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Inquiryintro
- 1. Elementary Science Methods - WK1 Introduction
- 6. Yeah, but… … what about standards… … and testing?
- 7. Woo hoo! Inquiry Rocks!!!!
- 8. Process and Outcome Two cohorts of 7th and 8th graders that participated in the [ science inquiry ] project units are compared with the remainder of the district population, using results from the high-stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum... The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. Science Inquiry Works. Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., Clay-Clayton, J. (2008). Standardized Test Outcome for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. Journal of Research in Science Teaching. v45 n8 p922-939 Science Inquiry --------------- Outcome
- 13. Frayer Model Science Definition Characteristics Non- Examples Examples
- 14. http://www.flickr.com/photos/horroriswonderful/ The Mysterious Death Of Mr. Pheoc
- 15. http://www.flickr.com/photos/horroriswonderful/ The Mysterious Death Of Mr. Pheoc Data Claim Evidence Reasoning Modeling Science
- 17. Modeling Science Science Inquiry?
- 18. Process and Outcome Process --- Outcome The Essential Features of Science Inquiry Adapted from the National Research Council. (2000). Inquiry and the National Science Education Standards. Washington D.C.: National Academy Press Science Inquiry --------------- Outcome
- 19. Process and Outcome Lear Process --- Outcome The Essential Features of Science Inquiry Adapted from the National Research Council. (2000). Inquiry and the National Science Education Standards. Washington D.C.: National Academy Press Learner is Active! Science Inquiry --------------- Outcome
- 20. Process and Outcome Process --- Outcome The Essential Features of Science Inquiry Adapted from the National Research Council. (2000). Inquiry and the National Science Education Standards. Washington D.C.: National Academy Press Evidence-based Explanations. Questions Science Inquiry --------------- Outcome
- 21. Process and Outcome Process --- Outcome The Essential Features of Science Inquiry Adapted from the National Research Council. (2000). Inquiry and the National Science Education Standards. Washington D.C.: National Academy Press Evidence-based Explanations. Questions Science Inquiry --------------- Outcome
- 22. A Scientific Explanation Makes Sense of Data Science Inquiry --------------- Outcome
- 24. Process and Outcome Process --- Outcome Evidence-based Explanations What is happening? Source Flickr: Orange 42 http://www.flickr.com/photos/fake_eyes/342753239/ Science Inquiry --------------- Outcome
- 25. An Explanation with Evidence but little Reasoning ! Science Inquiry --------------- Outcome
- 26. Process and Outcome Evidence-based Explanations String Theory Science Inquiry --------------- Outcome
- 27. Process and Outcome Evidence-based Explanations Fortune Fish Science Inquiry --------------- Outcome
- 28. Evidence-based Explanations What is your… … Question? … Explanation? … Evidence? … Reasoning? Science Inquiry
- 29. Process and Outcome Elementary Science Methods http://uwosciencemethods.pbworks.com/
Notas del editor
- http://www.flickr.com/photos/misplacedpom/2762273463/ 365.61 by misplacedpom. A blank autorad, a sure fire way to ruin the day. My face doesn't really show it but I am so pissed right now, science has far too few eureka moments and far too many "WTF, I'm a dumbass" moments. And I hate using freaking radioactivity, especially when at the end of it my sample isn't freaking radioactive! I put myself at risk for mutant babies* and I don't even get a single tiny band on my autorad?! Bollocks. For FGR: Aren't we all nerds? ETA: Did you all hear that? The echoing sound of my forehead slap as I realised my mistake? I have to do a little experiment to figure out whether I'm right or not but hottdamnit, I'm dumb sometimes. http://www.flickr.com/photos/misplacedpom/2762273463/ *Not really, all necessary precautions were taken to prevent any future X-men-like offspring.
- http://www.flickr.com/photos/misplacedpom/2762273463/ 365.61 by misplacedpom. A blank autorad, a sure fire way to ruin the day. My face doesn't really show it but I am so pissed right now, science has far too few eureka moments and far too many "WTF, I'm a dumbass" moments. And I hate using freaking radioactivity, especially when at the end of it my sample isn't freaking radioactive! I put myself at risk for mutant babies* and I don't even get a single tiny band on my autorad?! Bollocks. For FGR: Aren't we all nerds? ETA: Did you all hear that? The echoing sound of my forehead slap as I realised my mistake? I have to do a little experiment to figure out whether I'm right or not but hottdamnit, I'm dumb sometimes. http://www.flickr.com/photos/misplacedpom/2762273463/ *Not really, all necessary precautions were taken to prevent any future X-men-like offspring.
