A. Erzberger, April, 2003A. Erzberger, April, 2003

Inquiry & Scientific Research

A. Erzberger, April, 2003A. Erzberger, April, 2003

• What is inquiry?

• How does QuarkNet connect research to classroom science?

• How do YOU connect research to classroom science?

Inquiry & Scientific Research

A. Erzberger, April, 2003A. Erzberger, April, 2003

Research in physics educationis changing how science is taught.

Research in Education

A. Erzberger, April, 2003A. Erzberger, April, 2003

• Science is for all students.

• Learning science is an active process.

• School science reflects the practice of science.

• Improving science education is part

of systemic education reform.

National Science Education Standards

A. Erzberger, April, 2003A. Erzberger, April, 2003

• Teaching

• Professional Development

• Assessment

• Content

• Program

• System

All Facets Are Involved:

A. Erzberger, April, 2003A. Erzberger, April, 2003

LESS emphasis on:• treating students as a whole.

MORE emphasis on:• individual interests, strengths, needs.

Changing Emphasis:

A. Erzberger, April, 2003A. Erzberger, April, 2003

Changing Emphasis:

LESS• rigidly following curriculum

MORE• selecting and adapting curriculum

A. Erzberger, April, 2003A. Erzberger, April, 2003

Changing Emphasis:

LESS• focusing on student acquisition of information.

MORE• understanding and use of sc. knowledge, ideas, & inquiry processes

A. Erzberger, April, 2003A. Erzberger, April, 2003

Changing Emphasis:

LESS• lecture, text, and demos.

MORE• active, extended scientific inquiry

A. Erzberger, April, 2003A. Erzberger, April, 2003

LESS• recitation of acquired knowledge.

MORE• scientific discussion & debate.

Changing Emphasis:

A. Erzberger, April, 2003A. Erzberger, April, 2003

Changing Emphasis:

LESS• testing for facts at end of unit.

MORE• continuously assessing.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Changing Emphasis:

LESS• teacher responsible for learning.

MORE• students sharing responsibility for learning.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Changing Emphasis:

LESS• competition for grades.

MORE• cooperation, shared responsibility, respect.

A. Erzberger, April, 2003A. Erzberger, April, 2003

LESS MORE

A. Erzberger, April, 2003A. Erzberger, April, 2003

Professional Development

LESS• learning science by lecture and reading.

MORE• learning science through investigations.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Professional Development

LESS• separation of scientific and teaching knowledge.

MORE• integration of scientific & teaching knowledge.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Professional Development

LESS• teacher as technician.

MORE• teacher as intelligent, reflective practitioner.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Professional Development

LESS• teacher as individual in classroom.

MORE• teacher as member of collegial professional community.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Content

LESS• emphasis on knowing scientific facts.

MORE• understanding scientific concepts and developing inquiry abilities.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Content

LESS• on covering many topics.

MORE• studying a few fundamental concepts.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Content

LESS• separating scientific knowledge and scientific process.

MORE• integrating all aspects of scientific content.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Inquiry

What is INQUIRY?

A. Erzberger, April, 2003A. Erzberger, April, 2003

Inquiry

Curiosity is the centerpiece of inquiry.

We all start our lives as inquirers.

The action of seeking . . . of asking . . .

A. Erzberger, April, 2003A. Erzberger, April, 2003

Inquiry

… is a way of thinking, of processing, of operating in the world.

. . .is bounded by repeatability of results, by self-consistency . . .

A. Erzberger, April, 2003A. Erzberger, April, 2003

Scientific Inquiry …

• is concerned with content as well as process.

• is learning to ask good questions as much as getting good answers.

• occurs within the framework of previous knowledge.

• is concerned with gathering of evidence.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Scientific Inquiry …

• is personally-driven.

• is developed in scientists through mentoring over long periods of time.

• involves the skills of:• directed observations• problem solving• analysis• experimentation

A. Erzberger, April, 2003A. Erzberger, April, 2003

Teachers Guide Inquiry

• Teachers shift attitude, not the curriculum.

• Teachers actively practice inquiry process, too.

• Teachers are sages - facilitators, but not “on stage”.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Doing Science!

Science is what students do,

NOT what is done to them.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Students …

… experience inquiry and construct knowledge:

• NOT lists of facts and formula to memorize.

• NOT limited to theory - must allow multiple results(Not found in most labs!)

• NOT all hands-on. They use many resources.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Promoting Student Inquiry

Students:• investigate and analyze science questions.

• use process skills in the context of investigation.

• do longer investigations.

• design the investigations.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Students:• use evidence for revising

explanations.

• use science as argument and explanation.

• communicate scientific explanations.

Promoting Student Inquiry

A. Erzberger, April, 2003A. Erzberger, April, 2003

Inquiry and QuarkNet

Inquiry in the science classroom should mirror as closely as possible

the doing of real science.

A. Erzberger, April, 2003A. Erzberger, April, 2003

Inquiry and QuarkNet

QuarkNet teachers will do real science with you.

QuarkNet students will learn by using inquiry

that models real science.