1. What is Inquiry in Science?

2. Goals 1. To understand nature of science as inquiry 2. To learn about inquiry as a model of teaching 3. To compare inquiry science and hands on science. 4. To compare teaching science using science kits and using kits with scientist notebooks. 5. To understand the different types of inquiry.

3. Inquiry in Science Inquiry is a way of investigating. Inquiry is driven by curiosity, a desire for knowledge, and a sense of wonder about the natural world. I wonder how big, heavy boats float. How does a submarine change its depth?

4. Inquiry in Science Inquiry often begins with a question, problem, an informal exploration or observation. What will happen if….? How does it work? I’ve observed plants grow in soil. But, will plants grow in liquids?

5. Inquiry in Science Inquiry is a way of getting at the truth. Inquiry is a way of getting at what’s real about the natural world and how it works. *Truth in science consists of facts, concepts, and theories about the natural world.

6. Inquiry in Science Getting at the truth requires... -a systematic use of interrelated scientific thinking processes* -collecting evidence using one’s senses -the scientific attitude of using evidence to explain* * For a list of scientific thinking process and attitudes, go to WebCT Class Handouts and URLs- >Developing a Philosophy and download Nature of Science (DOC)

7. What the Standards Say About Inquiry “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science." Teaching Standard A National Science Education Standards, p. 31 Teaching Standard A Teaching Standard A National Science Education Standards, p. 31.

8. Link to National Science Teaching Standards STANDARD A: Teachers of science plan an inquiry- based science program for their students. National Science Education Standards http://www.nap.edu/readingroom/books/nses/html/3.html

9. Link to National Science Teaching Standards STANDARD B:Teachers of science guide and facilitate learning. In doing this, teachers... Focus and support inquiries while interacting with students. Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science. http://www.nap.edu/readingroom/books/nses/html/3.html

10. Rhode Island Beginning Teacher Standards Standard 5: Critical Thinking and Problem-Solving Teachers -Engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence. (5.4)

11. Compare: Inquiry and Hands-on Science SameDifferent Inquiry Hands on BOTH

12. Inquiry and Hands-on Science  Inquiry is the preferred model of teaching.  Hands on is the preferred approach to learning.  When teachers apply the inquiry model, they select different approaches: Hands-on, multi-sensory (manipulating materials; using more than one sense) Pictorial (viewing images) Symbolic (reading text)

13. Inquiry Model of Teaching 1. Inquiry teaching is a central feature of the national science standards. 2. Science teaching should include a wide spectrum of approaches to learning science. 3. Inquiry is one approach to teaching. All hands on is not inquiry. Not all inquiry is hands on. Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry. In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdfhttp://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

14. Inquiry model of teaching is a way of 1. Developing facts, concepts, and generalizations. 2. Applying inter-related science process skills while developing science ideas. 3. Solving problems and answering questions. 4. Developing curiosity, understanding the natural world, and solving problems. Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry. In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdfhttp://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

15. Two Effective Methods of Teaching Science Using an Inquiry Model 1. Using FOSS modules or other science modules only 2. Modifying science modules by using scientist notebooks Both methods are effective! And, much more effective than teaching science by ONLY lecturing, reading and developing vocabulary without hands on.

16. Comparing the Method: Modules Only and Modules with Scientist Notebooks SameDifferent Modules Modules with Notebooks BOTH

17. Benefits of Using Science Modules 1. Inquiry-based learning 2. Hands on, multi-sensory approach 3. Teachers scaffold thinking. Learners construct knowledge from smaller ideas to larger ideas. 4. Easier for beginning teachers to use. Lessons and materials are prepared and ”ready to go.” Excellent assessments Able to integrate reading and extend learning using FOSS Science Stories

18. Benefits of Using Modules and Scientist Notebooks 1. Notebooks serve two purposes: Historical account of investigations. A place where learners think scientifically. A source of assessment information 2. Learners learn more about science as inquiry. It’s more authentic. Learners think like scientists think. Learners apply more of the interrelated science process skills while investigating 3. Learners improve their ability to communicate scientifically. They write, draw, graph, and chart.

