Goals
1.
2.
3.
4.
5.
To understand inquiry
To learn about inquiry-based science
To compare children’s science and
scientists’ science.
To compare two methods of teaching
science.
To improve the use of scientist notebooks
with FOSS/STC science modules
What is Inquiry in
Science?
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.
How did rocks come into
existence?
How did Pangaea form?
Grade 4 Kiernan student (F08)
Observed by Kaleigh Force
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 that the number of pendulum swings
in 15 seconds. What will happen if
I change the length of the line?
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.
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, see Carin et. al. text!
Science Process Skills
Asking Questions
Predicting
Hypothesizing
Planning Investigations
Inferring
Observing/Measuring
Classifying
Explaining
Communicating
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
Focus Question-FOSS Earth Materials “Mock Rocks”
How do geologists identify rocks?
Focus Question-FOSS Variables “Swingers”
What variables affect the movement of a pendulum?
What the Standards
Say About Inquiry
What Children Should Know
and Be Able to Do
See Content Standard A
What Teachers Should Know
and Be Able to Do
See Teaching Standard B
National Science Education Standards
Comparing
Children’s Science and
Scientists’ Science
Children
Only
Scientist
Only
BOTH
Same
Different
What the Standards Say
About Inquiry
"Scientific inquiry refers to the diverse ways in
which scientists study the natural world and
propose explanations based on the evidence
derived from their work.
Inquiry also 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."
Principles and Definitions
National Science Education Standards, p. 23
Comparing Two Effective Methods of
Teaching Science
1. Using FOSS/STC modules or other science
modules only
2. Modifying science modules with scientist
notebooks
Both methods are effective!
And, much more effective than teaching
science by ONLY lecturing, reading and
developing vocabulary without hands on.
Comparing the Method:
Modules Only and
Modules with Scientist Notebooks
Modules
Modules with
Notebooks
BOTH
Same
Different
Benefits of Using
Science Modules
1.
2.
3.
4.
5.
Inquiry-based learning
Hands on, multi-sensory approach
Learners construct ideas in a learning cycle Focus,
Explore, Reflect, Apply
Teachers scaffold thinking. Learners construct
knowledge from smaller ideas to larger ideas.
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
Benefits of Using Modules
with 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.
Improving science learning
with scientist notebooks
1.
The scientist notebook is a draft, not a final
product.
It’s a place where they do their scientific thinking.
2.
All learners can use scientist notebooks.
However, you need to modify the notebooks according to the
abilities of the learners.
3.
Make use of the notebook during each class.
Start the class by having students link to prior learning by
reviewing the previous entry.
4.
Use the scientist notebook approach some of the
time, NOT ALL of the time.
Vary your approach to teaching science.
Use the science module as prescribed some of the time.
5.
Learners do not need to write all of the components
in their notebook.
Facilitate some components as a “whole class” experience.
Modifying the Use of
Scientist Notebooks
1. Accommodate Diverse Learners
•
•
•
•
Grades K-2 learners can record Focus Question and
Data/Observation only.
Upper elementary SPED can record Focus Question
and Data/Observation only with some additional
modifications e.g., an adult serves as a “scribe.”
Use graphic images with science terms.
Use digital photography. Record observations and
have them explain what they see.
2. If Time is a Factor . . .
•
If time is a factor, the most important components for
learners to record in their notebooks is the Class
Focus Question, Prediction, and Data/Observations.
Modifying the Use of Scientist Notebooks
3.
Facilitate a component as a “whole class
experience” - discussion and recording.
For example: FOSS Variables “Swingers”
Claims and Evidence
• Introduce writing prompts:
•
I know this to be true. Here is the evidence…
• Facilitate a discussion using effective questioning
and recording on chart paper or Tablet PC.
•
•
What is true about the pendulum when you shorten the
line? What’s the evidence? Look at the Data/Observations.
Record on chart/Tablet PC
• If needed, guide the students’ thinking by offering
“CLOZE” statements.
• Claim: The longer line pendulum swings (more/fewer)
cycles than the 38 cm line.
• Evidence: I observed the 50 cm line swing ___ cycles.
Modifying the Use of Scientist Notebooks
4.
Guide thinking by suggesting writing prompts or
providing “CLOZE” statements.
For example, FOSS Earth Materials “Scratch Test”
Claims and Evidence:
Claim: Rock # _____ is the hardest of the four rocks.
Evidence: I observed that it can not scratch the _______ .
4.
If learners cannot achieve the criteria for a
component, provide feedback. Present examples
that achieve the criteria.
Predictions That Meet the Criteria.
(Improvement Needed: Include a reason when you predict.)
• I think Rock #3 is the hardest because it feels heaviest.
• I think Rock #1 is the softest because it feels the lightest.