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Welcome to the World. WHAT DOES “SCIENCE” MEAN*? “knowledge attained through study or...
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Transcript of Welcome to the World. WHAT DOES “SCIENCE” MEAN*? “knowledge attained through study or...
Welcome to the
World
WHAT DOES “SCIENCE” MEAN*?
• “knowledge attained through study or practice”
• "knowledge covering general truths of the operation of general laws, esp. as obtained and tested through scientific method [and] concerned with the physical world"
*Webster's New Collegiate Dictionary
“science” from "scientia," meaning knowledge
Items Impacted by and that Impact the Natural World
• World-Wide Challenges
• Maintenance of Homeland Security
• Maintaining America’s Ability to Compete
• Development of Critical Consumers of Information
• Compete in Workforce & Make Meaningful Contributions to Society
• Good and Ethical Decision Makers
The State of Science: why things aren’t improving…
Critical
miscalculations Sc
ient
ific
frau
d
Ignoring the
importance of the
scientific method
Critical th
inking
not used in
decision-making
Inability to successfully communicate
Lack of attention to detail
Lack
of w
omen
scie
ntis
ts
“Is America Flunking Science?”
February 13, 2006
TIME Magazine Cover story:
• Science role models most students know best are their science teachers
• Science teachers who are both passionate and prepared are scarce
Business, Higher Ed Leaders Urge ScienceEd Reforms -NSTA Reports: March/April 2005, Vol. 16, No. 5
“Mathematics and science education in this country is [sic=are] falling short of what is required to keep America productive, stable, and secure.”
“It’s not a matter of whether students earn As” OR,
The State of Science Education: What is lacking?
student interest
science literacy
critical
thin
king
availability of inquiry-based curricula
integration of technology in science
integration of science disciplines
active learning
ethics
adequate communication skills
gender equity
relevance to
student’s
life
•Low Quality Science Errors
The Results:
•Unethical Science Fraud
If it’s Broken, Fix It!
But, how?
But How?
RIP~ing Sciencein Kaimuki Complex
@
Research Findings on What Makes Children Learn:
Relevant
Of Interest
Student of Hawaiian descent presenting her inquiry on Kava Kava
Mesmerized by the life cycle of
a butterfly
When Information is…
InterestInterest & &
MotivatMotivatee
the K-the K-12 12
LearnerLearner
Why Inquiry-Why Inquiry-Based Based
Instruction Instruction WorksWorks
RIP~ing Away Barriers to Learning:
What’s Missing?
INQUIRY-BASED CURRICULA*
PRACTICE*
CONFIDENCE** For Teachers and Students
So What Can Teachers Do?
• Attend and provide professional development experiences aligned with the HCPS-III and the NSES
• Use varied background materials (textbooks, articles, WWW, and professionals) as support for content
• Develop your own inquiry-based curricula using the standards as a guide for important concepts and processes
Research Findings on PDResearch Findings on PD
80 hours of professional development in the 80 hours of professional development in the previous year that teachers reported using previous year that teachers reported using inquiry-based practices significantly more inquiry-based practices significantly more frequently than teachers with fewer hours. frequently than teachers with fewer hours. ----Supovitz and Turner (2000)Supovitz and Turner (2000)
creating an “investigative classroom culture,” creating an “investigative classroom culture,” substantive change occurs mainly after 160 substantive change occurs mainly after 160 hours of PD.hours of PD. -- --Supovitz and Turner (2000)Supovitz and Turner (2000)..
the more time spent on PD, the more coherent the more time spent on PD, the more coherent teacher instruction relative to national teacher instruction relative to national mathematics or science standards.mathematics or science standards. -- --(Boyd, Banilower, (Boyd, Banilower, Pasley & Weiss, 2003)Pasley & Weiss, 2003)..
Inquiry-Based Teacher Seminars and Workshops
Understanding and Evaluating Data
Most of the public and many scientists do not know whether to conclude that these
averages are the same or different!
