PLATON: Promoting Learning Approaches for the Teaching of Natural Sciences Inquiry Under the Microscope: Training Activity for Inquiry Component 5: Doing research and collecting data Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

The Marshmallow catapult Get the candy on target! Which variables affect the candy’s trajectory? Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

Common mistakes during experimentation Changing more than one variables at the same take Not repeating trials Not taking into account experimental errors Scrappy data collection and missing notes Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

Doing research and collecting data INQUIRY COMPONENT 5 Doing research and collecting data Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

IC5: Doing research and collecting data Traditional Practices The experiment is demonstrated without students having an active role during this process; students (might) collect data. A prescription of how to conduct an experiment is provided. When doing an experiment, the manipulation of variables involved is done by the teacher. Not enough time is given to students to work on the data gathered. Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

IC5: Doing research and collecting data Why is there a need to change? A hands-on approach to learning provides the opportunity to students to experience directly the concepts they study. As students deploy their senses and thinking skills, experimenting also helps increase knowledge retention. This process facilitates their understanding and increases their interest and curiosity about scientific inquiry and understanding of the concepts. Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

IC5: Doing research and collecting data Inquiry Practices   Have a supportive role during the investigation process but do not get involved directly. Be open and eager to learn together with the students. Encourage students to have an active role during the research process. Allow students to make mistakes during their research or to test a hypothesis that you know they will reject at the end. Provide equal participating opportunities to all students. Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

IC5: Doing research and collecting data Inquiry Practices   Facilitate students’ research process (e.g. with the use of the Predict – Observe – Explain (POE) strategy). Help students be organized, gather data accurately and in a coherent way: students often get carried away. Keep them alert and conscious every step of the way (Why am I doing this part now? How does it fit to the whole process?). Students should also check if the data they are gathering make sense. In real experimentation, taking into account error factors is of very high importance. When gathering numerical data, always guide your students to consider standard and systematic errors. Sometimes, even if students come up with an experiment, it might be too time-consuming to do or you may not have the necessary equipment. In such cases, you can provide your students directly with some sets of data to work on and come up with suggestions and results. Alternatively (or additionally) you can ask them to work on a simulation instead of a real experiment. 20% Lesson timeline Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

IC5: Doing research and collecting data Some more inquiry tips   If there is not enough time for experimentation in class, consider using online labs and ask your students to do an experiment as homework. When doing experiments in class, limit the amount of guidelines gradually (less every time). Give as little guidelines as possible on the steps students have to follow, and let them take initiative. Focus your guidelines and instructions on the experimental process itself (e.g. change one variable at a time, repeat measurements, take accurate notes and observations, be consistent). Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

IC5: Doing research and collecting data An Example When introducing photosynthesis: X The teacher says to the students that because of time restrictions they can not conduct an experiment to test their hypothesis. Two plants are presented instead, one that was left by the teacher in the Sun for a few days and one that was left in a dark place for the same amount of time. Students are called to observe that one plant seems to grow normally, in contrast to the other that seems kind of “weak”. √ Based on the experimental design developed during their group discussion, students conduct the experiment they have designed. Since it was very time consuming to observe real plants’ growth, the teacher proposed the use of a virtual lab in which students can vary the plant’s Sun exposure and measure the plant’s height and oxygen release multiple times and quickly. Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881

Materials prepared by Eleftheria Tsourlidaki, Ellinogermaniki Agogi in the framework of the PLATON project co-funded by the Erasmus+ Programme of the European Union. Promoting Innovative Learning Approaches for the Teaching of Natural Science 2016-1-PT01-KA201- 022881