1. Scientific Inquiry 13 February, 2009

2. Scientific Inquiry What is it? - Your definition - NSTA Position Statement - Other internet resources

3. Scientific Inquiry Characteristics Asking & identifying questions Designing & conducting investigations Using appropriate technology & tools Formulating & revising explanations/models Analyzing alternative explanations/models Communicating results Generating new questions From National Science Education Standards

4. Scientific Inquiry Table 2-5. Essential Features of Classroom Inquiry Learners are engaged by scientifically oriented questions. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions. Learners formulate explanations from evidence to address scientifically oriented questions. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding Learners communicate and justify their proposed explanations. From National Science Education Standards (Ch. 2 p. 25)

5. Levels of Scientific Inquiry Confirmation/Verification - students confirm a principle through a prescribed activity when the results are known in advance. Structured Inquiry - students investigate a teacher- presented question through a prescribed procedure. Guided Inquiry - students investigate a teacher- presented question using student designed/selected procedures. Open Inquiry - students investigate topic-related questions that are student formulated through student designed/selected procedures. From: http://edweb.sdsu.edu/wip/four_levels.htmhttp://edweb.sdsu.edu/wip/four_levels.htm

6. Levels of Scientific Inquiry What is given to the learner? Level of InquiryProblem?Procedure?Solution? Confirmation – 0 Structured – 1  Guided – 2   Open - 3    Herron, M.D. (1971). The nature of scientific enquiry. School Review, 79(2), 171- 212.

7. Table 2-6. Essential Features of Classroom Inquiry and Their Variations Essential FeatureVariations 1. Learner engages in scientifically oriented questions Learner poses a questionLearner selects among questions, poses new questions Learner sharpens or clarifies question provided by teacher, materials, or other source Learner engages in question provided by teacher, materials, or other source 2. Learner gives priority to evidence in responding to questions Learner determines what constitutes evidence and collects it Learner directed to collect certain data Learner given data and asked to analyze Learner given data and told how to analyze 3. Learner formulate explanations from evidence Learner formulates explanation after summarizing evidence Learner guided in process of formulating explanations from evidence Learner given possible ways to use evidence to formulate explanation Learner provided with evidence and how to use evidence to formulate explanation 4. Learner connects explanations to scientific knowledge Learner independently examines other resources and forms the links to explanations Learner directed toward areas and sources of scientific knowledge Learner given possible connections 5. Learner communicates and justifies explanations Learner forms reasonable and logical argument to communicate explanations Learner coached in development of communication Learner provided broad guidelines to use sharpen communication Learner given steps and procedures for communication

8. Inquiry - Applications Investigate resources Online Print Lesson Plans

9. Inquiry, Objectives, & Questions Costa’s Levels of Inquiry Bloom’s Taxonomy of Questions LevelQuestion Type 3Experience-based 2Implicit 1Explicit

10. Extensions How might you modify these lesson plans to make them: Structured inquiry? Guided inquiry? Open inquiry?