Science as InquiryScience as Inquiry

Jessica Davis, Los Angeles Big Picture Jessica Davis, Los Angeles Big Picture High SchoolHigh School

jdavis@bigpicturela.orgjdavis@bigpicturela.org

National Science National Science StandardsStandards

What is Science as Inquiry?What is Science as Inquiry?

-Understanding scientific concepts and -Understanding scientific concepts and developing developing abilities of inquiryabilities of inquiry

-Learning subject matter disciplines in the -Learning subject matter disciplines in the context of context of inquiryinquiry, technology, , technology, science in personal and science in personal and social social perspectivesperspectives, and history and nature of science., and history and nature of science.

--Investigations Investigations over extended periods of time.over extended periods of time.

-Using -Using multiple process skillsmultiple process skills—manipulation, cognitive, —manipulation, cognitive, procedural.procedural.

-Using -Using evidence evidence and strategies for and strategies for developing or developing or revising an explanation.revising an explanation.

-Groups of students often -Groups of students often analyzing analyzing and and synthesizing synthesizing data after data after defending defending conclusionsconclusions

National Standards National Standards Cont.Cont.Students Will:Students Will:

--Identify Identify questions and concepts that guide questions and concepts that guide scientific investigations. scientific investigations.

--Design Design and and conduct conduct scientific investigations. scientific investigations.

-Use technology and mathematics to -Use technology and mathematics to improve improve investigations and communications. investigations and communications.

--Formulate Formulate and and revise revise scientific explanations scientific explanations and models using logic and evidence. and models using logic and evidence.

--Recognize Recognize and and analyze analyze alternative explanations alternative explanations and models. and models.

--Communicate Communicate and and defend defend a scientific argument. a scientific argument.

CA Science CA Science StandardsStandards--Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful

questions and conducting careful investigations. questions and conducting careful investigations.

-Select and use appropriate tools and technology to -Select and use appropriate tools and technology to perform experimentsperform experiments..

--Identify Identify and and communicate communicate sources of error. sources of error.

--Identify Identify possible reasons for inconsistent results.possible reasons for inconsistent results.

--Formulate explanations Formulate explanations by using logic and by using logic and evidence. evidence.

--Solve Solve scientific problems using math.scientific problems using math.

--Distinguish Distinguish between hypothesis and theory.between hypothesis and theory.

-Read and -Read and interpret interpret maps. maps.

CA Standards CA Standards ContinuedContinuedInvestigate Investigate a science-based societal issue.a science-based societal issue.

--Recognize Recognize the usefulness and limitations of models the usefulness and limitations of models and theories.and theories.

--Analyze Analyze locations, sequences, or time intervals.locations, sequences, or time intervals.

--Recognize Recognize the issues of statistical variability and the the issues of statistical variability and the need for controlled tests. need for controlled tests.

--Recognize Recognize the cumulative nature of scientific evidence. the cumulative nature of scientific evidence.

--Analyze Analyze situations and solve problems that require situations and solve problems that require combining and applying concepts from more than combining and applying concepts from more than one area of science. one area of science.

--Know Know that when an observation does not agree with an that when an observation does not agree with an accepted scientific theory, the observation is accepted scientific theory, the observation is sometimes mistaken or fraudulent sometimes mistaken or fraudulent

WHAT DID ALL WHAT DID ALL OF THOSE OF THOSE STANDARDS STANDARDS LOOK A LOT LOOK A LOT LIKE?LIKE?

Empirical Empirical Reasoning!Reasoning!

This goal is to think like a This goal is to think like a scientist: to use empirical scientist: to use empirical evidence and a logical evidence and a logical process to make decisions process to make decisions and to evaluate hypotheses. and to evaluate hypotheses. It does not reflect specific It does not reflect specific science content material, science content material, but instead can incorporate but instead can incorporate ideas from physics to ideas from physics to sociology to art theory.sociology to art theory.

