Using Simulations and Inquiry to Teach Nature of Science Jennifer Maeng, Lindsay Wheeler, & Amanda Gonczi VAST 2015 Chantilly, VA

What is Scientific Inquiry? The ways scientists study the natural world and propose explanations based on evidence derived from their work. 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 Science Education Standards, NRC, 1996, p. 23) …learning about science and engineering involves … the practices needed to engage in scientific inquiry … (Framework for K-12 science education, p. 11)

What is Scientific Inquiry? An active learning process in which students answer a research question through data analysis in a manner consistent with how scientists do their work (Maeng, Mulvey, Smetana, & Bell, 2013)

Predict: – Elicit student ideas and provide rationale for prediction – (Explain): Students share predictions and evaluate which predictions and rationales might be “best.” Observe: – Provide students an opportunity to investigate or explore the phenomena Explain: – Students discuss observations and formulate an explanation (can be whole-class or small group) – Teacher elaborates and provides scientific explanation Predict-Observe-Explain Inquiry Model

Goal: – Identify students’ pre/alternative conceptions – Leads to student engagement (discussion is a major component) – Exploration is vital – Provides for reflection (explanation gets richer with practice) – Easy assessment Predict-Observe-Explain Inquiry Model

What is the Nature of Science? Science as a way of knowing “The values and assumptions inherent to the development of scientific knowledge” (Lederman, 1992)

Key Aspects of the Nature of Science Scientific knowledge is ◦ Empirical ◦ Both reliable and tentative ◦ Based on both observation and inference ◦ The product of creative thinking ◦ Subjective Scientific theories and laws are different types of scientific knowledge. Scientists use many methods to develop scientific knowledge.

Why Use Technology in Science Instruction? Can promote – Content Understanding (including NOS ideas) – Science Process Skill Development Virginia SOLS: – Use of current and emerging technologies is essential to the K-12 science instructional program. – Used as an integral and ongoing part of the delivery & assessment of instruction.

Computer-generated dynamic models that present theoretical or simplified models of real- world components, phenomena, or processes. Allows for manipulation of variables Computer Simulation

Static Electricity

Exploring Density

Natural Selection

Predict Directions: Develop a prediction regarding how you expect bunnies with a certain trait (e.g. tail/teeth) will survive in a certain environment (e.g. arctic/equator) with certain biotic pressures (e.g. wolves/food). Note: You will use the same environment and biotic pressure, and trait throughout and change only the trait variation (e.g. long vs. short tail). Use the Natural Selection Phet to test your ideas. Record your hypothesis, data, and conclusions below.

Observe Environment selected: _________________ Biotic Pressure selected: _______________ Trait selected:________________ Trait variation 1:Trait variation 2: Time# organisms

Make content/scientific practices, not technology the focus. You are the teacher - technology is the tool. Keep instruction student-centered. Use in conjunction with other instructional strategies (e.g., hands-on labs when possible). Point out limitations of the visualization. Adapted from: Bell, Gess-Newsome, & Luft (2008) Technology in the Secondary Science Classroom (NSTA Press) Guidelines for Integration of Technology

In Summary Effective Nature of Science Instruction – Is explicit – Is experienced by students in a meaningful context (inquiry investigations are one way to do this) Technology can support this – Focus instruction on objectives, not technology – Teacher is critical to success! -directions and support -effective questioning -encourage reflection on actions & decisions

Using Simulations and Inquiry to Teach Nature of Science Jennifer Maeng, Lindsay Wheeler, Amanda Gonczi VAST 2015 Chantilly, VA