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Scientific Inquiry

Scientific Inquiry. by:. Icebreaker. Scientific Inquiry-Defined.

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Scientific Inquiry

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  1. Scientific Inquiry by:

  2. Icebreaker

  3. Scientific Inquiry-Defined • “Scientific Inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.” • —National Research Council

  4. Abilities of Scientific Inquiry • Identify questions and concepts that guide scientific investigations • Design and conduct scientific investigations • Use technology and mathematics to improve investigations and communications • Formulate and revise scientific explanations and models using logic and evidence • Recognize and analyze alternative explanations and models • Communicate and defend a scientific argument

  5. What the Biological Sciences Curriculum (BSCS) does : (Instructional Model) Engage The instructor assesses the learners’ prior knowledge and helps them become engaged in a new concept by reading a vignette, posing questions, presenting a discrepant event, showing a video clip, or conducting some other short activity that promotes curiosity and elicits prior knowledge (Champagne, 1987). Explore Learners work in collaborative teams to complete lab activities that help them use prior knowledge to generate ideas, explore questions and possibilities, and design and conduct a preliminary inquiry (Renner, Abraham, & Bernie, 1988). Explain To explain their understanding of the concept, learners may make presentations, share ideas with one another, review current scientific explanations and compare these to their own understanding, or listen to an explanation from the teacher that guides the learners toward a more in-depth understanding (Renner, Abraham, & Bernie, 1988). Elaborate Learners elaborate their understanding of the concept by conducting additional lab activities. They may revisit an earlier lab and build on it or conduct an activity that requires an application of the concept (Renner, Abraham, & Bernie, 1988). Evaluate The evaluation phase helps both learners and instructors assess how well the learners understand the concepts and whether or not they have met the learning outcomes (Kulm & Malcom, 1991). From:: Profiles in Science: A Guide to NSF-Funded High School Instructional Materials (2001). The SCI Center, BSCS. p. 45.

  6. Role as Teachers : Scientific Inquiry • Teachers play a major role in the classroom. • They have the ability to create and mold the environment where students can learn. • Teachers should strive to help their students understand and apply scientific concepts, participate in scientific inquiry and understand the nature of science.

  7. Connecting Inquiry and Instruction

  8. Teaching Science as a Inquiry

  9. Essential Features of Classroom Inquiry and Their Variations Adapted from: National Research Council (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academies Press, p. 29.

  10. Syntax Phase One: Pose Area of Investigation to Students Phase Two: Students Structure the Problem Phase Three: Students Identify the Problem in the Investigation Phase Four: Students Speculate on Ways to Clear UP the Difficulty Biological Science Inquiry Model

  11. Syntax Phase One The area of investigation is created by the students. Requires you to go to Phase Two The trouble for the students may be arranging data, generating facts, or making conclusions Phase Two leads to the next two Phases… Phase Three Student asked to speculate about the problem, so he or she can identify the difficulty involved in the inquiry. Phase Four Student then is asked to speculate on ways of clearing up the dilemma by redesigning, organizing, or generating information.

  12. Activities

  13. Video on Scientific Inquiry

  14. Future for Scientific Inquiry • Increase teachers’ content knowledge in specific science topics and engineering. • Increase participating teachers’ preparedness in creating, adapting, and delivering inquiry-based science and engineering lessons. • Increase students’ content knowledge in specific science topics and engineering.

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