Difference between revisions of "Andrea Eriksen Mini-Course: Designing Inquiry Based Science Lab Activities"

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[[ETAP 623 FALL 2015 - BYRNE section 5874 | Back to ETAP 623 home]]
 
[[ETAP 623 FALL 2015 - BYRNE section 5874 | Back to ETAP 623 home]]
  
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[[image: Inquiry_quote.jpg|right]]
  
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=='''Designing Inquiry Based Science Lab Activities'''==
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== '''Purpose and Overview''' ==
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====Purpose====
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The purpose of this course is to give science teachers some very practical ways in which they can begin to transform their typical "cookbook styles" labs into lab activities which are more open-ended and inquiry-based.
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Questions to be answered are:
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-Why is inquiry important?
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-How do I scaffold my lab activities?
  
=='''Designing Inquiry Based Science Lab Activities'''==
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-What are the benefits to using inquiry?
  
== '''Overview and Purpose''' ==
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By the end of this course, teachers should be able to apply the tips and techniques given in the course in order to modify their own instruction.
  
This section provides the learner with an inviting and engaging introduction to the topic of your mini-course, specifies the target learner, and gives an overview of how this course works. The importance of the topic may be demonstrated through problem scenarios, storytelling, case analysis, statistics, etc.
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====Overview====
  
Feel free to name and organize this section (and other sections) in a way that is most effective for your mini-course. For example, designers from the past sometimes set this section into two parts: Instruction, Course Overview (How This Course Works).
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This course is divided into four different units, that while accessed asynchronously, allows science teachers to work together to re-design labs to make them more open-ended.
  
 
=='''Needs Assessment'''==
 
=='''Needs Assessment'''==
  
Briefly summarize what you found out from your needs assessment regarding the learners' gaps of knowledge, skills, and attitudes that your mini-course means to address.
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1. Instructional Problem
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Inquiry in a term used often in education today, especially in science education. New York’s Next Generation Science Standards (NGSS) follow the guidelines set by A Science Framework for K-12 Science Education (2012) which states that “students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed” (p. 218). Many new teachers, however, are not sufficiently practiced implementing scientific inquiry in the classroom (Ozel & Luft, 2013). Many teachers are not adequately prepared in inquiry methods because they are not typically taught that way themselves. Additionally, as Hunter (2014) pointed out “inquiry often becomes secondary to survival during the first arduous years of practice” (p. 380).  NGSS outline eight essential practices for students that include asking questions, developing models, planning and carrying out observations, and constructing explanations—all components of inquiry (NGSS Lead States, 2013). As is often the case when new standards are implemented, teachers are left wondering how best to implement them. This seems to be the case with inquiry and problem based learning.
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2. What is to be learned?
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Throughout this course, participants will learn how to gradually acclimate their students to the practice of inquiry through scaffolding lab activities as the school year progresses. Participants will also explore what an inquiry lab really is and why it is important.  Thirdly, participants will be given some practical tips on how to incorporate inquiry labs into their busy schedules while also brainstorming their own new ideas.
  
 
== '''Performance Objectives''' ==
 
== '''Performance Objectives''' ==
  
State the course-level objectives here. Sometimes, when the course objectives actually map onto the unit objectives, it is fine to combine the objectives with the following unit structure to state the objective(s) of each unit.
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After completion of this course, participants should be able to:
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1. Reflect on why inquiry is important
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2. Demonstrate a positive attitude and increased comfort levels of implementing inquiry-based activities through self-assessments
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3. Share idea & resources on how to incorporate inquiry-based lab activities after individually brainstorming/researching ideas
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4. Develop their own inquiry lab activity based on an existing step-by-step lab
  
 
== '''Course Units''' ==
 
== '''Course Units''' ==
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This mini-course includes the following units. Click the title of a unit to go to its page.  
 
This mini-course includes the following units. Click the title of a unit to go to its page.  
  
[[Unit 1: xxx]]
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[[Unit 1: Why is Inquiry Important?]]
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Reflect on why inquiry is important
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1.1 Explain the properties of inquiry
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1.2 List some benefits of inquiry-based learning
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[[Unit 2: What Makes Inquiry So Difficult to Implement Well?]]
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Demonstrate a positive attitude and increased comfort levels of implementing inquiry-based activities
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2.1 List some of the common drawbacks to an inquiry-based approach
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2.2 Share personal experiences with inquiry-learning
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[[Unit 3: Brainstorming]]
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Share idea & resources on how to incorporate inquiry-based lab activities after individually brainstorming/researching ideas
  
Brief overview
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3.1 List current classroom activities that might lend themselves well to inquiry
  
[[Unit 2: xxx]]
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3.2 Find 1-2 online resources for inquiry-based science activities or tips
  
Brief Overview
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[[Unit 4: Design]]
  
[[Unit 3: xxx]]
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Develop their own inquiry lab activity based on an existing step-by-step lab
  
Brief Overview
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4.1 Familiarize yourself with a good example of an inquiry activity
...
 
