Best Practices: Model of Science Inquiry Ann Cavallo and Greg Hale MATH, SCIENCE, TECHNOLOGY TEACHER PREPARATION ACADEMY

The Learning Cycle Exploration ExplorationApplication Concept Invention disequilibrium New

Theoretical Foundation The Learning Cycle is based on three major theoretical foundations: 1.What is science? 2.What is the purpose of education? 3.How do children (and all individuals) learn? - Marek & Cavallo (1997)

Theory Base 1: The Nature of Science Observing Observing Measuring Measuring Interpreting Interpreting Explaining Explaining Discovering Discovering Synthesizing Synthesizing Generalizing Generalizing Asking questions Asking questions Science is an ACTIVEPROCESS

Theory Base 2: The Purpose of Education To develop the powers of the mind To develop the powers of the mind To be able to solve problems autonomously To be able to solve problems autonomously To be able to make sound decisions To be able to make sound decisions To be independent, critical thinkers To be independent, critical thinkers “The single most important purpose of education is to foster among students the ability… …TO THINK.” - EPC (1961)

Theory Base 3: Psychology of Learning Assimilation Organization Accommodation - Piaget (1964) Mental Functioning Learning Theory disequilibrium

Mental Functioning & The Learning Cycle ExplorationApplication Concept Invention disequilibrium New Facilitates Assimilation Facilitates Accommodation Facilitates Organization

Intellectual Development: Sensorimotor Sensorimotor Preoperational Preoperational Concrete operational Concrete operational Formal operational Formal operational - Piaget (1964) Theory Base 3: Psychology of Learning

Moving children through the stages of intellectual development: Moving children through the stages of intellectual development: o Experience Physical Physical Logical-Mathematical Logical-Mathematical o Disequilibrium  Equilibrium o Social Transmission o Maturation Content Content Structure Structure - Piaget (1964) Theory Base 3: Psychology of Learning

Meaningful learning theory Meaningful learning theory Forming interrelationships among concepts Forming interrelationships among concepts Connecting new concepts to everyday life Connecting new concepts to everyday life Concept mapping Concept mapping - Ausubel (1963) Social constructivist theorySocial constructivist theory Scaffolding Scaffolding ZPD ZPD Culture and language of science Culture and language of science - Vygotsky (1973) Theory Base 3: Psychology of Learning

The Learning Cycle/5-E Model Exemplifies the nature of science Exemplifies the nature of science (as an active, inquiry process) Fulfills the purpose of education Fulfills the purpose of education (to develop thinking abilities) Matches how children learn Matches how children learn (assimilation-accommodation-organization) These 3 foundations are in practice while promoting meaningful, socially constructed understanding of science concepts

Featured Assignment MSTTPA Teachers: MSTTPA Teachers: Develop an original learning cycle including teacher guide and student guide Develop an original learning cycle including teacher guide and student guide Field test the learning cycle in class and receive feedback from instructor and peers Field test the learning cycle in class and receive feedback from instructor and peers Modify their learning cycles based on feedback Modify their learning cycles based on feedback Field test the learning cycle again with their own students Field test the learning cycle again with their own students Modify their learning cycles a second time based on their experience, and feedback from students and course instructor Modify their learning cycles a second time based on their experience, and feedback from students and course instructor Prepare a final version of their learning cycle (see rubric) Prepare a final version of their learning cycle (see rubric) Write their LC in manuscript form for publication in NSTA journals: The Science Teacher, Science Scope, Science and Children Write their LC in manuscript form for publication in NSTA journals: The Science Teacher, Science Scope, Science and Children Currently have several teacher manuscripts in review and one already published by a teacher in Cohort I: Currently have several teacher manuscripts in review and one already published by a teacher in Cohort I: Wyant, M. (2011). Fun with a flume: Ideas for inquiry. Science Scope, 34,