What idea do I want to What idea do I want to testtest? ? (essential question)(essential question)

What has other What has other research research shown?shown?

What is my What is my hypothesishypothesis? How ? How can I can I test test it?it?

What information (What information (datadata) do I ) do I need to need to collectcollect??

How will I How will I collect collect the the information?information?

What will I use as a What will I use as a control control in my research?in my research?

How good is my How good is my information?information?

What are the What are the results results of of my research?my research?

What What error error do I have?do I have?

What What conclusions conclusions can I can I draw from my research?draw from my research?

How will I How will I present present my my results?results?

At heart, science is inquiry-At heart, science is inquiry-basedbased

Inquiry=projectsInquiry=projects

And (in my opinion) Empirical And (in my opinion) Empirical Reasoning is the cornerstone Reasoning is the cornerstone of a good projectof a good project

THEREFORE! Science THEREFORE! Science isis project-basedproject-based

Components of ER Components of ER Project WorkProject WorkEssential Questions and HypothesesEssential Questions and Hypotheses

Clear and Accessible Data Collection MethodsClear and Accessible Data Collection Methods

Consistent InvestigationsConsistent Investigations

Tie-ins Across Curriculum/ContentTie-ins Across Curriculum/Content

Analyze Data and Compare to Other Analyze Data and Compare to Other ResearchResearch

Look for Experimental ErrorLook for Experimental Error

Draw Conclusions & Create Final Products Draw Conclusions & Create Final Products (Clear outcomes)(Clear outcomes)

Present Your Results: Lab Reports, Present Your Results: Lab Reports, Presentations, etc.Presentations, etc.

How I Incorporate How I Incorporate ER in My Science ER in My Science

ClassesClassesLong-term Class ProjectsLong-term Class Projects

Short-term Class ProjectsShort-term Class Projects

Long-term Individual Student-Long-term Individual Student-lead Projectslead Projects

Created a course for 9Created a course for 9thth Graders Graders that was an Introduction to that was an Introduction to Empirical Reasoning ClassEmpirical Reasoning Class

The Smog Lab: The Smog Lab: Long Term Class Long Term Class

ProjectProjectEssential Questions:Essential Questions:Is there a correlation between smog in LA and Is there a correlation between smog in LA and infrastructure?infrastructure?

How can we measure air pollution?How can we measure air pollution?

How does smog affect us physiologically?How does smog affect us physiologically?

How can we decrease the effects of smog in our own How can we decrease the effects of smog in our own homes?homes?

Data Collection/Investigation:Data Collection/Investigation:Smog tests in many areas over a variety of weeks.Smog tests in many areas over a variety of weeks.

Textbook and online researchTextbook and online research

Final ProductsFinal ProductsCreation of a website, products determined by studentsCreation of a website, products determined by students

Smog Lab Smog Lab ContinuedContinued

Science Content: Science Content: Ecology (biogeochemical cycles), Physiology Ecology (biogeochemical cycles), Physiology (respiratory system), Cell Biology (respiratory system), Cell Biology (Photosynthesis), Investigation and (Photosynthesis), Investigation and ExperimentationExperimentation

Cross-Curricular: Cross-Curricular: History/Social Reasoning: research the History/Social Reasoning: research the connection between Industrialization and connection between Industrialization and the rise of smogthe rise of smog

Government: involve students in the process Government: involve students in the process for legislation regarding air pollutionfor legislation regarding air pollution

Communication/English: Write lab reports, Communication/English: Write lab reports, publish websitepublish website

The Radish Lab: The Radish Lab: Short-ish Class Short-ish Class

ProjectProjectEssential Questions:Essential Questions:How do different environmental factors affect How do different environmental factors affect the growth of plants?the growth of plants?

How can human actions affect the living world?How can human actions affect the living world?

