1. Scientific Investigations Primer

2. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

3. 2 Min: Generate Pool of Aspects Think about characteristics of “science investigations” Write down each on a separate index card Write as many as come to mind – Think in terms of “nouns and verbs” that come to mind when you think of “science investigations” – Or use free association, write down whatever comes to mind (without editing)

4. Successful science investigation?

5. Traditional, structured, laboratory activities Inquiry-based science investigations Basis of learningBehavioristConstructivist Curricular goalsProduct-orientedProcess-oriented Role of studentsFollowing directionsProblem solver / arguer Student participationPassive / receptiveActive Student ownership of projectLowerHigher Student involvementLower responsibilityHigher responsibility Role of teacherDirector / transmitterGuide / facilitators Time requiredLowerHigher

6. Level of inquiryProblemsProceduresConclusions 0Given 1 Open 2GivenOpen 3 Aiming for level of inquiry 2 or 3

7. Open-inquiry investigations Problem is ill-defined Allows students to experience uncertainties and ambiguities when drawing conclusions Starts at current knowledge state of students Requires students talk to each other about their project work both during and after Offers opportunity for students to draw on expertise of others or suitable resource

8. What is a Scientific Investigation? Adapted from from The University of California Museum of Paleontology's Understanding Science

9. There isn’t a recipe for science! Science is a process! What do scientists do?

11. Science Investigations Grade BandState of Data UsedActions Taken in Investigation Elementary / Middle Already Synthesized Find published data that has already been interpreted and synthesized. Work to understand the data, results, and conclusions. Middle / HighStudent Generated Collect data personally. Work to interpret and synthesize the data. HighReal Time/Archived Find real time or archived data online. Work to interpret and synthesize the data.

12. Example 1 - Sharks Student question: Why are there more shark attacks in some places? Already Synthesized: research movement patterns of different species of sharks and relate that to shark attack occurrences Student Generated: N/A Real Time/Archived: access shark tagging data to look at patterns in tracks and research what is going on in the locations that sharks congregate (food, water conditions, shelter, etc.)

13. Example 2 – Oil spills & animals Student question: How do oil spills effect animals? Already Synthesized: research historical impacts to animals from large oil spills Student Generated: test different materials to remove oil from feathers and/or fur Real Time/Archived: access qualitative or quantitative data from past oil spills on the impacts to animals to analyze for patterns

14. Example 3 – Dolphin packs Student question: Why do dolphins swim in packs? Already Synthesized: research current understanding of why dolphins swim in packs and present research from different theories Student Generated: run a simulation of different theories of why dolphins swim in packs to determine success and shortcomings of each Real Time/Archived: access qualitative or quantitative data on dolphin behavior in packs

15. Checklist & Revisions (your investigation design)  Variables are clearly defined.  The number of variables is limited to 1-2 to change and 1-2 to measure the resulting change.  If applicable, there are treatment and control groups.  Variables that will be held constant or accounted for not being able to hold constant are highlighted.  The method for data collection and how measurements will be taken is clearly explained.  The frequency of data collection and recording is clearly explained.  The data collected will provide an answer to the testable question.  The tools, equipment, and methods used to collect the data are clearly explained.  The way the data is collected will enable appropriate data interpretation for the testable question to be answered.  The investigation will last long enough to collect enough data to answer the testable question.  Data table is organized to encourage inspection of the raw data for patterns and trends while it is being collected.

16. How did it go? Thoughts? Comments? Reflections?

17. Case Studies

18. 1.Review the 2 case studies 2.Evaluate the proposals using the checklist and focusing on the following: Is there a testable question? Will the investigation design help to answer the testable question? 3.Brainstorm how can you support your students in developing investigations and/or avoid making similar mistakes 4.Share your findings with your partner

19. Group Brainstorm Student pitfallsWays to help?

20. Additional Pitfalls and Suggestions?

21. Mini Proposal – Chapter 7