Scientific Investigations Primer. Asking questions (for science) and defining problems (for...
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Transcript of Scientific Investigations Primer. Asking questions (for science) and defining problems (for...
Scientific Investigations Primer
Asking questions (for science) and defining
problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for
science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating
information
2 Min: Generate Pool of Aspects
• Think about characteristics of “science investigations”
• Write down each on a separate index card• Write as many as come to mind – Think in terms of “nouns and verbs” that come to
mind when you think of “science investigations”– Or use free association, write down whatever
comes to mind (without editing)
Successful science investigation?
Traditional, structured, laboratory activities
Inquiry-based science investigations
Basis of learning Behaviorist Constructivist
Curricular goals Product-oriented Process-oriented
Role of students Following directions Problem solver / arguer
Student participation Passive / receptive Active
Student ownership of project Lower Higher
Student involvement Lower responsibility Higher responsibility
Role of teacher Director / transmitter Guide / facilitators
Time required Lower Higher
Level of inquiry Problems Procedures Conclusions
0 Given Given Given
1 Given Given Open
2 Given Open Open
3 Open Open Open
Aiming for level of inquiry 2 or 3
Open-inquiry investigations
• Problem is ill-defined• Allows students to experience uncertainties
and ambiguities when drawing conclusions• Starts at current knowledge state of students• Requires students talk to each other about
their project work both during and after• Offers opportunity for students to draw on
expertise of others or suitable resource
What is a Scientific Investigation?
Adapted from from The University of California Museum of Paleontology's Understanding Science
There isn’t a recipe for science!
Science is a process!
What do scientists do?
Science InvestigationsGrade Band State of Data Used Actions Taken in Investigation
Elementary / Middle Already Synthesized
•Find published data that has already been interpreted and synthesized.
•Work to understand the data, results, and conclusions.
Middle / High Student Generated•Collect data personally.
•Work to interpret and synthesize the data.
High Real Time/Archived•Find real time or archived data online.
•Work to interpret and synthesize the data.
Example 1 - Sharks
Student question: Why are there more shark attacks in some places?
• Already Synthesized: research movement patterns of different species of sharks and relate that to shark attack occurrences
• Student Generated: N/A• Real Time/Archived: access shark tagging data to look at
patterns in tracks and research what is going on in the locations that sharks congregate (food, water conditions, shelter, etc.)
Example 2 – Oil spills & animals
Student question: How do oil spills effect animals?
• Already Synthesized: research historical impacts to animals from large oil spills
• Student Generated: test different materials to remove oil from feathers and/or fur
• Real Time/Archived: access qualitative or quantitative data from past oil spills on the impacts to animals to analyze for patterns
Example 3 – Dolphin packs
Student question: Why do dolphins swim in packs?
• Already Synthesized: research current understanding of why dolphins swim in packs and present research from different theories
• Student Generated: run a simulation of different theories of why dolphins swim in packs to determine success and shortcomings of each
• Real Time/Archived: access qualitative or quantitative data on dolphin behavior in packs
Checklist & Revisions(your investigation design)
Variables are clearly defined. The number of variables is limited to 1-2 to change and 1-2 to measure the
resulting change. If applicable, there are treatment and control groups. Variables that will be held constant or accounted for not being able to hold
constant are highlighted. The method for data collection and how measurements will be taken is clearly
explained. The frequency of data collection and recording is clearly explained. The data collected will provide an answer to the testable question. The tools, equipment, and methods used to collect the data are clearly explained. The way the data is collected will enable appropriate data interpretation for the
testable question to be answered. The investigation will last long enough to collect enough data to answer the
testable question. Data table is organized to encourage inspection of the raw data for patterns and
trends while it is being collected.
How did it go?
Thoughts? Comments? Reflections?
Case Studies
1. Review the 2 case studies2. Evaluate the proposals using the
checklist and focusing on the following:• Is there a testable question?• Will the investigation design help to
answer the testable question? 3. Brainstorm how can you support your
students in developing investigations and/or avoid making similar mistakes
4. Share your findings with your partner
Group BrainstormStudent pitfalls Ways to help?
Additional Pitfalls and Suggestions?
Mini Proposal – Chapter 7