Transcript Engaging Science Instruction - UC Davis School of Education

Engaging Science Instruction
Arthur Beauchamp & Cindy Passmore
Sacramento Area Science Project
NSELA Professional Development Institute
San Francisco, March 9, 2011
Welcome & Overview
• Introductions
• Laying the groundwork and developing
definitions
• Overview of framework
• Exploration of examples
• Using the framework
Brainstorm
• What comes to mind when we say “engaging
science instruction”?
• What are some examples of things that are
engaging in a science classroom?
• What are some examples of things that are
NOT engaging in a science classroom?
• Why? What causes something to be engaging?
Some examples to consider
• Read the vignettes and discuss the key
differences between the two environments.
What we mean by engaging
science instruction
HAVING FUN
BEING CHALLENGED
INTELLECTUALLY
ENGAGED
Our Thinking Now
• Processing the Scientist in the Crib reading.
A framework for intellectually
engaging science instruction
Goal:
Engaging Science Instruction that will foster
understanding about some science content
and/or process
Decision:
mediated by choice of pedagogical approach:
Modeling, Problem-based learning, 5 E, etc.
Strategy
task design
Why
How
rationale
techniques
Goal:
Engaging Science Instruction that will foster
understanding about some science content
and/or process
Decision:
mediated by choice of pedagogical approach: Modeling,
Problem-based learning, 5 E, etc.
Strategy
Focus on phenomena
Strategy
Effect to Cause
Strategy
Working w/ data
Strategy
Argumentation/stance
The Refusing Funnel
Procedure
Set-up 1:
•Firmly and gently insert the rubber stopper (with funnel) into the flask.
• Pour water into the funnel, taking care that the funnel does not overflow.
• Record what you observe.
• Empty the flask.
Set-up 2:
• Firmly and gently insert the rubber stopper (with funnel) into the flask.
• Firmly cover the side arm hole in the flask with your finger.
• Pour water into the funnel, taking care not to overflow the funnel.
• Record what you observe.
The Refusing Funnel
• Explain how the air particles affected the water’s motion
in each of the two set-ups.
• What do you think can you conclude about air particles
and how they behave (from this activity)?
Strategy
Focus on phenomena:
THE REFUSING FUNNEL
Why
• starting place for wonder
• leads to questions and
curiosity
• provides a foundation for
abstract concepts
How
•
•
•
•
interesting
surprising
simple
clear connection to
concept
Strategy
Working with data
EXPLAINING ECLIPSE DATA
Why
•
•
•
Reduce phenomenon to
tractable patterns
Taps into natural affinity to seek
patterns
Allows students to use data to
build explanations
How
• identifiable pattern
• leads to a question
• provides enough info to build an
explanation/model
1) Consider the following
family pedigree. Given this
information can you
determine if albinism is
recessive or dominant?
Defend your answer with key
crosses from the pedigree.
2) Assign genotypes to as
many individuals in the family
as possible given your
response to question 1.
Strategy
Effect to Cause Reasoning
PHENOTYPE TO GENOTYPE
Why
•
•
•
authentic task
reduces algorithmic
thinking; requires using
ideas
satisfies explanatory
drive
How
•
•
•
consider where scientists
begin to reason
clarify mechanism linking
effect & cause
find interesting & relevant
effects
Harnessing Argumentation / Stance
• Natural Selection in Pheasants
• Fitness in Lions
Harnessing Argumentation / Stance:
Explaining pheasant coloration
Case assignment:
As with the previous cases, your primary goal is to explain the trait in
question from a Darwinian perspective. However, in this case the final
product will be a research grant proposal which will have two parts.
Part 1:
Develop a Darwinian explanation that fully accounts for the bright
coloration of male pheasants. Integrate into your explanation the
evidence you have drawn from the case materials to support your claims.
Part 2:
Identify one area of your explanation for which you would want more
data. In other words, what key aspect of your explanation were you least
confident about? Explain what kind of data would help you resolve that
issue and give a detailed description of how you would go about collecting
that data.
Remember: this is a competition so you need to provide compelling
reasons for the research program you are proposing.
Strategy:
Argumentation/Stance
GRANT FUNDING COMPETITION/ LION FITNESS
Why
• makes use of tendency to
have a point of view
• internalizes the concept
• forces one to link claim and
evidence
How
• providing situations with the
appropriate balance
between open-endedness
and constraints
Goal:
Engaging Science Instruction that will foster
understanding about some science content
and/or process
Decision:
mediated by choice of pedagogical approach: Modeling,
Problem-based learning, 5 E, etc.
Strategy
Focus on phenomena
Strategy
Effect to Cause
Strategy
Working w/ data
Strategy
Argumentation/stance
Mapping tasks to framework
• Consider a favorite task/lesson from your curriculum or
curriculum you’ve seen.
• Use the framework to analyze and/or reconstruct the
task/lesson
Thank You
• Arthur Beauchamp
[email protected]
• Cindy Passmore
[email protected]
slides available at http://sasp.ucdavis.edu