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Bringing Curiosity and Creativity to Life in the Science Classroom Educational Rationale

Bringing Curiosity and Creativity to Life in the Science Classroom Educational Rationale. Sage O’Toole Spring 2014. State of Student Achievement and Engagement in Science.

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Bringing Curiosity and Creativity to Life in the Science Classroom Educational Rationale

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  1. Bringing Curiosity and Creativity to Life in the Science ClassroomEducational Rationale Sage O’Toole Spring 2014

  2. State of Student Achievement and Engagement in Science • Trends in International Mathematics and Science Study (TIMSS) shows a marked decline in achievement in math and science between grades 4-8 • At grade 4 the US ranked in the top 10 – with 6 countries scoring higher and 3 countries not measurably different • At grade 8 the US ranked in the top 23 – with 12 countries scoring higher and 10 countries not measurably different Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., & Jenkins, F. (2012). Highlights From TIMSS 2011 Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. National Center for Educational Statistics. Iv.

  3. State of Student Achievement and Engagement in Science Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., & Jenkins, F. (2012). Highlights From TIMSS 2011 Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. National Center for Educational Statistics. Iv.

  4. What can we do to increase student achievement in science?

  5. Student Achievement and Engagement Klem, A., & Connell, J. (2009). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262-273. Zepke, N., and Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11 (3), 167-177. • Student engagement leads to higher student achievement (Klem and Connell, 2009) • CURIOSITY engages students : • By creating educational experiences for students that are challenging and enriching and that extend their academic abilities • By providing opportunities for questioning, conjecturing, evaluating, and making connections between ideas (Zepke and Leach, 2010) • CREATIVITY engages students : • By enabling students to work autonomously, enjoy learning relationships with others, and feel they are competent to achieve their own objectives (Zepke and Leach, 2010) • Creative learning that is active, collaborative, and fosters learning relationships promotes student engagement (Zepke and Leach, 2010)

  6. But wait! There’s more…

  7. Media in the Classroom Lepi, K. (2012, September 12). Study Shows What Teachers and Parents Really Think About Education Technology. . Retrieved November 20, 2013, from http://www.edudemic.com/study-shows-what-teachers-and-parents-really-think-about-education-technology/

  8. Media in the Classroom Lepi, K. (2012, September 12). Study Shows What Teachers and Parents Really Think About Education Technology. . Retrieved November 20, 2013, from http://www.edudemic.com/study-shows-what-teachers-and-parents-really-think-about-education-technology/

  9. Purpose of Project To increase student achievement in science by increasing student engagement through the propagation and use of effective pedagogy, specifically incorporating media, in order to generate curiosity and creativity in the learning environment

  10. Pedagogy to Promote Curiosity

  11. Discrepant Events:The Strategy Curiosity Friedl, A. E.  (1986).  Teaching science to children:  An integrated approach.  New York: Random House Piaget, J.  (1971).  Biology and knowledge.  Chicago: University of Chicago Press. • A Discrepant event puzzles or surprises the observer, leaving the observer unable to explain what they saw, causing cognitive disequilibrium (Piaget, 1971) • With teacher guidance, students can arrive at an explanation for the event, providing cognitive re-equilibrium (Piaget, 1971) • Friedl (1986) proposed a three step model for the use of discrepant events in science learning: • Set up discrepant event • Involve students in solving the discrepancy • Resolve the questions posed by event and relate them to science content

  12. Discrepant Events:The Research Curiosity Niepela, M., Rudolpha, U., Schützwohla, A., & Meyera, W. (1994). Temporal characteristics of the surprise reaction induced by schema-discrepant visual and auditory events. Cognition & Emotion Volume, 8(5), 433-452. Vancuso, V. (2010) Using Discrepant Events in Science Demonstrations to Promote Student Engagement in Scientific Investigations: An Action Research Study. UMI Dissertation Publishing. 1-12. Niepela, et. al, (1994) study showed that participants felt surprised by the discrepant events. discrepant events led to better recall of the stimulus material after the experiment suggests that the use of discrepant events in a classroom might actually promote more student knowledge retention Vancuso (2010) Findings from this study showed that discrepant event demonstrations can generate student interest and inform worthwhile student-led science investigations without requiring great time commitment.

