1. science

Inquiry Base Learning in the Enabling
Sciences
ASELL: Advancing Science by Enhancing Laboratory Learning
ADAM BRIDGEMAN | ASSOCIATE DEAN
FACULTY OF SCIENCE
The problem with modern education.
H.A. Rowland, “The Physical Laboratory in Modern Education”, Science
“The object of education is not only to produce a [student] who knows, but
one who does; who makes [their] mark in the struggle of life, and
succeeds well in all [s/he] undertakes; who can solve the problems of
nature and humanity as they arise; and who, when [they] know [they] are
right can convince the world of that fact…
There is no doubt in my mind that this is the point in which much of our
modern education fails. Why is it? I answer that memory alone is trained,
and that reason and judgment are used merely to refer matters to some
authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …
The problem with modern education.
H.A. Rowland, “The Physical Laboratory in Modern Education”, Science, 1886
“The object of education is not only to produce a [student] who knows, but
one who does; who makes [their] mark in the struggle of life, and
succeeds well in all [s/he] undertakes; who can solve the problems of
nature and humanity as they arise; and who, when [they] know [they] are
right can convince the world of that fact…
There is no doubt in my mind that this is the point in which much of our
modern education fails. Why is it? I answer that memory alone is trained,
and that reason and judgment are used merely to refer matters to some
authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …
The problem with modern education.
H.A. Rowland, “The Physical Laboratory in Modern Education”, Science
“The object of education is not only to produce a [student] who
Active learning
knows, but one who does; who makes [their] mark in the struggle
of life, and succeeds well in all [s/he] undertakes; who can solve
Problem solving
the problems of nature and humanity as they arise; and who,
when [they] know [they] are right can convince the world of that Communication Skills
fact…
There is no doubt in my mind that this is the point in which much
of our modern education fails. Why is it? I answer that memory
alone is trained, and that reason and judgment are used merely to
refer matters to some authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …”
(Emphasis is mine)
Not rote learning
Schools and Universities
• APCELL, ACELL, ASELL Universities
1999 – ongoing
▫ Focus on educational and pedagogical
aspects for science academics
▫ Uptake internationally from 2007
▫ Funded by OLT predecessors, ACDS
TOOLS,TECHNIQUES
• ASELL Schools, 2012 - ongoing
▫
▫
▫
▫
Focus on inquiry …
Support on science from universities
Support on pedagogy from schools
Successful funding of $2M
UNIVERSITY
• July, 2000 (Canberra)
• Feb, 2001 (Sydney)*
• Feb, 2002 (Christchurch)
• Nov, 2002 (Melbourne)*
• Feb, 2004 (Hobart)*
• July, 2005 (Sydney)
• Feb, 2006 (Sydney)*
• Jan, 2007 (Adelaide)*
• July, 2007 (Auckland)
• Nov, 2007 (Sydney, physics)*
• Apr, 2008 (Adelaide, biology)*
• July, 2009 (Sydney)*
• April, 2010 (Adelaide, Science)*
• June, 2011 (Sydney, Science)*
• July, 2011 (Brisbane, Biology)*
• July, 2011 (Melbourne, Biology)*
•April, 2013 (Sydney, Science)*
•July, 2014 (Perth, Bio/chem)*
* Experiential workshop
SCHOOLS
• June, 2012 (Sydney, High School Science)*
• July, 2012 (Adelaide, High School Science)*
• May, 2013 (Sydney, High School Science)*
•July, 2013 (Melbourne, High School Science)*
• Nov, 2013 (Melbourne, High School Science)*
• April, 2014 (Melbourne, High School Science)*
•July 2014 (Perth, ECU) *
Conference workshops
• July, 2013 (Melbourne, CONASTA)*
• Nov, 2013 (Melbourne, CONASTA)*
• July, 2014 (Adelaide, CONASTA)*
Similarities and differences
ASELL University Workshop
ASELL Schools workshop
www.asell.org
Wide range of learning experiences
score = +1.14
45%
Q14: Overall, as a learning
experience, I would rate
this experiment as:
40%
Students, (n = 28)
35%
30%
25%
20%
15%
10%
5%
0%
Outstanding
Excellent
A
Very
Valuable
B
Worthwhile
C
Of Little
Worthless
Value Very Poor
D
E
50%
45%
40%
35%
score = -0.39
Students, (n = 23)
30%
25%
20%
15%
10%
5%
0%
Outstanding
Excellent
A
Very
Valuable
B
Worthwhile
C
Of Little
VeryWorthless
Poor
Value
D
E
The 6 Essential Features of Inquiry
1. Learner engages in scientifically oriented questions.
2. Learner gives priority to data/evidence in responding to
questions.
