Welcome to the World. WHAT DOES “SCIENCE” MEAN*? “knowledge attained through study or practice” "knowledge covering general truths of the operation of

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

**


Confidence in Accurately Addressing the Scientific Inquiry Benchmarks

Secondary Teachers (N=8)

RIP PD-Assessment: Honolulu District Implementation -2002


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

**


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


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


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


*

*

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

*


Confident

Very Confident

Somewhat Confident

RIP & Data Analysis for Scientific Inquiry PD - Assessment: U. of HI - 2003


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


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


*

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


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


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

Documents

Welcome to the World. WHAT DOES “SCIENCE” MEAN*? “knowledge attained through study or practice” "knowledge covering general truths of the operation of