1. Powerful Science Practices Monica Hartman, PhD St. Clair County RESA Administrators’ Retreat June 21, 2005

2. Essential Features of Classroom Inquiry Learner engages in scientifically oriented questions Learner engages in scientifically oriented questions Learner gives priority to evidence in responding to questions. Learner gives priority to evidence in responding to questions. Learner formulates explanations from evidence. Learner formulates explanations from evidence. Learner connects explanations to scientific knowledge Learner connects explanations to scientific knowledge Learner communicates and justifies explanations Learner communicates and justifies explanations

3. Teaching and Learning Standards Higher-Order Thinking Higher-Order Thinking Deep Knowledge Deep Knowledge Substantive Conversation Substantive Conversation Connections to the World Beyond the Classroom Connections to the World Beyond the Classroom

4. Science Talk Gallas argues that “the kinds of talk and thinking that children engage in when studying science naturally parallel what both practicing scientists and historians of science report” Gallas argues that “the kinds of talk and thinking that children engage in when studying science naturally parallel what both practicing scientists and historians of science report” (Gallas, 1995, p. 13)

5. Theoretical Perspectives Cognitive Apprenticeship Model Cognitive Apprenticeship Model Deliberately bring thinking to the surface, to make it visible Deliberately bring thinking to the surface, to make it visible (Collins, Brown, Holum, 1991)

6. Theoretical Perspectives Collaborative classrooms create multiple zones of proximal development. (Vygotsky, 1978) Collaborative classrooms create multiple zones of proximal development. (Vygotsky, 1978) The cognitive load is spread among members enabling a higher level of achievement than would otherwise be possible. (Wood, Bruner, & Ross, 1976) The cognitive load is spread among members enabling a higher level of achievement than would otherwise be possible. (Wood, Bruner, & Ross, 1976)

7. Theoretical Perspectives Conceptual change is more likely to occur in environments that encourage questioning, evaluating and criticizing, and where dissatisfaction with the existing state of knowledge exists. (Brown & Palincsar, 1989) Conceptual change is more likely to occur in environments that encourage questioning, evaluating and criticizing, and where dissatisfaction with the existing state of knowledge exists. (Brown & Palincsar, 1989)

8. Benefits of Science Talks Creates a community of learners Creates a community of learners Provides an environment that enables student inquiry and learning Provides an environment that enables student inquiry and learning Gives teachers opportunities for formative assessment Gives teachers opportunities for formative assessment

9. Context of this Science Talk 5 th grade science classroom 5 th grade science classroom Small suburban district outside major city Small suburban district outside major city Mostly white, some Arabic and African American students Mostly white, some Arabic and African American students 35% receive free or reduced lunch 35% receive free or reduced lunch

10. Research Question How does student understanding of condensation develop during a science talk? How does student understanding of condensation develop during a science talk?

11. Question for Students Where does the water on the outside of container filled with ice come from? Where does the water on the outside of container filled with ice come from?

12. Condensation Science Talk

13. Using a Pivotal Case I expected students to say that the water came from inside the container when the ice melted. I colored the water blue before freezing. I expected students to say that the water came from inside the container when the ice melted. I colored the water blue before freezing.

14. Students’ Ideas The outside is kind of frozen a little bit…so the outside of it kind of melts a little bit. The outside is kind of frozen a little bit…so the outside of it kind of melts a little bit. There’s ice inside and it’s cold and the air from the outside gets on it and it gets wet. There’s ice inside and it’s cold and the air from the outside gets on it and it gets wet. Ice melts to make water Ice melts to make water

15. Students’ Ideas It’s coming from the ice because the heat is melting the ice. It’s coming from the ice because the heat is melting the ice. Ice is melting and turning to water. Ice is melting and turning to water. Maybe air pressure or Maybe air pressure or It gets out, out of the seal…when you put pressure on top of it.. It will start like deforming, I think the word is, and then it just goes over to most of the sides when you press in the middle… It gets out, out of the seal…when you put pressure on top of it.. It will start like deforming, I think the word is, and then it just goes over to most of the sides when you press in the middle…

16. Students’ Ideas I agree with pressure, but it’s sort of the heat that’s making it, because the heat hits the container, it makes it get warmer and the ice melts. I agree with pressure, but it’s sort of the heat that’s making it, because the heat hits the container, it makes it get warmer and the ice melts. From the frost outside From the frost outside Ice melts and makes water. Ice melts and makes water. Several others agree Several others agree

17. Turning points? The water doesn’t come from the inside because it can’t come out. The water doesn’t come from the inside because it can’t come out. I tried something right now. I wiped the water on the bottom and then it comes back every time. I tried something right now. I wiped the water on the bottom and then it comes back every time. Connecting to past experiences with water bottle – “moisture on the outside and air would make it more water”. Connecting to past experiences with water bottle – “moisture on the outside and air would make it more water”.