3. Learner analyses data
4. Learner formulates explanations based on analysis.
5. Learner connects explanations to scientific knowledge.
6. Learner communicates and justifies explanations.
(National Research Council, 2000
modified in Towns et al, 2009)
Levels of scaffolding to support learning
Elements
Confirmation Structured
Inquiry
Guided
Inquiry
Open
Inquiry
Authentic
Inquiry
Question
No question
Given by
teacher
Sharped by
student
Selected by
student
Posed by
student
Evidence
No evidence
Given evidence
Given possible
evidence
Guided to
Determines
collect evidence what to collect
Analyses data
No analysis
Told how to
analyse
Given possible
ways of
analysing
Guided to
analyse
Determines
how to analyse
Formulates
explanation
No explanation
Teacher
provides
explanation
Given possible
explanations
Guided in
process of
explanation
Formulates
explanation
Connects
explanation to
scientific
knowledge
No connection
to knowledge
Teacher
provides
connection
Given possible
connections/
theories
Directed to
sources of
knowledge
Independently
explores
knowledge
Communicates
& justifies
findings
No
communication
Told how to
communicate
Provided with
guidelines for
communication
Coached in
methods of
communication
Chooses how
to communicate
Sliding toward Inquiry…
Variations of Inquiry…
School – teacher # 84
Stage 1 Physics class. Students
were given the task of
designing a method for determining the mass of
an unknown object(rock). Students were not given access
to balances, scales etc and had to devise a method and make
calculations of the unknown object. A variety of methods were adopted
and students used methods to effect a solution with variable results.
Students had to use previously learned
principles and some had to learn a new method
using moments of a force. This provided good learning opportunities for
all members of the class who worked in teams of 2 to find the answers to
their problem. Some methods devised were Comparison with known
quantity of water - pulley system. Acceleration of rock on a trolley with a
known force and using moments of a force.
1
Points to note
There are some differences in opinion.
Not all experiments/investigations need to be inquiry.
One can map a program using this template.
School – teacher # 84
Teaching approach
I teach Science from an inquiry perspective and
continually look for hands on experiences in
order to enthuse my students. I see Science as a
method of inquiry and encourage my students to
seek answers using the Scientific Method. As Head
of Science at my school I encourage other teachers
to adopt a similar approach to their teaching.
1
School – teacher # 21
Students
began by researching their favourite makeup. We
Household Chemistry for standard to low ability Y9 girls.
then investigated colloids, gels, wetting, soaps and hard and soft water in
a series of experiments in which they found out what wetting really meant
and how water could be made wetter. .. . As the students progressed
through the 8 practicals the information was continuously related back to
them and their environment. They found the effect of soap on skin of
particular interest.
1
School – teacher # 21
…
They had to document an account of each prac
and were given less and less guidance as they
progressed. Practical 1 was basically a copying
exercise from the white board but by number 8
they had to do and write up the practical
completely on their own. I have done this activity many times
and while it takes several weeks to complete I feel it is excellent science.
…
2
Structured
Inquiry
1
Confirmation
0
No communication
Communicate
2
Connect
Guided
Inquiry
Explain
3
Analysis
Open
Inquiry
Data
4
Question
Authentic
Inquiry
Structured
Inquiry
1
Confirmation
0
Communicate
2
Connect
Guided
Inquiry
Learner told
steps for
communication
Explain
3
Analysis
Open
Inquiry
Data
4
Question
Authentic
Inquiry
Structured
Inquiry
1
Confirmation
0
Communicate
2
Connect
Guided
Inquiry
Teacher
provides
question
Explain
3
Analysis
Open
Inquiry
Data
4
Question
Authentic
Inquiry
Structured
Inquiry
1
Confirmation
0
Communicate
2
Connect
Guided
Inquiry
Explain
3
Analysis
Open
Inquiry
Data
4
Question
Authentic
Inquiry
Learner
selects
question
… inquiry
July 2012 school experiments
Combustion
Baggie Science
Ohm's Law
Commincatio
n
Connection
Explanation
Evidence
Question
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
ASELL Schools: Next steps
Seeking partnerships with teachers who are
interested in being a member of the teacher
advisory group and being part of ASELL Schools
Contact us if you are interested in:
• Developing an experiment with university people.
• Being a member of the “Teacher Advisory Group”.
• Running an ASELL Schools workshop
[email protected]
Acknowledgements
• Staff and student delegates
• Deans for support & leadership
• HREC at the University of Sydney
Universities
Funding Agencies
AMSPP