19. Is All Inquiry Teaching the Same? Is Inquiry Teaching the Only Approach for Teaching Science?

20. Types of Inquiry Scientists investigate in different ways when inquiring.

21. Comparing Types: UV Light Investigation TYPEFOCUS QUESTION Describing Collect numerical data and/or observations How do UV beads respond to sunlight? Classifying Sort or group observations. What are the different types of light energy? Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled. What happens if you put UV beads in zipper bags and cover each bag with sun block with different SPF?

22. Comparing Types: Electric Circuits TYPEFOCUS QUESTION Describing Collect numerical data and/or observations How do make a bulb light and not light using a battery, bulb, and wire? Classifying Sort or group observations. How do you classify electric circuits? Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled. What happens if we add several batteries to the circuit?

23. DESCRIBING Investigations Identify What to Observe. Develop an Observation Guide that anticipates what can be observed using multiple senses Develop a Data Organizer that facilitates easy comparison of different observations. Bulb LightsBulb Does Not Light

24. CLASSIFYING Investigations Identify criteria for comparison be observed using multiple senses. Develop a Data Organizer that facilitates easy comparison of different observations. CriteriaOpenClosed Critical Contact Points Loop Bulb Lights?

25. CONTROLLED EXPERIMENTING Investigations Identify Variables. Type of VariableExample Manipulated what to change Batteries Responding what to observe Bulb Lights/Does not Light Controlled what to keep the same Wire, bulb

26. INQUIRY CONTINUUM From teacher controlled to student controlled What Can Be Controlled? Topic Questions Materials Procedures/Design Results/Analysis Conclusions

27. Where on the continuum would you place the learning from science modules?

28. National Science Education Standards advocates “student directed research” as an expectation for science teaching and learning.

29. Inquiry Learning Is Not Chaotic. 1. Inquiry learning is carefully orchestrated. It is planned. It’s purposeful. 2. Inquiry is defined by the amount of flexibility a teacher allows for controlling what and how students learn. 3. As teachers gain an understanding of inquiry, they can become more flexible in what they control. Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry. In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdfhttp://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

30. Another Example of an Inquiry Learning Experience

31. RI GSEs in Science 5-8 Assessment Targets PS1 (5-8) INQ-1 Investigate the relationships among mass, volume and density. PS1 (5-8) INQ+POC –2 Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, compare, or classify different substances.

33. Set up your Notebook Go to next blank page. Add today’s date. Add title to Table of Contents: The Cartesian Diver

34. Establish Set: Engaging Scenario

35. Focus Question In your own words, what question are you trying to answer? Use How or What as a starter word.

36. Class Focus Question How do scuba divers sink or float?

37. Prediction I think this will happen when I squeeze the bottle….because…..

38. Planning Glue “Planning/Procedure sheet into notebook. Gather materials: 2-liter plastic bottle with cap, water in bottle, and eye dropper Set up data organizer. Gently squeeze the sides of the plastic soda bottle. Notice what happens. Squeeze and release the bottle several times and notice what happens. Draw and write what you observe in data organizer.

39. Observation Guide List things you might observe: 1. 2. 3. 4. 5.

40. Set up a Data Organizer Eye Dropper Sinks Eye Dropper Does Not Sink Draw bottle dropper and write what you observe.

41. CONTENT BLAST! The Cartesian diver demonstrates not only buoyancy, but the implications of the ideal gas law and Pascal's principle as well. buoyancyideal gas lawPascal's principle Source: http://hyperphysics.phy- astr.gsu.edu/hbase/pbuoy3m.html#c1 Source: http://hyperphysics.phy- astr.gsu.edu/hbase/pbuoy3m.html#c1

42. CONTENT BLAST! Scuba divers control their buoyancy in water. Divers use a weight belt and a buoyancy compensator.

43. ClaimEvidence The object (dropper) sinkswhen ……….. The object (dropper) doesn’t sinkwhen……… CLAIMS AND EVIDENCE Restate your focus question as a statement. Restate your prediction.

44. Conclusion Read your prediction. Will you prove or disprove your prediction? Write a conclusion by revising or restating your prediction. What did you learn? I used to think (prediction), Now I think...

45. Next Step - New Questions I would like to find out …. I would like to investigate…