  
[[
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4.2 Create a draft & get feedback
  
File:Studentsatcomputers.jpg|thumb|300px|left|something about the pic]]
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==Resources==
  
To place the above picture, first I uploaded it using the Upload file button in left pane.
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National Research Council. (2012) A framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academies Press.
Then in Edit on this page I typed File:thenameofmypicture.jpg in double brackets. For the advanced features I added after jpg the following
 
  
|thumb - puts the image in a frame and allows me to add a width for my image
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NGSS Lead States. (2013). Next generation science standards: For states, by states. Appendix F. Washington, DC: National Research Council. Retrieved from http://www.nextgenscience.org/
  
|300px - using any number sets the width of the image
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Ozel, M., & Luft, J. A. (2013). Beginning secondary science teachers' conceptualization and enactment of inquiry-based instruction. School Science & Mathematics, 113(6), 308- 316. doi:10.1111/ssm.12030
  
|left - or right sets the alignment and allows text to wrap around the other side
 
  
|any text - place after the final pipe will be added as a caption to the image
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→ A full list of references and extended resources are included at the end of the course.
  
The video for adding images can be found on youtube here.
 
  
==Extended Resources==
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[[Category: Exploratory learning]]
...
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[[Category: Science education]]
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[[Category: K-12]]

Latest revision as of 13:52, 16 October 2021

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Inquiry quote.jpg

Designing Inquiry Based Science Lab Activities

Purpose and Overview

Purpose

The purpose of this course is to give science teachers some very practical ways in which they can begin to transform their typical "cookbook styles" labs into lab activities which are more open-ended and inquiry-based.

Questions to be answered are:

-Why is inquiry important?

-How do I scaffold my lab activities?

-What are the benefits to using inquiry?

By the end of this course, teachers should be able to apply the tips and techniques given in the course in order to modify their own instruction.

Overview

This course is divided into four different units, that while accessed asynchronously, allows science teachers to work together to re-design labs to make them more open-ended.

Needs Assessment

1. Instructional Problem

Inquiry in a term used often in education today, especially in science education. New York’s Next Generation Science Standards (NGSS) follow the guidelines set by A Science Framework for K-12 Science Education (2012) which states that “students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed” (p. 218). Many new teachers, however, are not sufficiently practiced implementing scientific inquiry in the classroom (Ozel & Luft, 2013). Many teachers are not adequately prepared in inquiry methods because they are not typically taught that way themselves. Additionally, as Hunter (2014) pointed out “inquiry often becomes secondary to survival during the first arduous years of practice” (p. 380). NGSS outline eight essential practices for students that include asking questions, developing models, planning and carrying out observations, and constructing explanations—all components of inquiry (NGSS Lead States, 2013). As is often the case when new standards are implemented, teachers are left wondering how best to implement them. This seems to be the case with inquiry and problem based learning.

2. What is to be learned?

Throughout this course, participants will learn how to gradually acclimate their students to the practice of inquiry through scaffolding lab activities as the school year progresses. Participants will also explore what an inquiry lab really is and why it is important. Thirdly, participants will be given some practical tips on how to incorporate inquiry labs into their busy schedules while also brainstorming their own new ideas.

Performance Objectives

After completion of this course, participants should be able to:

1. Reflect on why inquiry is important

2. Demonstrate a positive attitude and increased comfort levels of implementing inquiry-based activities through self-assessments

3. Share idea & resources on how to incorporate inquiry-based lab activities after individually brainstorming/researching ideas

4. Develop their own inquiry lab activity based on an existing step-by-step lab

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: Why is Inquiry Important?

Reflect on why inquiry is important

1.1 Explain the properties of inquiry

1.2 List some benefits of inquiry-based learning

Unit 2: What Makes Inquiry So Difficult to Implement Well?

Demonstrate a positive attitude and increased comfort levels of implementing inquiry-based activities 2.1 List some of the common drawbacks to an inquiry-based approach

2.2 Share personal experiences with inquiry-learning

Unit 3: Brainstorming

Share idea & resources on how to incorporate inquiry-based lab activities after individually brainstorming/researching ideas

3.1 List current classroom activities that might lend themselves well to inquiry

3.2 Find 1-2 online resources for inquiry-based science activities or tips

Unit 4: Design

Develop their own inquiry lab activity based on an existing step-by-step lab

4.1 Familiarize yourself with a good example of an inquiry activity

4.2 Create a draft & get feedback

Resources

National Research Council. (2012) A framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academies Press.

NGSS Lead States. (2013). Next generation science standards: For states, by states. Appendix F. Washington, DC: National Research Council. Retrieved from http://www.nextgenscience.org/

Ozel, M., & Luft, J. A. (2013). Beginning secondary science teachers' conceptualization and enactment of inquiry-based instruction. School Science & Mathematics, 113(6), 308- 316. doi:10.1111/ssm.12030


→ A full list of references and extended resources are included at the end of the course.