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Philosophies that Guide the Design of Approaches to Inquiry Learning in Elementary Science Education

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Title: Philosophies that Guide the Design of Approaches to Inquiry Learning in Elementary Science Education


1
Philosophies that Guide the Design of Approaches
to Inquiry Learning in Elementary Science
Education - A Panel Discussion
  • Ninth International History, Philosophy and
    Science Teaching Conference
  • Designing and Assessing Contextual Approaches to
    the Teaching of Science and Mathematics
  • June 24-28, 2007
  • University of Calgary
  • Calgary, Alberta CANADA

2
Philosophies That Guide the Design of Approaches
to Inquiry Learning in Elementary Science
Education A Panel Discussion Bonnie Shapiro,
University of Calgary, Canada (Chair) Deb
Nettesheim, Calgary Board of Education Science
School, Canada Elan La Montagne, Calgary Board of
Education Science School, Canada Polly Knowlton
Cockett, University of Calgary, Canada Sandy
Last, Calgary Board of Education Science School,
Canada Patricia Kaiserseder, Calgary Board of
Education Curriculum Support Team, Canada
3
Science Learning Objectives Elementary Teachers
Consider Most Important
  • Developing skills and processes of investigation
    (98.1)
  • Developing attitudes appropriate to scientific
    endeavor (97.9)
  • Developing social skills (95.4)
  • Understanding scientific facts, concepts and laws
    (93.5)
  • Developing the skills of reading and
    understanding science-related (93.5)

4
  • Understanding the practical applications of
    science (93.1)
  • Relating scientific explanation to students
    conception of the world (90.7)
  • Understanding the role and significance of
    science in modern society (77.7)
  • Understanding the relevance of science to the
    needs and interests of both men and women (75.8)
  • Understanding the way that scientific knowledge
    is developed (60)

5
  • Understanding the history and philosophy of
    science (59.8)
  • Understanding the nature and process of
    technological and engineering activity (57.1)
  • Relating science to career opportunities (53.7)
  • Developing and awareness of the practice of
    science in Canada (51.3)
  • 1118 teachers in Alberta sampled in 2003.
    Rowell and Ebbers, Centre for Mathematics,
    Science and Technology Education . Questions and
    data based on 1984 national study (Orpwood and
    Alam).

6
Handout Table 4 Constructs Showing Reversals in
Thinking and Feeling About Conducting an
Inquiry Shapiro, B. (1996). A case study of
change in elementary student teacher thinking
during an independent investigation in science
Learning about the face of science that does not
yet know, in Science Education 80 (5) 535-560.
7
The National Science Education Standards envision
change throughout the system. The teaching
standards encompass the following changes in
emphases
8
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9
Focus on Inquiry A teachers guide to
implementing inquiry-based Learning (Alberta
Education, 2004)
What is inquirybased learning? Inquiry-based
learning is a process where students are involved
in their learning, formulate questions,
investigate widely and then build new
understandings, meanings and knowledge.
That knowledge is new to the students and may be
used to answer a question, to develop a solution
or to support a position or point of view. The
knowledge is usually presented to others and
may result in some sort of action. What does
the research say? Research suggests that using
inquiry-based learning with students can help
them become more creative, more positive and more
independent (Kühne, 1995). This is true for all
students, including those with special needs who
require more individual attention during the
process. What is inquiry? Inquiry is the
dynamic process of being open to wonder
and puzzlements and coming to know and understand
the world (Galileo Educational Network, 2004).
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