Science as Inquiry through Physical Science Webinair March 1, 2005

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Science as Inquiry through Physical
ScienceWebinairMarch 1, 2005
Doreen J. Ferko, Ph.D. Department of Special
Education California State University,
Fullerton

• Thomas E. Ferko, Ph.D.
• Department of Natural and Mathematical Sciences
• California Baptist University

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What is Science?
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Categories Science Content Standards
Science as inquiry
Physical science
Reference National Science Education
Standards(National Research Council,
1996)Available at http//www.nap.edu/readingroo
m/books/nses
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Definitions

• Accomodations
• Those things external to the task that assist
  students in learning
• E.g., alterations to the presentation of the task

• Modifications
• Changing the task itself to assist students in
  learning

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What is Inquiry based science?

• Is not
• Just knowing facts
• A strict process
• Verifying content
• Emphasis on individual process skills
• Just getting an answer
• Exploration and experiment
• Concluded with the result of an experiment

• Is
• Investigating fundamental concepts
• Developing strategies, abilities and ideas
• Investigating and analyzing questions
• Using multiple process skills manipulative,
  cognitive, procedural
• Developing an explanation
• Argument and explanation
• Applying the result to other scientific arguments
  and explanations

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Why Inquiry?

• Students understandings and abilities are
  grounded in inquiry
• Inquiry helps students
• Understand scientific concepts and the nature of
  science
• Appreciate the process of gaining knowledge
  through science
• Develop skills necessary to become independent
  inquirers
• Inquiry is basic to science education
• All students can learn through inquiry
• If science is presented and conducted in ways
  that are within their developmental capabilities

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K-4 Standards Inquiry

• Inquiry students should develop
• Abilities necessary to do scientific inquiry
• ask a simple question, complete an investigation
  using simple tools, answer the question, present
  the results to others
• Understanding about scientific inquiry
• ask, answer, compare different kinds of
  experiments, instruments, explanations

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K-4 Standards Physical Science

• Physical Science - students should develop an
  understanding of
• Properties of objects and materials
• Position and motion of objects
• Light, heat, electricity and magnetism

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Demonstration/Activity

• Magnetic cereal
• Separating colors on a coffee filter
• Light stick

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Involving Students with Special Needs K-4

• Task Presentation
• Use pictures in conjunction with words
• Present information in steps stopping frequently
  to check for understanding
• Be sure student has a clear visual pathway to
  what is being presented

• Acquiring Information
• Use a peer buddy to take notes
• Use guided notes
• Let students touch and manipulate objects

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Involving Students with Special Needs K-4

• Participation
• Ask student to be the lab assistant
• Specifically call on students to answer questions
  that you know they will successfully answer

• Independent Task Completion
• Team student with peer buddy to complete tasks
• Use a peer buddy to help write down answers
• Allow student various ways to complete task
• Record answers
• Type answers on computer
• Visual representation of answers

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5-8 Standards Inquiry

• Inquiry students should develop
• Abilities necessary to do scientific inquiry
• identify scientific questions
• design and conduct an experiment
• use appropriate tools (including computers and
  math)
• develop explanations (cause and effect)
• communicate and analyze alternative explanations
• Understanding about scientific inquiry
• there are different types of scientific
  investigations
• scientific explanations emphasize evidence, are
  logical, but may eventually be displaced

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5-8 Standards Physical Science

• Physical Science - students should develop an
  understanding of
• Properties and changes of properties in matter
• Motions and Forces
• Transfer of energy

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Demonstration/Activity

• Ooze
• Radiometer
• Fireproof balloon
• Drinking bird
• Coke vs. Diet Coke

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Involving Students with Special Needs 5-8

• Task Presentation
• Use pictures in conjunction with words
• Present information in steps stopping frequently
  to check for understanding
• Be sure student has a clear visual pathway to
  what is being presented

• Acquiring Information
• Use a peer buddy to take notes
• Use guided notes
• Provide students avenues that they can use their
  5 senses to acquire information
• Provide students with background information
  before beginning lesson
• Provide information at various reading levels

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Involving Students with Special Needs 5-8

• Participation
• Ask student to be the lab assistant
• Specifically call on students to answer questions
  that you know they will successfully answer

• Independent Task Completion
• Use Peers to assist students
• Write answers, take notes, answer general
  questions
• Allow student various ways to complete task
• Record answers
• Use computer
• Visually represent answers
• Allow use of calculators