1. SCIENCE AND ENGINEERING PRACTICES IN THE ELEMENTARY SCIENCE CLASSROOM Brenda Capobianco Todd Kelley Chell Nyquist

2. Mr. Kelley 9 years Avon Jr High School, NY Lincoln Jr/ Sr High School, IN Jackson Creek Middle School, IN

3. Chell Biomedical Engineer 6 yrs – Physical Properties 8 yrs – Finite Element Analysis 4.5 yrs – First Year Engineering Students

4. Miss Capo 13 years North Pole Middle School, AK Greenfield Middle School, MA Irving Robbins Middle School, CT

6. What is Scientific Inquiry? Scientific inquiry refers to: diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. 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 (NSES, 2002)

7. The Nature of Science (INDOE, 2010) Grades 5 and 6 1. Make predictions & formulate testable Qs 2. Plan & carry out investigations 3. Use tools and technologies 4. Use measurement skills 5. Test predictions with multiple tasks

8. The Nature of Science (INDOE, 2010) 6. Keep accurate records (notebooks) 7. Identify patterns, propose explanations 8. Compare results 9. Communicate findings using graphs, charts, maps & models

9. Essential Features of Classroom Inquiry (NRC, 1994) 1. Learner engages in scientifically oriented questions 2. Learner gives priority to evidence in responding to questions 3. Learner formulates explanations from evidence 4. Learner connects explanations to scientific knowledge 5. Learner communicates and justifies explanations

10. Continuum of Classroom Inquiry (NRC, 1994) What is the teacher doing during an inquiry lesson? What are students doing during an inquiry lesson? Less…………………..Learner Self-Direction……………..More More……..…Direction from Teacher or Material…………..Less

11. Engineering and Science Engineering is the process of designing the human-made world. Scientists ask questions about the world around us. Engineers modify the world to satisfy people’s needs and wants. Scientific knowledge informs engineering design, and many scientific advances would not be possible without technological tools developed by engineers.

12. Engineers… Develop plans and directions for how artifacts can be constructed Design processes Must take into account constraints

13. Conception 1: An engineer is a mechanic who fixes engines or drives cars and trucks. Capobianco, B. M., Diefes-Dux, H., Mena, I., & Weller, J. (2011). Elementary school children’s conceptions of an engineer. Journal of Engineering Education, 100(2), 304-328.

16. Conception 2: An engineer is a laborer who fixes, builds, or makes buildings, roads, and other objects.

18. Conception 3: An engineer is a technician who fixes electronics and computers.

19. Conception 4: An engineer is someone who designs.

20. What is the Engineering Design Process? Design is the approach engineers use to solve engineering problems—generally, to determine the best way to make a device or process that serves a particular purpose. Design is not a linear, step-by-step process

21. Essential Features of Design-Based Instruction (Capobianco, Nyquist, & Tyrie, 2013) 1. Client-driven and goal-oriented 2. Constraints 3. Authentic and has a social context 4. Use of materials, tools, and equipment that are familiar to students 5. Allows for many different possible solutions that require students to use evidence to explain their solutions 6. Solutions include either an artifact or process 7. Promotes student-centered, collaborative learning

22. Scientific Inquiry vs. Engineering Design Demands evidence Is a blend of logic and imagination Explains and predicts Tries to identify and avoid bias Is not authoritarian Is purposeful Is based on certain requirements Is systematic Is iterative Is creative Allows many possible solutions

23. Science and Engineering Practices (next adoption, Jan 2016) 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

24. IDENTIFY PROBLEM SHARE AND DEVELOP A PLAN CREATE AND TEST COMMUNICATE RESULTS IMPROVE AND RETEST SLED Model for Engineering Design

25. IDENTIFY PROBLEM SHARE AND DEVELOP A PLAN CREATE AND TEST COMMUNICATE RESULTS GATHER FEEDBACK IMPROVE AND RETEST What is the problem? What is the setting? Who is the user or client? What are the constraints? What are your ideas? What are others’ ideas? What materials will you need? What will your team measure? How might your scientific knowledge inform your design? How will your team create a prototype, model, or solution? Does your solution match the team’s plan? How will you record results from testing? What kinds of scientific concepts could explain your results? How did your model, prototype, or solution perform? What were your results? What feedback did your team receive? How will you use this feedback to inform your model or solution? What kinds of scientific concepts could explain your results? How will you improve your solution? What are the results from your retest? Which solution best addressed the problem?

26. Candy Bag