18. Students’ Ideas Continue I think it’s water vapor. The water comes out of it and gets on the outside. I don’t know. I think it’s water vapor. The water comes out of it and gets on the outside. I don’t know. It’s so hot around the container it starts to sweat with a whole bunch of water coming out of the inside. It’s so hot around the container it starts to sweat with a whole bunch of water coming out of the inside.

19. My Pivotal Case If the ice is blue and you look inside and see the water that had melted, do you see that the water is blue? If the ice is blue and you look inside and see the water that had melted, do you see that the water is blue? If the water we see outside the container is not blue, but we think it is coming from inside the container, why isn’t it blue? If the water we see outside the container is not blue, but we think it is coming from inside the container, why isn’t it blue?

20. Students’ Ideas It’s like what it does on winter days on the window, where it comes from the inside and you can write on it or like on the bus It’s like what it does on winter days on the window, where it comes from the inside and you can write on it or like on the bus

21. Do they have it? When you take it out of the freezer and it gets kind of watery on the outside, but you don’t see it the same color because it’s like water that, water from.. When you take it out of the freezer and it gets kind of watery on the outside, but you don’t see it the same color because it’s like water that, water from.. Teacher: Water from where? Teacher: Water from where? Moisture in the air Moisture in the air Several agree Several agree

22. Or Not? It’s coming from the ice It’s coming from the ice It makes like sweat or water It makes like sweat or water The water comes from the cooler. The ice in the cooler that’s melting gets on the container. The water comes from the cooler. The ice in the cooler that’s melting gets on the container. Maybe there’s ice on the container you can’t see. Maybe there’s ice on the container you can’t see.

23. Developing ideas Air comes out. You see some air come out of the freezer and that’s evaporation. Air comes out. You see some air come out of the freezer and that’s evaporation. I think water is coming from the air because when you take it out of the freezer, you get hot air from the house and stuff and that’s where it is from. I think water is coming from the air because when you take it out of the freezer, you get hot air from the house and stuff and that’s where it is from. Visible air that you can see goes on the container. The evaporated water gets on the sides..when the air hits the thing…I don’t know how to put it, the outside part gets wet somehow. Visible air that you can see goes on the container. The evaporated water gets on the sides..when the air hits the thing…I don’t know how to put it, the outside part gets wet somehow.

24. Constructing new understandings based on prior ideas I was looking at my water bottle. I’m feeling it and looking around. Then I realize that when the heat hits the ice water, it makes something…it might make something like you get in the car all the time. Like when the heat and the cold mix, it hits the window and it makes…The heat from the car hits the car window from the inside and the cold hits the car from the outside. I was looking at my water bottle. I’m feeling it and looking around. Then I realize that when the heat hits the ice water, it makes something…it might make something like you get in the car all the time. Like when the heat and the cold mix, it hits the window and it makes…The heat from the car hits the car window from the inside and the cold hits the car from the outside.

25. Conclusion Students’ ideas about condensation developed during the science talk. Students’ ideas about condensation developed during the science talk. The pivotal case was helpful, but some students offered pivotal cases of their own. The pivotal case was helpful, but some students offered pivotal cases of their own. The science talk engaged the students and prepared them for the lessons that followed. The science talk engaged the students and prepared them for the lessons that followed.

26. Implication for Instruction Science talks helps teachers find out what students are thinking. Science talks helps teachers find out what students are thinking. Students formed new ideas from listening to others. Students formed new ideas from listening to others.

27. A Closing Thought Exploring ideas can only be to the good, even if it takes time. Wrong ideas, moreover, can only be productive. Any wrong idea that is corrected provides far more depth than if one never had a wrong idea to begin with. Exploring ideas can only be to the good, even if it takes time. Wrong ideas, moreover, can only be productive. Any wrong idea that is corrected provides far more depth than if one never had a wrong idea to begin with. (Duckworth, 1996, p.71) (Duckworth, 1996, p.71)

29. Making Thinking Visible What are Kevin’s ideas about the sand on the beach? What are Kevin’s ideas about the sand on the beach? How do they change? How do they change?