How to Teach Science using an Inquiry Approach (ESCI 215 – Chapter 1)

Process versus Content What is the Difference Between Process and Content? What would a Science lesson look like that used a content approach? What would a Science lesson look like that used a process approach? Which approach to teaching Science are you familiar with from elementary school?

Process or Content? What approach to teaching Science did I use during the role play lesson about refraction? What term does the textbook use for this approach?

Inquiry-Based Learning What is inquiry-based learning? What are the 6 process skills necessary for inquiry- based learning? Observe Infer Communicate Classify Measure Experiment (What level of Bloom’s Taxonomy does this question represent?)

6 Process Skills of Inquiry-Based Learning Activity: Explain orally, in your own words, 1 of the 6 process skills (What level of Bloom’s Taxonomy does this activity represent?) Be ready to share with the class in 10 minutes

Experiment versus Activity “Students often have the misconception that any activity in science is an experiment” (Friedl & Koontz, 2005, p. 6) Activity: Using a Venn Diagram, compare and contrast experiments and activities Were you engaged in an activity or an experiment during the Refraction lesson role play?

The Steps of Experiments What are the steps involved in experiments? Present a problem and ask a question Form a hypothesis based on that problem or question Design a study identifying the independent and dependent variables and controls Collect, record, and analyze the date State a conclusion

Experiment versus Activity Illustrated The 2 nd paragraph on page 7 of the text illustrates the difference between an experiment and an activity Do any of you have a different opinion now about whether you were engaged in an experiment or an activity at the beginning of class?

Inquiry versus Textbook Approach What are the disadvantages of a textbook approach over an inquiry approach? Focus is on memorizing content Reading about science, not doing science Abstract concepts are difficult to understand when just reading about them Often ignores activities, processes and inquiry Restrictive and inflexible

Inquiry versus Textbook Approach What are the advantages of a textbook approach over an inquiry approach? Teachers find them helpful to teach with The compromise… Do not just rely on a textbook Teach using the inquiry approach and use a textbook as 1 of many resources

Discrepant Events When teaching using an inquiry approach, discrepant events are a great way to motivate students. Use unexpected, surprising or paradoxical events to get students to wonder “how it works” and to want to find out What was the discrepant event I used during the Refraction lesson? What type of “set” was it?

3 Steps for Using Discrepant Events Set up a discrepant event Present the event(s) to the students to gain their attention and desire to solve the mystery Ask students to investigate to solve the discrepancy Students will be observing, recording data, classifying, predicting, experimenting, etc. to solve the problem Resolve the discrepancy Students may have solved the problem on their own, if not, the teacher explain the answer

Explain what you did for each of these 3 steps during our refraction lesson. See text page 12

The 5E Learning Cycle The 5E Learning Cycle is a great way to design an inquiry-based science lesson. What are the 5 Es? Engage ( and elicit ) Explore Explain Elaborate Extend Check out:

The 5Es of the Refraction Lesson What was the “engage” part of the refraction lesson? What was the “explore” part? What was the “explain” part? What was the “elaborate” part? What was the “extend” part?

Questioning “The role of the teacher is to provide students opportunities to think, reflect, and question their own thinking. The teacher should be the facilitator of learning, not the source of the ‘right’ answer.” (Friedl & Koontz, 2005, p.14) What is the significance of this quote to you? How does it relate to an inquiry approach to teaching science and the 5E learning cycle?

Questioning To encourage ‘student to student’ discussion: 1. Use wait time to allow students to collect thoughts 2. When a student provides an answer, ask other students questions about it – Who agrees (disagrees) with that explanation? – How can you rephrase that answer? – Who has another idea? – How does your answer differ from his/her answer? 3. Ask questions that promote thinking about strategies and relationships - How did you organize the information? - What’s wrong with …? - Is there a pattern? - Would another method work as well? - Is that conclusion reasonable?

Types of Questioning What is the difference between “one right answer” questions and “open-ended” questions? What is the role of each type of question in a science classroom?

Alternative Assessment How could discrepant events be used to assess a student’s knowledge of a concept? New discrepant event presented Teacher observes students individually or in small groups as they investigate and resolve, looking at behaviours that indicate understanding of concept Interview students to determine understanding

Some Behaviours that Demonstrate Scientific Literacy Process Behaviours Organizes and interprets data Uses appropriate measurement instruments Recognizes the importance of patterns Uses estimating skills Asks appropriate questions Classifies and sorts when necessary Controls one variable at a time Observes carefully without confusing inferences as observations

Some Behaviours that Demonstrate Scientific Literacy Communication Behaviours Communicates using appropriate scientific terms Synthesizes and summarizes his/her own or the group’s thinking Uses graphs and tables appropriately Makes diagrams to communicate ideas clearly Communicates a process so that it is replicable Supports arguments with evidence Records all data

Some Behaviours that Demonstrate Scientific Literacy Positive Disposition toward Learning Behaviours Accepts being questioned by others Stays actively on task Willing to try another approach Asks probing questions Works well with others Uses time productively

Reflection: Think back to all the scientific “stuff” you have memorized throughout your academic career. Write down some examples of things you remember. Why do you think you remember these items? What about all the things you have forgotten – why do you think they have become lost or forgotten? Now, deflect back on the things you truly “learned” rather than memorized. How did you learn these things? Why have they stuck with you? How have you used this knowledge throughout your life?