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Designing Inquiry-Based Learning Environments

Designing Inquiry-Based Learning Environments . Ravit Golan Duncan Rutgers University. Overview. The design of COOLClassroom Try it yourself- Model the Hudson River Plume Proficiency in Science- What do we want students to learn and know? Using Data- the Coral Reef Investigation

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Designing Inquiry-Based Learning Environments

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  1. Designing Inquiry-Based Learning Environments Ravit Golan Duncan Rutgers University

  2. Overview • The design of COOLClassroom • Try it yourself- Model the Hudson River Plume • Proficiency in Science- What do we want students to learn and know? • Using Data- the Coral Reef Investigation • Design Frameworks and the Design Process

  3. Building a Design Team Educators Teachers Scientists Domain experts The Team Collaborative team that builds on each other’s expertise. Education Researchers Learning Scientists Interface Designers Programmers Graphic artists

  4. Learning Sciences Building theory in education through the design and empirical testing of learning environments that are: • Knowledge centered • Learner centered • Assessment centered • Situated within a learning community NRC: How People Learn (Bransford, Brown & Cocking, 1999)

  5. Cool Classroom Environment Hudson River Plume http://new.coolclassroom.org

  6. Cool Classroom Environment Knowledge Centered • Inquiry-based and organized around questions/problems • Includes hands-on and minds-on activities- both on and off line. • Investigations conclude with the development of a scientific explanation Mirrors scientific practice (Duschl, 1990; Donovan & Bransford, 2005)

  7. Surface, build, and revise ideas(Driver et al., 1996; Ford & Forman, 2006) Student Centered • Initial activities serve to surface students’ prior knowledge • Investigation activities help students build understandings of the core concepts • There are opportunities to reflect on learning and compare initial ideas to final ideas

  8. Assessment Centered • Formative assessment is critical for learning • Reflective journal questions provide an assessable record of student thinking • Supports teachers in tailoring instruction to meet students’ needs Make thinking visible (Black & Wiliam, 1998; Bransford, Brown & Cocking, 2000)

  9. Web-based unit Scientists + Teacher + Students (peer interaction) + Community Centered

  10. http://new.coolclassroom.org/adventures/explore/plume/6

  11. Take a picture of your model White Board Tools

  12. Your models

  13. Student Models of the Plume A B C

  14. Proficiency in Science • What do we want students to learn about in science classes?

  15. Proficiency in Science • Content- core concepts and theories • Practices- the process/method of science • Epistemology- how scientific knowledge develops

  16. Proficiency in Science • Know, use, and interpret scientific explanations • Generate and evaluate scientific evidence and explanations • Understand the nature and development of scientific knowledge • Participate productively in scientific practices and discourse NRC 2007 report Taking Science to School

  17. Model-Based Inquiry • Models are abstractions that highlight certain features that help explain and predict natural phenomena • The development, testing and revisions of models is a core practice in science • Model-based inquiry is a flavor of inquiry that emphasizes the role of models as tools-to-think-with

  18. Developing Models from Data

  19. Reef Ecosystems

  20. Articles

  21. Data Maps

  22. Example Model (7-8th grade) Final Model

  23. Language of Design • Design space - all possible options • Design decisions- choice of one option • Tradeoffs - benefits and costs associated with each choice You can design however you want to but you must always know what decisions you made and what were the associated tradeoffs

  24. Design Frameworks: Backwards Design(UbD- Wiggins & McTighe, 1998) • Driven by end goals- what we want students to be able to do (performance oriented) • Strength is in the focus on creating greater coherence and alignment between goals, learning experiences, and assessments

  25. Design Frameworks: Backwards Design(Wiggins & McTighe, 1998) • Determine enduring understandings: • Few core ideas as enduring (3-5) • Filters- big idea; at heart of domain; requires un-coverage; engaging • Evidence: • Ongoing assessment (formative) not just at the end; formal and informal; performance oriented • Valid, reliable, authentic, feasible • Learning experiences: • What is the enabling knowledge? • Match learning goals to activities • Provide scaffolding • Coherent and goal oriented for students

  26. Design Frameworks: Learning for Use(Edelson, 2001) For each target goal: • Motivate:beyond the hook, this is creating a need to know. Create demand/elicit curiosity • Construct: provide opportunities for learners to construct the objective understandings (this is where scaffolding comes in) • Refine/Apply: provide learners with opportunities to use the knowledge and reflect on it, thus refining it.

  27. Design Process • Backwards Design: 1. Begin with goals- what are the knowledge and skills you want individuals to develop • Learning for Use: 2. Think about motivating problem or project (contextualize) 3. Define the backbone- main sequence of events 4. Develop activities within the backbone • Don’t tell the answer, have learners figure it out- they learn goals in context of project 5. Provide opportunity to apply knowledge (culminating task)

  28. Design Frameworks: Learning for Use(Edelson, 2001) Learning theories: • Constructivism: learners construct knowledge; this takes time and is incremental; kids bring knowledge with them • Goal directed: we learn what we need to know, learning is initiated by the learner • Knowledge is contextual: retrieved based on contextual cues (indices) • Application: For knowledge not to be inert we need to know how to apply it

  29. The End ravit.duncan@gse.rutgers.edu

  30. Readings… • Edelson, D. C. (2001). Learning-for-Use: A Framework for the Design of Technology-Supported Inquiry Activities. Journal of Research in Science Teaching, 38 (3), p355-85 • Wiggins, G. & McTighe, J. (1998). Understanding by design. Association for Supervision and Curriculum Development: Alexandria, Virginia. • Rivet, A. E., & Krajcik, J. S. (2008). Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science. Journal of Research in Science Teaching, 45(1), 79 - 100. • Moje, E. B. (2007). Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching . Review of Research in Education 2007 31: 1-44. • Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). “Maestro, what is quality?": Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-496.

  31. New Age in Science Education

  32. Students’ Explanations

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