0
20
40
60
80
100
Girls Boys
AverageHeight
Somewhat Confident
0
3
6
9
Mea
n (+
SE
M)
Co
nfi
den
ceS
core
Workshop Assessment
*
***
Not at all Confident
Confident
Very Confident
Confidence in Using Scientific Inquiry in InstructionElementary Teachers (N=9)
RIP PD-Assess: Honolulu District - 2003
Post-implem.Pre-implem. Post-follow-up
One-way repeated measures ANOVA: F(2,16) = 18.08, p<0.001 *significantly different from Pre-
implementation mean;** significantly different from Post-follow-up mean
Somewhat Confident
0
3
6
9
Mea
n (
+S
EM
)C
on
fid
ence
Sco
re
Workshop Assessment
**
Not at all Confident
Confidence in Accurately Addressing the Scientific Inquiry Benchmarks
Secondary Teachers (N=8)
RIP PD-Assessment: Honolulu District Implementation -2002
Post-implem.Pre-implem. Post-follow-up
One-way repeated measures ANOVA: F(2,14) = 11.79, p<0.001 *significantly different from Pre -
implementation mean
Very Confident
Confident
Somewhat Confident
0
3
6
9
Mea
n C
on
fid
ence
Sco
re(+
SE
M)
Workshop Assessment
**
Not at all Confident
Confident
Very Confident
Confidence in Ability to Address ScienceContent Standards in the Classroom
K-12 Teachers (N=25)
RIP PD-Assessment: Honolulu District Implementation- 2003
Post-implem.Pre-implem. Post-follow-up
One-way repeated measures ANOVA: F(2,32) = 9.36, p<0.001 *significantly different from Pre-implementation mean
*
0
3
6
9
Pre Post
Mea
n (+
SE
M)
Co
nfi
den
ce
PD Assessment
Not at all Confident
Confident
Very Confident
Somewhat Confident
Mean Post-assessment value is significantly different from mean Pre-assessment value[t (13) = -4.52, p<0.001].
RIP PD-Assessment: U. of Hawaii-2002
Confidence in Ability to Use Statistics to Describe Data
Secondary Teachers (N=14)
*
*
Confidence in Ability to Address Data Analysis Science Content Standards in the Classroom
* significantly different from mean Pre-assessment score [ t (13) = -3.45, p=0.004].
0
3
6
9
Pre Post
Mea
n C
on
fid
ence
Sco
re(+
SE
M)
Assessment
*
Not at all Confident
Confident
Very Confident
Somewhat Confident
RIP & Data Analysis for Scientific Inquiry PD - Assessment: U. of HI - 2003
Secondary Teachers (N=14)
Let’s Let’s
RIP!RIP!
Professional DevelopmentFrom Workshop… to Classroom
Why don’t most
students learn to love
science?
What Are Your What Are Your Observations?Observations?
. .
MAKING OBSERVATIONS
Involves the five (5) senses Objective vs. Subjective Triggers the question that drives the Research Investigation Process
© 2004 ANOVA Science Education
Application in the ClassroomApplication in the Classroom
Second Graders
Assessment
Mea
n In
qu
iry
Kn
ow
led
ge
Sco
re
(±S
tan
dar
d E
rro
r o
f th
e M
ean
)
0
2
4
6
8
10
Pre Post
Assessment
Mea
n In
qu
iry
Kn
ow
led
ge
Sco
re
(±S
tan
dar
d E
rro
r o
f th
e M
ean
)
0
2
4
6
8
10
Pre Post
0
2
4
6
8
10
Pre Post
*
* Post-assessment mean is statistically different from Pre-assessment mean,
t(16) = -3.63, p = 0.002
RIP Student Workshop-Moanalua Elementary School-2002
Demonstrated Knowledge: Scientific Inquiry
N = 17
Second Graders
Assessment
Mea
n In
qu
iry
Kn
ow
led
ge
Sco
re
(±S
tan
dar
d E
rro
r o
f th
e M
ean
)
0
2
4
6
8
10
Pre Post
0
2
4
6
8
10
Pre Post
N = 18*
* Post-assessment mean is statistically different from Pre-assessment mean, t(17) = -3.00, p = 0.008
RIP Student Workshop-Makakilo Elementary School-2003
Demonstrated Knowledge: Scientific Inquiry
High School Students
*
Assessment
M
ea
n K
no
wle
dg
e S
co
re
(± S
tan
dar
d E
rro
r o
f th
e M
ea
n)
* Statistically different from Pre-Assessment mean, t(19) = -8.72, p = 0.001;
t(30) = -9.70, p < 0.001, respectively
Demonstrated Knowledge: Scientific Inquiry
*
School-wide RIP implementation-Hawaii charter school-2004
0
4
8
12
16
Pre Post Pre Post
Special Ed.(N=20)
Regular Ed.(N=31)
*
High School Students
Assessment
M
ea
n C
on
fid
en
ce
Sc
ore
(± S
tan
dar
d E
rro
r o
f th
e M
ea
n)
Post-Assessment mean is statistically different from Pre-Assessment mean, t(19) = -2.32, p = 0.031; t(30) = -3.19, p < 0.003, respectively
Student Confidence: Learning Science Through Inquiry
**
Not at all confident
Confident
Somewhat confident
School-wide RIP implementation-Hawaii charter school-2004
*
0
1
2
3
4
5
6
Pre Post Pre Post
Special Ed.(N=20)
Regular Ed.(N=31)
Impact on CollegeAcademy Adv. Sci. & Tech.
