The Inquiry Based Science Teaching and Learning Framework
description
Transcript of The Inquiry Based Science Teaching and Learning Framework
SUPPORTING INQUIRY BASED TEACHING & LEARNING
The Inquiry Based Science Teaching and Learning
Framework
www.discoversensors.ie
SUPPORTING INQUIRY BASED TEACHING & LEARNING
What is the Learning Framework?
The Discover Sensors framework has been developed by a group of Discover Sensor facilitators and teachers working with Irish education consultants and academics.The DS Framework is designed to be used when planning the teaching of a topic or a theme on the syllabus. This is referred to as a 'learning activity'.
SUPPORTING INQUIRY BASED TEACHING & LEARNING
What it looks like
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Getting started
When preparing your activity, refer to the syllabus for the appropriate learning outcome.
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Student Cohort
Recommended SequenceStudent Cohort– Be clear on your target audience
What prior knowledge is required?– Allows you to gauge the level of the activity– Avoids misconceptions
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Stimulus to Engage
Something to focus student’s attention, stimulate wonder, and access prior knowledge.
DemonstrationSlide/PhotographReadingVideo ClipStoryBrainstorming
http://www.sportsscientists.com/2009/08/analysis-of-bolts-958-wr.htmlhttp://www.youtube.com/watch?v=pkkAcGtjoew
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Science Questions
Attention Focusing: Have you seen? Do you notice? Have you seen this before?Why did this happen?
Measuring & Counting: How many? How long
Comparison: (for sharper observation):
In how many ways are the seeds alike and how do they differ?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Science Questions
Observation:Why---------------?Why ------------------?What is the difference between the -----?
Investigation: What happens if…you do------…you
Problem-posing (more sophisticated, follows exploration & understanding)
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes
content knowledge process skills
following a logical pattern of questioningdecision-making that enables evidence to be gatheredlogical thinking and problem solvingappreciate the importance of using a fair testappreciate the significance of making and recording measurements and observations accuratelyactivities are basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicatingbe able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner (pp. 11-12)
NCCA Key Skills
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes
Content Knowledge
FactsLawsPropertiesDefinitionsFormulae
recall
carry out tests
describeinterpret
compare
identify
investigate
know
understand
demonstrate
explain
distinguish
name
draw
prepare
list select
consider
discuss
state
SUPPORTING INQUIRY BASED TEACHING & LEARNING
www.wordle.net
SUPPORTING INQUIRY BASED TEACHING & LEARNING
following a logical pattern of questioningdecision-making that enables evidence to be gatheredlogical thinking and problem solvingappreciate the importance of using a fair testappreciate the significance of making and recording measurements and observations accuratelyactivities basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicatingbe able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner
Junior Science Syllabus (pp. 11-12)
Learning Outcomes - Process
SUPPORTING INQUIRY BASED TEACHING & LEARNING
NCCA Key Skills
SUPPORTING INQUIRY BASED TEACHING & LEARNING
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Understanding - What the Teacher Does
Creates interest
Asks open-ended questions:
- Why do you think...? - What evidence do you have? - What do you know about…? - How would you explain…?- Assessment Booklets
Uses ‘wait time’ Encourages cooperative groupsVaries the method of response -‘no hands up’, mini white boards, etc.Responds with comments rather than marks and grades
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Questions
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Develop the activity
Arising from the probing questions for understanding
What if-----there was sugar, not salt, in the water
Is there any industry, factory ,etc. that could use this information?
What would happen if?Has this a practical application?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Reflection
How many of the outcomes were achieved?Why were certain outcomes not reached/achieved?Was I over/under ambitious?How was my ‘stimulus to engage’ received?Did the topic suit the student cohort?Were the initial science questions helpful?Did my questions probe the students’ understanding What do I need to change for next time?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Resources and ICT
Internet resourcesCD/DVD materialDatalogging and sensorsOther related investigationsCWBSciFestBTYSTwww.discoversensors.ie
SUPPORTING INQUIRY BASED TEACHING & LEARNING
References
Black Box -– Dylan Wiliam, Paul Black. Also Christine Harrison from the Black Box series for Science AfL research. All KCLMary Budd Rowe - ‘Think Time’ and ‘Wait Time’ (average = 0.9s), she sat in many classrooms with a stopwatch. Ruth Butler 1988 - comment only marking as opposed to grades (or both) raised students scores – this is the original study quoted by Wiliam.John Hattie 2010 – formative feedback is the greatest influence on raising attainment (beats class size, student teacher relationship and every other factor).Stuart Naylor and Brenda Keogh( York) – Concept CartoonsDavid Johnson and Roger Johnson - cooperative learning improves student engagement, motivation and attainment.