Learning Cycle Rubric LEARNING CYCLEUNACCEPTABLEACCEPTABLETARGET TEACHER GUIDE I. Title PageContains minimal information to set up the context of the learning cycle. Shows little evidence of structure and organization for teaching this inquiry- based learning cycle. Contains relevant information that sets up the context of the learning cycle. Contains adequate structure and forethought into the organization, goals, and concept of this inquiry-based learning cycle. Connects the learning cycle to the science education standards. Contains relevant and detailed information that sets up the context of the learning cycle. Shows clear and careful forethought into the organization, objectives and concept of this inquiry-based learning cycle. Thoroughly connects the learning cycle to both state and national science education standards. II. LC PHASE I: EXPLORATION Exhibits little information, or unclear information on the Exploration Phase of the Learning Cycle. The exploration does not follow the philosophical underpinnings of the learning cycle, such as not providing opportunity for students to engage in direct experimentation with materials. Sequence of activities does not match the objectives and concept of the learning cycle. Exhibits adequate information that clearly leads teachers and students through the Exploration Phase of the Learning Cycle. The exploration follows the philosophical underpinnings of the learning cycle, providing opportunity for students to engage in direct experimentation with materials. Sequence of activities adequately matches the objectives and concept of the learning cycle. Exhibits highly explicit information on the Exploration Phase of the Learning Cycle, including drawings and procedures. The Exploration phase is a model of the philosophical underpinnings of the learning cycle, and provides extensive opportunity for students to engage in direct experimentation with materials. Sequence of activities clearly fulfills the objectives and concept of the learning cycle. III. LC PHASE II: CONCEPT INVENTION The Concept Invention does not contain relevant information or an adequately logical sequence of questions of activities that leads students who would be engaged in the learning cycle toward understanding the scientific concept. The guiding questions are unclear and/or irrelevant to the objectives and concept of the learning cycle. The format of the Concept Invention shows little to no understanding of the constructivist and inquiry- based philosophical underpinnings of the learning cycle. The Concept Invention contains relevant information and an adequately logical sequence of questions of activities that leads students who would be engaged in the learning cycle toward understanding the scientific concept. The guiding questions are clear and relevant to the objectives and concept of the learning cycle. The format of the Concept Invention shows an adequate understanding of the constructivist and inquiry-based philosophical underpinnings of the learning cycle. The Concept Invention contains highly relevant and logically sequenced information that leads students who would be engaged in the learning cycle toward understanding the scientific concept. The guiding questions are clear, articulately worded and highly relevant to the objectives and concept of the learning cycle. The format of the Concept Invention shows sound and thorough understanding of the constructivist and inquiry-based philosophical underpinnings of the learning cycle. IV. LC PHASE III: APPLICATION The Application does not provide adequate instructional activities that would lead students to expand and apply their understanding of the science concept. None of the Application activities relate the science concept to real-life experiences. The Application does not adequately relate to or achieve student learning of the objectives and concept of the learning cycle. The Application provides adequate instructional activities that would lead students to expand and apply their understanding of the science concept. At least one Application activity relates the science concept to real-life experiences. The Application adequately relates to and would achieve student learning of the objectives and concept of the learning cycle. The Application provides a wide variety of meaningful instructional activities that would lead students to expand upon and apply their understanding of the science concept. Several Application activities relate the science concept to real-life experiences. The Application uniquely and thoroughly relates to and would achieve student learning of the objectives and concept of the learning cycle. V. Authentic AssessmentFew to no assessments are planned for this learning cycle. Those assessments planned are more traditional in nature versus authentic/alternative and do not adequately measure student achievement of the objectives and understanding of the concept of this learning cycle. An acceptable number of assessments are planned for this learning cycle, which includes at least one assessment per LC phase (three total). Those assessments planned are authentic/alternative and adequately measure student achievement of the objectives and understanding of the concept of this learning cycle. A wide variety and number of assessments are planned for this learning cycle, which includes one or more assessment per LC phase. Those assessments planned are uniquely and creatively designed, are clearly authentic/alternative and will effectively measure student achievement of the objectives and understanding of the concept of this learning cycle. VI. ReferencesNo reference materials were cited in the development of the learning cycle. At least one reference was cited in the development of the learning cycle. APA format was used in the citations. At least three references were cited in the development of the learning cycle. APA format was used in the citations. STUDENT GUIDEThe Student Guide does not match the Teacher Guide of this learning cycle. The Student Guide adequately matches the teacher guide of this learning cycle and includes a relevant description of the procedures and sequence of questions for student response and data collection. The Student Guide closely matches the Teacher Guide of this learning cycle and includes a clear description of the procedures and sequence of questions for student response and data collection. The guide provides adequate opportunity for students to write, make drawings and diagrams, report mathematical data, and construct their conclusions and concepts learned in this learning cycle. - Cavallo (2009)

Inquiry Model Streamed Throughout the Program in Practice Second (follow up) course on Advanced Strategies in Science Education Second (follow up) course on Advanced Strategies in Science Education History, Philosophy and Diversity in Science Education History, Philosophy and Diversity in Science Education Science Content Courses Science Content Courses Master Teacher Model Master Teacher Model Research Courses in Science Education Research Courses in Science Education Capstone Research Capstone Research

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