’s central question and the precise
concept students will explore?
b. How will the children become engaged in the inquiry?
c. How will questioning be used to engage and sustain?
d. What activities must the children do to become familiar with the concept?
e. What kinds of observations and records should the children keep?
f. What kinds of instructions will the children need? How will you give the instructions without telling the concept?
Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1
2. Explanationa. What kinds of information or findings should the children talk
about?
b. How can you help help students summarize their findings?
c. How can you guide the students and refrain from telling them what they should have found, even if their understanding is incomplete?
d. What concept “labels” should the children discover?
e. How will you use sentence starters to help children form an operational definition of the concept?
f. Why is the concept important?
T 6.11
T 6.12
Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1
3. Expansiona. How can you connect with children's prior experiences?
b. How does the concept relate to the science program goals?
c. What questions can be used to encourage discovery of the concept's importance?
d. How will you connect the lesson to the new content dimensions provided by the science standards?
e. What new experiences will help to apply or expand the concept?
f. What is the next concept related to the present one?
T 6.13
Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1
4. Evaluationa. What are the appropriate learning outcomes you should
expect?
b. What types of hands-on evaluation techniques can the children do to demonstrate the basic process skills?
c. What techniques are appropriate for children to demonstrate the integrated process skills?
d. How can pictures help children to demonstrate how well they can think through problems?
e. What types of questions will help children to reflect on what they have discovered?
Question Types to Engage and Sustain a Learning Cycle (Figure 6.3) Question Types to Engage and
Sustain a Learning Cycle (Figure 6.3)
Step 1Exploration:
Student-centeredcooperative
inquiry
Step 2Explanation:
Concept is formed;
meaning is constructed
Step 3Expansion:
Students apply what they have
learned and expand
understanding of the concept
Formal or informal
evaluation occurs throughout the learning cycle
universe
Step 4Evaluation:Divergent
questions
Convergentquestions Divergent, convergent,
and evaluative questions
T 6.14
T 6.15
Scientific Teaching MethodScientific Teaching Method
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Students conclude that an experiment will provide the best answer to the science question or dilemma.
Focus the question to seek a specific science answer
Guess an answer and use references to find out if the answer is already known
Use guiding questions to find out the answer in Step 2
Have students apply what they learn from experimentation; use conclusions in a practical way
T 6.16
Suchman's InquirySuchman'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
Discrepant Event Map (Fig. 6.6) Discrepant Event Map (Fig. 6.6)
DISCREPANT EVENTS
T 6.17
cognitivedissonance
Disequilibrium
Strive for equilibrium
yes/noconvergent questions
for verifications
student-constructedtheories andexplanations
answers that explainthe discrepancy
and develop cognitiveequilibrium
incorrectanswers
produce
stimulates learners to ask
are developed into
yield
T 6.18
Suchman's Inquiry, continuedSuchman's Inquiry, continued
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
T 6.19
to avoid putting children in danger
to model proper skills and safety
to focus the class on an important event
to overcome equipment shortages
When to Use a DemonstrationWhen to Use a Demonstration
T 6.19
T 6.20
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 Demonstration, continuedWhen to Use a Demonstration, continued
T 6.20
T 6.21
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?
When Should Children Do a Demonstration?
T 6.21
T 6.22
Tips for Effective Demonstrations
Tips for Effective Demonstrations
clear, specific purpose plan carefully and practice involve children when possible use questions to support the demonstration repeat to focus attention keep it visible use simple, familiar materials use quality, not quantity
Playful SciencePlayful Science
Play
1. Supports open-ended inquiry2. Provides moments of natural interest3. Offers inviting places for discovery to
occur4. Can promote respect for living things5. Celebrates wonder6. Promotes social development
T 6.23
Six StagesSix Stages
Child selects experiment from those proposed by teacher.
Child repeats an experiment with own variation.
Child elaborates.
Encourage children to initiate own experiments.
Communicate with parents and replicate experiment.
Conduct new experiment; begin new cycle.
T 6.24
Problem-Based LearningProblem-Based Learning
Develop a “driving question” for focus.
Engage children in investigation.
Collect and create artifacts.
Collaborate
Learn to use technological tools.
T 6.25
T 6.26
Cooperative Inquiry Groups Table 6.2. 6,3
Cooperative Inquiry Groups Table 6.2. 6,3
Principal Investigator manages the group and checks the assignment
Materials Manager collects and distributes all equipment
Recorder collects all necessary information
Reporter communicates the group's findings
Maintenance Director directs the group's clean up effort