BS618: Topics in Biology Education Getting Started with Investigative Cases A seed of an idea…… June 2010

“Do apples always have seeds?” Toni asked.

Claire smiled at one more of Toni’s endless questions. She typed seedless apple into the Google search box. In a few seconds the following article in the Time archives was displayed.

"Well, it seems apples usually do have seeds,” Claire answered. “How many?” Toni asked. Claire reached into the basket of apples on the table, picked out the largest one, and said, “Let’s see, we’re fixin’ to find out.” “Okay,” replied Toni as she grabbed the smallest apple for herself.

What do you think this case is about? What do you already know that relates to this case? What do you need to know to understand the case? What questions could you explore?

Resource: Apples

Resource: Data

Apple seed

Build a model of a seed of your choice. Work in pairs Be prepared to share your model with another group.

National Science Education Standards (NRC, 1996) “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.” BS618 goals Root your classroom science investigations in real world activities and collaboration Explore data, visualization tools, analysis tools and other resources for structured, yet open-ended investigations Learn and share strategies for supporting and assessing student investigations

National Science Education Standards (NRC, 1996) “Science often is a collaborative endeavor, and all science depends on the ultimate sharing and debating of ideas.” BS618 goals Develop case materials tailored for your classroom Root your classroom science investigations in real world activities and collaboration Access e-science resources to prepare your students with 21st Century skills

National Standards supporting inquiry (investigative case)s in the science classroom: LESS EMPHASIS ONMORE EMPHASIS ON Knowing scientific facts and informationUnderstanding scientific concepts and developing abilities of inquiry Studying subject matter disciplines (physical, life, earth sciences) for their own sake Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science Separating science knowledge and science process Integrating all aspects of science content Covering many science topicsStudying a few fundamental science concepts Implementing inquiry as a set of processes Implementing inquiry as instructional strategies, abilities, and ideas to be learned

CHANGING EMPHASES TO PROMOTE INQUIRY LESS EMPHASIS ONMORE EMPHASIS ON Activities that demonstrate and verify science content Activities that investigate and analyze science questions Investigations confined to one class period Investigations over extended periods of time Process skills out of contextProcess skills in context Emphasis on individual process skills such as observation or inference Using multiple process skills— manipulation, cognitive, procedural Getting an answerUsing evidence and strategies for developing or revising an explanation

LESS EMPHASIS ONMORE EMPHASIS ON Science as exploration and experimentScience as argument and explanation Providing answers to questions about science content Communicating science explanations Individuals and groups of students analyzing and synthesizing data without defending a conclusion Groups of students often analyzing and synthesizing data after defending conclusions Doing few investigations in order to leave time to cover large amounts of content Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content Concluding inquiries with the result of the experiment Applying the results of experiments to scientific arguments and explanations Management of materials and equipment Management of ideas and information Private communication of student ideas and conclusions to teacher Public communication of student ideas and work to classmates

Assessment of students' skills in identifying questions, resources, investigative methodologies and argumentation as well as their knowledge of the science concepts will be evidenced by: As students develop and... understand more science concepts and processes, their explanations should become more sophisticated... frequently include a rich scientific knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criticism and uncertainty.

Investigative Case Based Learning (ICBL)

Lana McNeil Northwest Campus College of Rural Alaska ICBL Case Module