- http://www.flickr.com/photos/misplacedpom/2762273463/ 365.61 by misplacedpom. A blank autorad, a sure fire way to ruin the day. My face doesn't really show it but I am so pissed right now, science has far too few eureka moments and far too many "WTF, I'm a dumbass" moments. And I hate using freaking radioactivity, especially when at the end of it my sample isn't freaking radioactive! I put myself at risk for mutant babies* and I don't even get a single tiny band on my autorad?! Bollocks. For FGR: Aren't we all nerds? ETA: Did you all hear that? The echoing sound of my forehead slap as I realised my mistake? I have to do a little experiment to figure out whether I'm right or not but hottdamnit, I'm dumb sometimes. http://www.flickr.com/photos/misplacedpom/2762273463/ *Not really, all necessary precautions were taken to prevent any future X-men-like offspring.
- http://www.flickr.com/photos/misplacedpom/2762273463/ 365.61 by misplacedpom. A blank autorad, a sure fire way to ruin the day. My face doesn't really show it but I am so pissed right now, science has far too few eureka moments and far too many "WTF, I'm a dumbass" moments. And I hate using freaking radioactivity, especially when at the end of it my sample isn't freaking radioactive! I put myself at risk for mutant babies* and I don't even get a single tiny band on my autorad?! Bollocks. For FGR: Aren't we all nerds? ETA: Did you all hear that? The echoing sound of my forehead slap as I realised my mistake? I have to do a little experiment to figure out whether I'm right or not but hottdamnit, I'm dumb sometimes. http://www.flickr.com/photos/misplacedpom/2762273463/ *Not really, all necessary precautions were taken to prevent any future X-men-like offspring.
- http://www.flickr.com/photos/misplacedpom/2762273463/ 365.61 by misplacedpom. A blank autorad, a sure fire way to ruin the day. My face doesn't really show it but I am so pissed right now, science has far too few eureka moments and far too many "WTF, I'm a dumbass" moments. And I hate using freaking radioactivity, especially when at the end of it my sample isn't freaking radioactive! I put myself at risk for mutant babies* and I don't even get a single tiny band on my autorad?! Bollocks. For FGR: Aren't we all nerds? ETA: Did you all hear that? The echoing sound of my forehead slap as I realised my mistake? I have to do a little experiment to figure out whether I'm right or not but hottdamnit, I'm dumb sometimes. http://www.flickr.com/photos/misplacedpom/2762273463/ *Not really, all necessary precautions were taken to prevent any future X-men-like offspring.
- Explanations are rarely a part of classroom practice (Kuhn, 1993; Newton, Driver & Osborne 1999). Students have difficulty using appropriate evidence (Sandoval & Reiser, 1997) and including the backing for why they chose the evidence (Bell & Linn, 2000) in their written explanations. During classroom discourse, discussions tend to be dominated by claims with little backing to support their claims (Jiménez-Aleixandre, Rodríguez & Duschl, 2000).
- Explanations are rarely a part of classroom practice (Kuhn, 1993; Newton, Driver & Osborne 1999). Students have difficulty using appropriate evidence (Sandoval & Reiser, 1997) and including the backing for why they chose the evidence (Bell & Linn, 2000) in their written explanations. During classroom discourse, discussions tend to be dominated by claims with little backing to support their claims (Jiménez-Aleixandre, Rodríguez & Duschl, 2000).
- Explanations are rarely a part of classroom practice (Kuhn, 1993; Newton, Driver & Osborne 1999). Students have difficulty using appropriate evidence (Sandoval & Reiser, 1997) and including the backing for why they chose the evidence (Bell & Linn, 2000) in their written explanations. During classroom discourse, discussions tend to be dominated by claims with little backing to support their claims (Jiménez-Aleixandre, Rodríguez & Duschl, 2000).
- Explanations are rarely a part of classroom practice (Kuhn, 1993; Newton, Driver & Osborne 1999). Students have difficulty using appropriate evidence (Sandoval & Reiser, 1997) and including the backing for why they chose the evidence (Bell & Linn, 2000) in their written explanations. During classroom discourse, discussions tend to be dominated by claims with little backing to support their claims (Jiménez-Aleixandre, Rodríguez & Duschl, 2000).