Dr. Brad Hoge

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• Dr. Brad Hoge
• Director of HUNSTEM
• University of Houston Downtown
• [phone]
• Hogeb_at_uhd.edu
• http//HUNSTEM.uhd.edu

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Inquiry Works Best

• Research shows that students learn science best
  by engaging in hands-on minds-on lessons through
  a inquiry based curriculum (Abell and Bryan,
  1997 Stepans, et. al., 1995 Metz, 1995
  Glasson, 1989).

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What is inquiry in K-12 science education?

• Inquiry as defined in the National Science
  Education Standards (NRC, 1995)
• a multifaceted activity that involves making
  observations posing questions examining books
  and other sources of information to see what is
  already known planning investigations reviewing
  what is already known in light of experimental
  evidence using tools to gather, analyze and
  interpret data proposing answers, explanations
  and predictions and communicating the results.
• Inquiry requires identification of assumptions,
  use of critical and logical thinking, and
  consideration of alternative explanations.

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Goals for All Students

• Learn the principles and concepts of science (the
  big ideas).
• Be able to do science (the procedural skills and
  mental reasoning abilities needed to carry out an
  investigation).
• Understand the nature of science as a human
  activity, a way of constructing knowledge.

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Skills are more important than knowledge
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NSF Standards for Inquiry

• Students should be able to
• Identify questions and concepts for
  identification
• Design and conduct investigations
• Use technology and math to aid an investigation
• Formulate explanations using logic and evidence
• Analyze alternative explanations
• Communicate and defend an argument

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NSF Standards for Inquiry

• Students should understand that in science
• Investigations involve asking a question and
  comparing the answer to what is known
• Explanations emphasize evidence
• Explanations have logically consistent arguments
• Investigations are repeatable by others
• Scientists make their results public, review and
  ask each other questions

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Unexpected results are often the most important
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Classroom Inquiry as a Teaching and Learning
Strategy

• Learners are engaged by scientifically oriented
  questions
• Learners give priority to evidence, which allows
  them to develop and evaluate explanations that
  address scientifically oriented questions
• Learners formulate explanations from evidence to
  address scientifically oriented questions
• Learners evaluate their explanations in light of
  alternative explanations, particularly those
  reflecting scientific understanding
• Learners communicate and justify their proposed
  explanations

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Research Base on Learning

• People build new knowledge and understanding
  based on what they already know and believe
  (prior knowledge)
• Understanding science is not just knowing facts
  people must organize and actively build them into
  a conceptual framework to be useful in new
  settings (constructivism)
• People need to monitor and reflect on their own
  learning as they learn (metacognition)

How People Learn, NRC 1999.
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How People Learn

• Individuals do not obtain knowledge by
  internalizing it from the outside but by
  constructing it from within, in interaction with
  the environment (Kamii, Manning, Manning, 1991
  Perkins, 1992 Piaget, 1969 Vygotsky, 1978)

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Constructivism

• Constructivist views of learning provide a
  theoretical framework to teachers in helping
  students reconstruct their own understanding
  through a process of interacting with objects in
  the environment and engaging in higher-level
  thinking and problem solving (Driver, Asoko,
  Leach, Mortimer, Scott, 1994).

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Inquiry Is Scientific Method

• Constructivism provides the theoretical framework
  for all forms of project-based learning (Grant,
  2002).
• PBS pedagogy (Schneider, Krajcik, Marx,
  Soloway, 2002) assumes that students constantly
  ask and refine questions design and conduct
  multiple investigations gather, analyze,
  interpret, and draw conclusions from data and
  report findings.
• . . . by extension, learning scientific process
  (literacy) extends beyond the classroom
  (Bransfield etal, 1999).

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Science starts with careful observation
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Careful observation means being prepared (making
predictions)
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Mastery of facts is not necessarily understanding!

• Ideas must be organized or built by the learner
  into a conceptual framework in order to be
  useful.
• Students sort physics problems by superficial
  features.
• Experts sort problems by concepts.

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The Monotillation of Traxoline

• It is very important that you learn about
  traxoline. Traxoline is a new form of zionter.
  It is monotilled in Ceristanna. The
  Ceristannians gristerlate large amounts of fevon
  and then bracter it to quasel traxoline.
  Traxoline may well be one of our most lukised
  snezlaus in the future because of our zionter
  lescelidge.
• 1. What is traxoline?
• 2. Where is traxoline monotilled?
• 3. How is traxoline quaselled?
• 4. Why is traxoline important?

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Use Evolutionary Psychology

• E.O. Wilson stated, the benefits of metaphor over
  analogy in teaching science is rooted in our
  evolutionary past. We use metaphor to make sense
  of our world.

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Scientific Method

• Scientists explore the physical world for
  reproducible patterns which they represent by
  models and organize into theories according to
  laws (Hestenes, 2004).

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The acquisition of knowledge does not destroy the
beauty of experience
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Strategies for helping concept-building

• Plan activities (hands-on, minds-on) rather than
  lectures
• Have students predict-observe-explain
• Have students work in groups
• Have students relate ideas to existing knowledge
• Be a guide on the side, not a sage on the
  stage

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Metacognition Thinking about Thinking

• Connecting new information to prior knowledge
• Selecting thinking strategies deliberately
• Planning, monitoring and evaluating own thinking
  processes

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A statistic requires at least three data points
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Common sense is part of science

• Q. An army bus holds 36 soldiers. If 1128
  soldiers are being bused to their training site,
  how many buses are needed?
• A. 31 R 12
• B. 31
• C. 32

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Use Scientific Method

• Simply providing knowledge without experience or
  vice versa does not seem to be sufficient for the
  development of metacognitive control (Livingston,
  1996).
• The scientific process (historically and in a
  philosophical perspective) is the ultimate
  metacognitive strategy for problem solving.

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Science is interdisciplinary
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Use your whole brain

• Three books are sitting on a shelf. Each book is
  two inches thick with front and back covers 1/6th
  of an inch thick. If a book worm chews threw the
  books from page one of the first book to the last
  page of the last book, how many inches does the
  book worm chew through?

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Conclusions are only as good as the assumptions
that go into them
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New discoveries lead to new problems
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Inquiry in the Classroom Requires an Effective
Learning Community