1. On Inquiry Teaching

2. 2009: YEAR OF SCIENCE

3. Remember the context: What is the purpose of science education?  Science literacy  Science Appreciation  Citizen Formation Desired outcomes: knowledge, attitudes, skills, and values

4. A bit of wisdom… “What we want is to see the child in pursuit of knowledge, and not knowledge in the pursuit of the child.” – George Bernard Shaw

5. Arkansas Science Framework 2005

6. a constructivist perspective

7. inquiry in teaching science “Inquiry... refers to the 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.” National Science Education Standards

9. www.materialsworldmodules.org/ levels of inquiry teaching

10. inquiry teaching spectruminquiry teaching spectrum tiee.ecoed.net/teach/ teach_glossary.html

11. inquiry question starters   What will happen if I...  What are the effects of...  Will it... if I do...  How will... affect...  How many...  How much...  How does it... (any sense except taste)   What will happen if I...  What are the effects of...  Will it... if I do...  How will... affect...  How many...  How much...  How does it... (any sense except taste)

12. questions that can be answered by investigating  What will happen if I …  Will it…  How much …  What are the effects of…on…  I wonder...  What will happen if I …  Will it…  How much …  What are the effects of…on…  I wonder...

13. the fatal pedagogical error? “…to throw answers like stones at the heads of those who have not yet asked the questions.” - Paul Tillich

14. inquiry uses diverse teaching strategies… “hands-on” lessons literacy links using non- fiction trades “writing-to-learn” activities using “S-T-S” issues community-connections “place-based learning” “problem-based learning” “hands-on” lessons literacy links using non- fiction trades “writing-to-learn” activities using “S-T-S” issues community-connections “place-based learning” “problem-based learning”

15. Complementary teaching strategies  responsive questioning, prompting  modeling, thinking aloud  scaffolding  anticipating misconceptions and difficult areas  weaning - giving increasing responsibility  embedding assessment  responsive questioning, prompting  modeling, thinking aloud  scaffolding  anticipating misconceptions and difficult areas  weaning - giving increasing responsibility  embedding assessment

16. “uncookbooking” science activities “uncookbooking” science activities Decide task or goal for students to accomplish Focus their attention on a problem and to encourage creative thinking in solving it. Provide only essential procedures Let students tussle with it for awhile but give some help in terms of possibilities if they get frustrated. Use small, cooperative groups Ideas for possible procedures can be shared and discussed. Be sure one member doesn’t monopolize. Provide ideas and list potential resources for use in investigating Resist saying how investigation should be carried out It will provide opportunities for reflection and deliberation and help to develop investigative skills. Add some meaningful questions at the end Don’t stress getting the “right” answer; emphasize analyzing why procedures were used, why hypotheses were tested, why certain conclusions were drawn., to have them think about their work, the decisions they made, the possible faulty pathways they took. Decide task or goal for students to accomplish Focus their attention on a problem and to encourage creative thinking in solving it. Provide only essential procedures Let students tussle with it for awhile but give some help in terms of possibilities if they get frustrated. Use small, cooperative groups Ideas for possible procedures can be shared and discussed. Be sure one member doesn’t monopolize. Provide ideas and list potential resources for use in investigating Resist saying how investigation should be carried out It will provide opportunities for reflection and deliberation and help to develop investigative skills. Add some meaningful questions at the end Don’t stress getting the “right” answer; emphasize analyzing why procedures were used, why hypotheses were tested, why certain conclusions were drawn., to have them think about their work, the decisions they made, the possible faulty pathways they took.

17. Teaching the nature of science

18. obstacles to inquiry teaching  inquiry teaching often takes longer than direct instruction, therefore makes it difficult to “cover” all topics in typically overstuffed textbooks  high-stakes test pressure limits teacher creativity and initiative in planning  “covering” everything emphasizes facts, the lowest level of intellectual aspiration  The need to cover it all has led to fewer hands-on activities & field trips  inquiry teaching often takes longer than direct instruction, therefore makes it difficult to “cover” all topics in typically overstuffed textbooks  high-stakes test pressure limits teacher creativity and initiative in planning  “covering” everything emphasizes facts, the lowest level of intellectual aspiration  The need to cover it all has led to fewer hands-on activities & field trips

19. curriculum resources for inquiry  trade books  parents & community  local natural areas  museums, science centers, zoos, aquaria, botanic gardens, parks, etc.  the Internet  measuring devices  commercial kits  trade books  parents & community  local natural areas  museums, science centers, zoos, aquaria, botanic gardens, parks, etc.  the Internet  measuring devices  commercial kits

20. inquiry planning tool: the learning cycle

21. “Education is not filling a bucket but lighting a fire.” – William Butler Yeats (1865-1939 ) “Education is not filling a bucket but lighting a fire.” – William Butler Yeats (1865-1939 ) final thought…