  13. Discrepant Events:The Media Curiosity Videos of discrepant events - expands possibilities! Video of discrepant event demonstrations (saves limited resources!)

  14. Inquiry-Based Learning:The Strategy Curiosity Student-centered learning environment, where learning is driven by inquiry and ownership is taken by the student Allows students to follow their own research interests Promotes the skills needed to ask and answer scientific questions What is EBL? University of Manchester. http://www.ceebl.manchester.ac.uk/ebl/

  15. Inquiry-Based Learning:The Research Curiosity Study performed by Wolf and Fraser (2008) compared achievement, perceptions, and attitudes for students participating in IBL or traditional instruction. Results found that students participating in IBL: perceive lessons to be more cohesive show higher achievement showed more engagement Wolf, S., & Fraser, B. (2008) Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities. Research in Science Education, 38(3), 321-341.

  16. Inquiry-Based Learning:The Media Curiosity Video tutorials that teach process skills or laboratory technique- less time wasted learning (or not learning) the process focus on the inquiry! Video recordings that deliver necessary pieces of information (so the teacher doesn’t have to be 10 places at once)

  17. Problem-Based Learning:The Strategy Curiosity A problem based learning lesson first presents a problem and then allows students the opportunity to answer the problem by determining what they know, what they need to know, and how they can learn what they need to know. Next students perform research, an experiment, etc. in order to solve the problem. (Chin, 2008) Chin, C. (2008). Problem-based learning tools. The Science Teacher, 44-49.

  18. Problem-Based Learning:The Research Curiosity Chang, C. (2001). Comparing the impacts of problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education and Technology, 10(2):147-53. Chang (2001) performed a study to analyze the effectiveness of Problem-Based Learning: The study focused on problem-based computer assisted instruction Study found that the students who received Problem based learning lessons achieved higher scores than students who received traditional instruction

  19. Problem-Based Learning:The Media Curiosity Videos that pose a question or problem to students Videos or pre-recorded demonstrations that students can generate their own questions from Again, this expands the possible topics to be used in class so that more engaging problems can be generated!

  20. Pedagogy to Promote Creativity

  21. Project-Based Learning:The Strategy and Media Curiosity • Students create a project or presentation as a demonstration of their understanding • Project-based learning using Media: • Time-lapse video creation • Clay-mation video creation • Documentary video creation • Time-stop hand drawn animation creation

  22. Project-Based Learning through Video Production: The Research Curiosity Hernandez-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151-173. Hernandez-Ramos, P. (2006). Aim, shoot, ready! Future teachers learn to ‘do’ video. British Journal of Educational Technology, 38(1), 33-41. Aim, shoot, ready! Future teachers learn to ‘do’ video (Hernandez-Ramos, 2006): Student video production can support project- and problem-based collaborative learning, which can positively impact student achievement. supports creativity among students, which promotes greater engagement and therefore achievement. video production in class can appeal to learners of all modalities. Learning history in middle school by designing multimedia in a project-based learning experience (Hernandez-Ramos & De La Paz, 2009) study comparing problem-based learning via video production vs. traditional teaching showed significant gains in content knowledge and historical thinking skills in the group of students participating in the project based lesson vs. students who did not

  23. Moving Forward… Items to be included as part of my project Detailed strategies for incorporating media into these pedagogies to enhance their effectiveness Step-by-step Tutorials for how to create different forms of media Sample lesson plans for teachers Explanations of when and why each strategy would be most effective (ie does the content involve a process or relationship, are there misconceptions?)

  24. Thank you!

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