Inquiry in Science Education SED 577
One word, two definitions The way in which scientists study the natural world and propose explanations based on evidence. (science) A way of teaching that engages students in the process of scientific inquiry. (science education)
How should they relate? Inquiry in Science Inquiry in the Science Classroom
The two different inquiries Scientific Inquiry Makes observations Exhibits curiosity Defines questions Gathers evidence using technology and mathematics Uses previous research Proposes a possible explanation Publishes explanation based on evidence Considers new evidence Adds to explanation Explanation informs public policy Student Inquiry Exhibits curiosity Defines questions Proposes preliminary explanations or hypotheses Plans and conducts simple investigation Gathers evidence from observation Explains based on evidence Considers other explanations Communicates explanation Tests explanation
Inquiry in the Standards Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (p. 23)
Inquiry in the classroom Developing the ability to understand and engage in this kind of activity requires direct experience and continued practice with the processes of inquiry. Students do not come to understand inquiry simply by learning words such as "hypothesis" and "inference" or by memorizing procedures such as "the steps of the scientific method." They must experience inquiry directly to gain a deep understanding of its characteristics. Yet experience in itself is not sufficient. Experience and understanding must go together. Teachers need to introduce students to the fundamental elements of inquiry. They must also assist students to reflect on the characteristics of the processes in which they are engaged.
An historical perspective Before 1900 most educators viewed science as a body of knowledge learned through direct instruction. 1909 John Dewey Science as a way of thinking and an attitude of mind. Science is more than a body of knowledge to be learned; there is a process or method to learn as well. Democratic teaching, skills for life vs. facts, pragmatism (learn by doing)
A historical perspective By the 1950s and 1960s, inquiry as an approach to teaching science was becoming evident. Joseph Schwab (1960s) Science should be viewed as conceptual structures that were revised as the result of new evidence. Science teaching and learning should reflect this perspective.
A historical perspective Joseph Schwab (cont.) Science teachers should look first to the laboratory and use these experiences to lead rather than follow the classroom phase of science teaching. Students should work in the laboratory before being introduced to the formal explanation of scientific concepts and principles. Evidence should build to explanations and the refinement of explanations.
enquiry into enquiry Approach: teachers provide students with readings and reports about scientific research. They discuss the details of research: problems, data, role of technology, interpretations, conclusions. When possible, students read conflicting reports, other uses of evidence, etc. Allows students to build an understanding of what constitutes scientific knowledge and how it is produced.
Sputnik, 1957
New science curricula Biological Sciences Curriculum Study (BSCS) Science Curriculum Improvement Study (SCIS) Elementary Science Study (ESS) Intermediate Science Curriculum Study (ISCS) Physical Science Study Committee (PSSC)
Making the case for inquiry
Making the case for inquiry Research Finding #1: Understanding science is more than knowing facts. Research Finding #2: Students build new knowledge and understand what they already know and believe. Research Finding #3: Students formulate new knowledge by modifying and refining their current concepts and by adding new concepts to what they already know.
Making the case for inquiry Research Finding #4: Learning is mediated by the social environment in which learners interact with others. Research Finding #5: Effective learning requires that students take control of their own learning. Research Finding #6: The ability to apply knowledge to novel situations, that is, transfer of learning, is affected by the degree to which students learn with understanding.
Content Standard for Science as Inquiry As a result of activities in grade K-12, all students should develop: Abilities necessary to do scientific inquiry. Understandings about scientific inquiry.
Fundamental Abilities Necessary to Do Scientific Inquiry Grades K-4 Ask a question about objects, organisms, and events in the environment. Plan and conduct a simple investigation. Employ simple equipment and tools to gather data and extend the senses. Use data to construct a reasonable explanation. Communicate investigations and explanations. Grades 5-8 Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Use appropriate tools and techniques to gather, analyze, and interpret data. Develop descriptions, explanations, predictions, and models using evidence. Think critically and logically to make the relationships between evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Use mathematics in all aspects of scientific inquiry. Grades 9-12 Identify questions and concepts that guide scientific investigations. Design and conduct scientific investigations. Use technology and mathematics to improve investigations and communications. Formulate and revise scientific explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Communicate and defend a scientific argument.
