Scientific Inquiry by:

Icebreaker

“Scientific Inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.” —National Research Council Scientific Inquiry-Defined

Abilities of Scientific Inquiry 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

What the Biological Sciences Curriculum (BSCS) does : (Instructional Model) EngageThe instructor assesses the learners’ prior knowledge and helps them become engaged in a new concept by reading a vignette, posing questions, presenting a discrepant event, showing a video clip, or conducting some other short activity that promotes curiosity and elicits prior knowledge (Champagne, 1987). ExploreLearners work in collaborative teams to complete lab activities that help them use prior knowledge to generate ideas, explore questions and possibilities, and design and conduct a preliminary inquiry (Renner, Abraham, & Bernie, 1988). ExplainTo explain their understanding of the concept, learners may make presentations, share ideas with one another, review current scientific explanations and compare these to their own understanding, or listen to an explanation from the teacher that guides the learners toward a more in-depth understanding (Renner, Abraham, & Bernie, 1988). ElaborateLearners elaborate their understanding of the concept by conducting additional lab activities. They may revisit an earlier lab and build on it or conduct an activity that requires an application of the concept (Renner, Abraham, & Bernie, 1988). EvaluateThe evaluation phase helps both learners and instructors assess how well the learners understand the concepts and whether or not they have met the learning outcomes (Kulm & Malcom, 1991). From:: Profiles in Science: A Guide to NSF-Funded High School Instructional Materials (2001). The SCI Center, BSCS. p. 45.

Role as Teachers : Scientific Inquiry Teachers play a major role in the classroom. They have the ability to create and mold the environment where students can learn. Teachers should strive to help their students understand and apply scientific concepts, participate in scientific inquiry and understand the nature of science.

Essential Features of Inquiry (NRC, 2000) BSCS Model As An Integrated Instruction Sequence (NRC, 2006) Teachers can engage learners with demonstrations, discrepant events, or field trips, to form scientifically oriented questions. Engagement initiates the learning process and exposes students’ current conceptions. Learners can use the results of laboratory investigations to give priority to evidence and allows them to address scientific questions. In the Explore phase, students gain experience with phenomena or events. Learners formulate explanations and teachers can provide direct instruction about scientific concepts, principles, and facts. In the Explain phase, the teacher may give an explanation to guide students toward a deeper understanding. Learners evaluate scientific explanations as they apply them to new situations. In the Elaborate phase, students apply their understanding in a new situation or context. Learners communicate and justify their scientific understanding. In the Evaluate phase, teachers assess student understanding and transfer. Connecting Inquiry and Instruction

Teaching Science as a Inquiry Science inquiry  Origin (e.g. scientific questions)  Purpose (e.g. to produce evidence that helps answer scientific questions, current ideas/models/theories)  Experiments (e.g. different questions suggest different scientific investigations, design)  Data (e.g. quantitative [measurements], qualitative [observations])  Measurement (e.g. inherent uncertainty, replicability, variation, accuracy/precision in equipment and procedures)  Characteristics of results (e.g. empirical, tentative, testable, falsifiable, self-correcting) Scientific explanations  Types (e.g. hypothesis, theory, model, law)  Formation (e.g. extant knowledge and new evidence, creativity and imagination, logic)  Rules (e.g. logically consistent, based on evidence, based on historical and current knowledge)  Outcomes (e.g. new knowledge, new methods, new technologies, new investigations.

Essential Features of Classroom Inquiry and Their Variations Feature Less Learner Self-Direction More More Direction from Teacher or Material Less 1. Learner engages in scientifically in scientifically oriented questions. oriented questions. A. Learner engages in question pro- in question pro- vided by teacher, vided by teacher, materials, or materials, or other source. other source. B. Learner sharpens or clarifies ques- or clarifies ques- tion provided by tion provided by teacher, materials teacher, materials or other source. or other source. C. Learner selects among questions, among questions, or poses new or poses new questions based questions based on provided on provided examples. examples. D. Learner poses a question. a question. 2. Learner gives priority to priority to evidence evidence in responding to in responding to questions. questions. B. Learner is given data and told how data and told how to analyze it. to analyze it. B. Learner is given data and asked data and asked to analyze it. to analyze it. C. Learner is directed to directed to collect certain collect certain data. data. C. Learner deter- mines what mines what constitutes constitutes evidence and evidence and collects it. collects it. 3. Learner formulates formulates explanations from explanations from evidence. evidence. A. Learner is provided with provided with evidence. evidence. B. Learner chooses among possible among possible ways to use ways to use evidence to evidence to formulate formulate explanation. explanation. C. Learner is guided in process guided in process of formulating of formulating explanations explanations from evidence. from evidence. D. Learner formulates formulates explanation after explanation after summarizing summarizing evidence. evidence. 4. Learner connects explanations to explanations to scientific scientific knowledge. knowledge. A. Learner is given all connections. all connections. B. Learner is given possible connec- possible connec- tions and tions and chooses chooses among them. among them. C. Learner is directed directed toward areas and toward areas and sources of scien- sources of scien- tific knowledge. tific knowledge. D. Learner indepen- dently examines dently examines other resources other resources and forms the and forms the links to explan- links to explan- ations. ations. 4. Learner communicates communicates and justifies and justifies explanations. explanations. A. Learner is given steps and pro- steps and pro- cedures for cedures for communication. communication. B. Learner is provi- ded broad guide- ded broad guide- lines to use to lines to use to sharpen sharpen communication. communication. C. Learner is coached in de- coached in de- velopment of velopment of communication. communication. D. Learner forms reasonable and reasonable and logical argument logical argument to communicate to communicate explanations. explanations. Adapted from: National Research Council (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academies Press, p. 29.

Biological Science Inquiry Model Syntax Syntax 1. Phase One: Pose Area of Investigation to Students 2. Phase Two: Students Structure the Problem 3. Phase Three: Students Identify the Problem in the Investigation 4. Phase Four: Students Speculate on Ways to Clear UP the Difficulty

Phase One The area of investigation is created by the students. Phase Two The trouble for the students may be arranging data, generating facts, or making conclusions Phase Three Stu dent asked to speculate about the problem, so he or she can identify the difficulty involved in the inquiry. Phase Four Student then is asked to speculate on ways of clearing up the dilemma by redesigning, organizing, or generating information. Requires you to go to Phase Two leads to the next two Phases… Syntax

Activities

Video on Scientific Inquiry

Future for Scientific Inquiry Increase teachers’ content knowledge in specific science topics and engineering. Increase participating teachers’ preparedness in creating, adapting, and delivering inquiry-based science and engineering lessons. Increase students’ content knowledge in specific science topics and engineering.