Inquiry Primer Version 1.0 Part 2: Ohio Core and the Implications for Science Education

Background for Ohio Core International Comparisons –Inquiry Primer Part 1 Reports –Science and Mathematics Education Policy Advisory Council (SAMEPAC) –Achieve Report

Ohio Core Amended Substitute Senate Bill Number 311, Section (C) High school graduation requirements for students beginning ninth grade in 2010 Effects graduates of the Class of 2014

Purposes of the Ohio Core Establish standard high school graduation expectations Prepare Ohioans to meet demands of future Prepare high school graduates to be successful Strengthen link between high school graduation and college Reduce remediation at college level

Ohio Core and Science Am. Sub. S. B. Section Subsection (C) (5) Science, three units with inquiry-based laboratory experience that engages students in asking valid scientific questions and gathering and analyzing information which shall include the following or their equivalent:

Ohio Core and Science Am. Sub. S. B. Section Subsection (C) (5) Physical sciences, one unit Life sciences, one unit Advanced study in one or more of following sciences, one unit: –Chemistry, physics or other physical science –Advanced biology or other life science –Astronomy, physical geology or other earth of space science

Why inquiry-based laboratory experiences?

Goals of Laboratory Experiences Enhancing mastery of subject matter Developing scientific reasoning Developing practical skills Understanding the nature of science Cultivating interest in science Developing teamwork abilities - America’s Lab Report: Investigations in High School Science, National Research Council (2006) p.3

Inquiry in Science Doing Science –Diverse ways scientists study natural world and propose explanations based on evidence –Activities whereby students develop knowledge and understanding of scientific ideas and how scientists study natural world Teaching Science –One of multiple teaching strategies

What a teacher does in inquiry-based classroom Engenders discussion Provides a variety of levels and paths of investigation Works as a fellow investigator Promotes active interest in the student Promotes active quest for new information and ideas Avoids appeal to authority, insists on evidence Maintains an atmosphere conducive to inquiry - Carl Wenning, University of Illinois

Essential Features of Classroom Inquiry: The Learner Engages in scientifically oriented questions Gives priority to evidence in responding to questions Formulates explanations from evidence Connects explanations to scientific knowledge Communicates and justifies explanations - National Research Council (2000), Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, Washington, DC, National Academies Press, p.20

1 Inquiry and the National Science Standards (National Academy Press, 2000), p.29

Myths about scientific inquiry All science subject matter should be taught through inquiry True inquiry only occurs when students generate and pursue their own questions Inquiry teaching occurs easily through use of hands-on or kit-based materials - Inquiry and the National Science Standards (National Academy Press, 2000) p.36-37

Myths about scientific inquiry Student engagement with hands-on activities guarantees that inquiry teaching and learning are occurring Inquiry can be taught without attention to subject matter - Inquiry and the National Science Standards (National Academy Press, 2000) p.36-37

Ohio’s Challenge for Science Education Address Ohio Core requirements Prepare scientifically literate citizens Contribute to a workforce prepared with 21st century skills

21 st Century Skills Core Subjects Interdisciplinary Themes Learning and Innovation Skills Creativity and Innovation Information Media Life and Career Skills

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