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Inquiry Primer Version 1.0

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Explore the principles of effective science instruction based on research findings. Discover strategies for engaging students, promoting conceptual change, and utilizing evidence in the classroom.

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Inquiry Primer Version 1.0

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  1. Inquiry Primer Version 1.0 Part 3: Good Science Instruction

  2. Inquiry Primer Part 1:Vision and Challenge for Science Education Part 2:Ohio Core and the Implications for Science Education Part 3:Good Science Instruction

  3. What does research tell us about good science instruction? Reform advocates • Students working in small groups • Hands-on activities • Focusing on student-selected topics Traditionalists • Deliver information with lectures or reading • Students working on practice problems and worksheets • Students doing “confirmatory” laboratory activities – Center on Instruction (2008)

  4. Highly Rated Lessons

  5. Good Science Instruction • Good science instruction is effective science instruction • Current learning theory focuses on students’ conceptual change • No implication that one pedagogy is better than another – National Research Council’s How People Learn (2003) – National Research Council’s How Students Learn: Science in the Classroom (2005) – Center on Science Instruction

  6. Implications for Instruction Conceptual change involves students: • Making conceptions explicit to become aware of own ideas and thinking • Constantly evaluating and revising conceptions • Adopting more fruitful conceptions • Discarding misconceptions brought to learning environment

  7. Effective Science Instruction • Motivation • Eliciting students’ prior knowledge • Intellectual engagement • Use of evidence to make, critique claims • Sense-making – Center on Research (2008)

  8. Motivation • Extrinsic motivation • Intrinsic motivation

  9. Eliciting Students’ Prior Knowledge • What do students know about concept? • What do students want to know? • Why do students want to know? • What will students learn by end of lesson or unit?

  10. Intellectual Engagement • Meaningful experiences with science or related to science • Engagement in intellectual work

  11. Using Evidence to Make, Critique Claims • Sources of evidence • Resolution of discrepancies or conflicting data • Confidence data are valid • Support, critique of conclusions

  12. Sense-making • Whole class discussion with appropriate teacher questioning • Written student reflection using well-designed questions, guiding prompts • Application of ideas to other contexts

  13. Effective Science Instruction • Follows Learning Cycle model • Focuses on inquiry-based experiences • Employs formative assessment to uncover naïve concepts • Uses data to inform instruction

  14. Learning Cycle Relationships Engage: motivation Explore: elicit prior knowledge, intellectual engagement Explain: use of evidence and sense-making Expand: use of evidence and sense-making Assess: effectiveness of instruction

  15. Good Science Instruction • Occurs in classrooms with either traditional or reform-based pedagogies • Incorporates multiple pedagogies • Includes the five elements of effective science teaching • Utilizes Learning Cycle • Ensures multiple exposure to and complex interactions with knowledge

  16. Feedback • How helpful is the Primer in your particular context for generating discussions, increasing awareness? • What should be changed? • What else is needed for greater service? Contact: constance.barsky@ode.state.oh.us

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