Fundamental Understandings About Scientific Inquiry Grades K-4 Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. Scientists use different kinds of investigations depending on the questions they are trying to answer. Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses. Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations. Scientists review and ask questions about the results of other scientists' work. Grades 5-8 Different kinds of questions suggest different kinds of scientific investigations. Current scientific knowledge and understanding guide scientific investigations. Mathematics is important in all aspects of scientific inquiry. Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. Science advances through legitimate skepticism. Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data. Grades 9-12 Scientists usually inquire about how physical, living, or designed systems function. Scientists conduct investigations for a wide variety of reasons. Scientists rely on technology to enhance the gathering and manipulation of data. Mathematics is essential in scientific inquiry. Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions an possible modification; and it must be based on historical and current scientific knowledge. Results of scientific inquiry -- new knowledge and methods -- emerge from different types of investigations and public communication among scientists.
Science Teaching Standards TEACHING STANDARD A: Teachers of science plan an inquiry-based science program for their students. In doing this, teachers Develop a framework of yearlong and short-term goals for students. Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners. Work together as colleagues within and across disciplines and grade levels. TEACHING STANDARD B: Teachers of science guide and facilitate learning. In doing this, teachers: Focus and support inquiries while interacting with students. Orchestrate discourse among students about scientific ideas. Challenge students to accept and share responsibility for their own learning. Recognize and respond to student diversity and encourage all students to participate fully in science learning. Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science. TEACHING STANDARD C: Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers: Use multiple methods and systematically gather data about student understanding and ability. Analyze assessment data to guide teaching. Guide students in self-assessment. Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice. Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policymakers, and the general public.
Science Teaching Standards (cont.) TEACHING STANDARD D: Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers Structure the time available so that students are able to engage in extended investigations. Create a setting for student work that is flexible and supportive of science inquiry. Ensure a safe working environment. Make the available science tools, materials, media, and technological resources accessible to students. Identify and use resources outside the school. Engage students in designing the learning environment. TEACHING STANDARD E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers Display and demand respect for the diverse ideas, skills, and experiences of all students. Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community. Nurture collaboration among students. Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse. Model and emphasize the skills, attitudes, and values of scientific inquiry. TEACHING STANDARD F: Teachers of science actively participate in the ongoing planning and development of the school science program. In doing this, teachers Plan and develop the school science program. Participate in decisions concerning the allocation of time and other resources to the science program. Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
Essential features of classroom inquiry Learners are engaged by scientifically oriented questions. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions. Learners formulate explanations from evidence to address scientifically oriented questions. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding Learners communicate and justify their proposed explanations.
Variations to classroom inquiry More ---- Amount of Learner Self-Direction ---- Less Less ---- Amount of direction from Teacher or Material ---- More Full Inquiry ---------------- Partial Inquiry Open Inquiry ---------------- Guided Inquiry
Variations to essential features
Some myths 1. All science subject matter should be taught through inquiry. 2. True inquiry occurs only when students generate and pursue their own questions. 3. Inquiry teaching occurs easily though use of hands-on or kit-based instructional materials. 4. Student engagement in hands-on activities guarantees that inquiry teaching and learning are occurring. 5. Inquiry can be taught without attention to subject matter.
Common components shared by instructional models Phase 1: Students engage with a scientific question, event, or phenomenon. This connects with what they already know, creates dissonance with their own ideas, and/or motivates them to learn more. Phase 2: Students explore ideas though hands-on experiences, formulate and test hypotheses, solve problems, and create explanations for what they observe. Phase 3: Students analyze and interpret data, synthesize their ideas, build models, and clarify concepts and explanations with teachers and other sources of scientific knowledge. Phase 4: Students extend their new understanding and abilities and apply what they have learned to new situations. Phase 5: Students, with their teachers, review and assess what they have learned and how they have learned it.
The BSCS Five Es
Images of Inquiry 3 groups: Mr. Gilbert s moon phases (5-8) Mr. Hull s forces (9-12) Ms. Idoni s environmental quality (9-12) Questions: How is this different from the traditional way of teaching these topics? Are all 5 essential elements of inquiry present? How open or closed are each of the elements (variation)?
An example How does your activity measure up? Five features of inquiry? Open or guided?
Converting cookbook labs Volkmann & Abell s (2003) adaptation principles
For next time: Bring draft of converted cookbook lab Read Luft Ch. 2 Read Breaking into Inquiry Synthesis paper due (Scientific method)