Data Collection/Investigation:Data Collection/Investigation:

Test a variety of conditions for growth of radishes, Test a variety of conditions for growth of radishes, compare to control radishescompare to control radishes

Final ProductsFinal ProductsCharts, lab reportsCharts, lab reports

Intro to ER Class: Intro to ER Class: 99thth Grade Grade

A Scientific Investigation Course A Scientific Investigation Course (Introduction to ER) that will include (Introduction to ER) that will include basic scientific concepts and tie into basic scientific concepts and tie into the 9the 9thth Grade Health Class. Grade Health Class.

Run by the Advisors, supported by the Run by the Advisors, supported by the ER Specialist.ER Specialist.

Mini-labs to introduce ERMini-labs to introduce ER

Tie-in with Advisory Projects Tie-in with Advisory Projects

Mini ER Projects with Health ClassMini ER Projects with Health Class

Independent Elective Independent Elective CoursesCourses

Students with related LTIs could attain Students with related LTIs could attain credit for an elective course (Marine credit for an elective course (Marine Biology, Environmental Chemistry, Biology, Environmental Chemistry, Veterinary Science, Food Science, Veterinary Science, Food Science, etc.), but need to work closely with etc.), but need to work closely with mentors and an ER person.mentors and an ER person.

In these situations, courses must be In these situations, courses must be developed with clear outcomes along developed with clear outcomes along with mentors in a scientific field.with mentors in a scientific field.

Individual Individual Student ProjectsStudent Projects20% of their grade for the course 20% of their grade for the course comes from ER Integration in their comes from ER Integration in their projectsprojects

Student designedStudent designed

Supported by both the Advisor and Supported by both the Advisor and the Science Teacher/ER Specialistthe Science Teacher/ER Specialist

Usually one semester/trimester in Usually one semester/trimester in lengthlength

QR/ER Proposal at QR/ER Proposal at BPFTABPFTAWHAT THE STUDENTS SHOULD PROPOSE WHAT THE STUDENTS SHOULD PROPOSE

BEFOREBEFORE THE PROJECT BEGINS:THE PROJECT BEGINS:

Essential Question/GoalEssential Question/Goal

HypothesisHypothesis

Procedures/Testing Methods: Procedures/Testing Methods:

Calculations/Data/Observations:Calculations/Data/Observations:

Presenting ResultsPresenting Results

Classes the work will count towardClasses the work will count toward

TimelineTimeline

After research is After research is completed…completed…

Results and Analysis: Results and Analysis: Was the goal met? Was the goal met? Was the hypothesis correct? Why or why Was the hypothesis correct? Why or why not? What does this show and why does it not? What does this show and why does it matter? A clear discussion.matter? A clear discussion.

Errors: Errors: What errors or mistakes happened What errors or mistakes happened that affected the test or calculations?that affected the test or calculations?

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Final Product Creation:Final Product Creation: Create final products Create final products involving/meeting all previous components.involving/meeting all previous components.

Assessment: ER Assessment: ER RubricRubric

PlanningPlanningThe project includes multiple essential The project includes multiple essential questions that share common themes questions that share common themes and hypotheses.and hypotheses.

Hypotheses and social or experimental Hypotheses and social or experimental tests are well developed and clear.tests are well developed and clear.

Background research is thorough, Background research is thorough, documented, and connected to essential documented, and connected to essential questions.questions.

Controls are identified and will Controls are identified and will accurately complement the experiment. accurately complement the experiment.

TestingTesting

Data collected through testing Data collected through testing is organized, clear, and is organized, clear, and responds to a hypothesis.responds to a hypothesis.

Methods for collecting data are Methods for collecting data are pre-planned, organized, and pre-planned, organized, and consistent. consistent.

AnalysisAnalysisA discussion of how the student is A discussion of how the student is confident of the quality of their information confident of the quality of their information is clear and accurate.is clear and accurate.

Results of research have been analyzed Results of research have been analyzed clearly and concisely state whether and clearly and concisely state whether and how essential questions have been how essential questions have been answered.answered.

Potential error in testing is clearly Potential error in testing is clearly explained, as well as the effects on the explained, as well as the effects on the experiment. experiment.