1994 - 2000
n=40 RIP Students
n=18 non-RIP Students
College acceptances pertotal applications(proportion)
Acceptances at top 4 college choices (proportion)
College acceptances offering at least 1 merit/research scholarship
*
*
*
M
ean
(± S
EM
)
M
ean
(± S
EM
)
M
ean
(± S
EM
)
t(56)=3.41, p= 0.001 *
t(56)=2.57, p= 0.01 *
t(56)=3.39, p=0.001 *
0
0.2
0.4
0.6
0.8
1
non-RIP
RIP
0
0.2
0.4
0.6
0.8
1
non-RIP
RIP
0
0.2
0.4
0.6
0.8
1
Non-RIP
RIP
Impact on Graduate School/CareerAcademy Adv. Sci. & Tech.
1994 - 2000
n=40 RIP Students
n=18 non-RIP Students
Students who pursuedscience as career at any time since H.S. graduation
Science majoras undergraduate
Number of students in science careers or science graduate programs
*
*
*
%
of
Tot
al
2 (1)=6.40, p= 0.01 *
*
* 2 (1)=9.71, p= 0.002
2 (1)=7.47, p= 0.006
%
of
Tot
al
%
of
Tot
al
0
20
40
60
80
100
Non-RIP
RIP0
20
40
60
80
100
non-RIP
RIP
0
20
40
60
80
100
non-RIP
RIP
Impact on Graduate School/Career (Continued)
0
20
40
60
80
100
non-RIP RIP
% o
f T
ota
l
Assessment
Academy Adv. Sci. & Tech.
1994 VS 2000
n=32 RIP Students
n=14 non-RIP Students
College Graduates Attending or Graduated from Post-Graduate Institutions
* 2 (1)=8.25, p= 0.004
*
GGeneral eneral LLearner earner OOutcomesutcomes
Ability to be responsible for one's own learningAbility to be responsible for one's own learning
Understanding that it is essential for human beings to Understanding that it is essential for human beings to work togetherwork together
Ability to be involved in complex thinking and problem Ability to be involved in complex thinking and problem solvingsolving
Ability to recognize and produce quality performance and Ability to recognize and produce quality performance and quality productsquality products
Ability to communicate effectively with a variety of Ability to communicate effectively with a variety of audiences for a variety of purposesaudiences for a variety of purposes
Ability to use a variety of technologies effectivelyAbility to use a variety of technologies effectivelyand ethicallyand ethically
Hawaii State Dept. of Education
Natural Sciences: a partial listingBiologyAnatomy Astrobiology Biochemistry Bioinformatics Biophysics Botany Cell biology Developmental biology Ecology Entomology Epidemiology Evolution (Evolutionary
biology) Freshwater Biology Genetics Immunology Marine biology Microbiology Molecular Biology Morphology Neuroscience Physical anthropologyPhysiology
Earth ScienceEnvironmental Science Geodesy Geography Geology Hydrology Meteorology Oceanography Paleontology Seismology
ChemistryAnalytical chemistry Biochemistry Computational
chemistry Electrochemistry Inorganic chemistry Materials science Organic chemistry Polymer chemistry Physical chemistry Quantum chemistry Spectroscopy Stereochemistry Thermochemistry
PhysicsAcoustics Astrodynamics Astronomy Astrophysics Biophysics Classical mechanics Computational physics Condensed matter physics Cryogenics Dynamics Fluid dynamics High Energy Physics Materials physics Mechanics Nuclear physics Optics Particle physics Plasma physics Polymer physics Quantum mechanics Solid State physics Thermodynamics
Population dynamics Structural biology Taxonomy Toxicology Virology Zoology
Social Sciences: Human behavior and society