Understanding the Laboratory Learning Activity LLA Dr Peta White Deakin University School of Education Petawhitedeakineduau Things we pay attention to in designing high quality LLAs ID: 1026795
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1. Re-crafting Science Activities Understanding the Laboratory Learning Activity (LLA)Dr Peta WhiteDeakin University – School of EducationPeta.white@deakin.edu.au
2. Things we pay attention to in designing high quality LLAs Contemporary Science Representation Construction Approach Inquiry Science – learning process Conceptual learning Assessment of Inquiry Skills (teaching skills)2
3. Doing what Scientists actually do…Science is everywhere!IFM Module
4. Reasons for inquiry based learning Connect to real life and students experiences Connect to contemporary science To use and develop inquiry skills To develop science understandings To engage with learning outcomes in the curriculum4
5. How do we teach the science inquiry skills?5
6. How can we incorporate more science inquiry and skill “teaching and learning” into Laboratory Learning Activities?And why would we want to?6
7. Features of inquiry which have a positive impact on students’ learning Teachers who engage their students in generating, developing, testing, and justifying explanationsTeachers who integrate content (science concepts), procedural (skills) and epistemological (Nature of Science) components Teachers who provide appropriate guidance and support for their students. (Furtak, Seidel, Iverson, & Briggs, 2012)7
8. The components of scientific inquiry Scientists need to be able to do certain things – these ‘tools of the trade’ are the skills necessary for being a scientist (Jerner Martin, 2009) *observing *classifying *communicating *measuring *predicting *inferring *identifying and controlling variables *formulating and testing hypotheses *interpreting data *defining operationally *experimenting *constructing models
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10. 1. Learner engages in scientifically oriented questions.2. Learner gives priority to data/evidence in responding to questions.3. Learner analyses data4. Learner formulates explanations based on analysis.5. Learner connects explanations to scientific knowledge.6. Learner communicates and justifies explanations.)The 6 Essential Features of Inquiry(National Research Council, 2000: modified in Towns et al, 2008, 2009)
11. Levels of scaffolding to support learningElementsConfirmationStructured InquiryGuided InquiryOpen InquiryAuthentic InquiryQuestionNo questionGiven by teacherSharped by studentSelected by studentPosed by studentEvidenceNo evidenceGiven evidenceGiven possible evidenceGuided to collect evidenceDetermines what to collectAnalyses dataNo analysisTold how to analyseGiven possible ways of analysingGuided to analyseDetermines how to analyseFormulates explanationNo explanationTeacher provides explanationGiven possible explanationsGuided in process of explanationFormulates explanationConnects explanation to scientific knowledgeNo connection to knowledgeTeacher provides connectionGiven possible connections/ theoriesDirected to sources of knowledgeIndependently explores knowledgeCommunicates & justifies findingsNo communicationTold how to communicateProvided with guidelines for communicationCoached in methods of communicationChooses how to communicate
12. An example of scaffolding ….. Further the causes of water hardening were investigated, a method of measuring hardness was devised and then various water softening techniques were investigated. As the students progressed through the 8 practicals the information was continuously related back to them and their environment. … 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.
13. Inquiry scaffold… (building blocks)CommunicateConfirmationStructuredInquiryGuidedInquiryOpenInquiryAuthenticInquiryQuestionDataAnalysisExplainConnect12340
14. QuestionDataAnalysisExplainConnectCommunicate12340ConfirmationStructuredInquiryGuidedInquiryOpenInquiryAuthenticInquiryNo communication
15. QuestionDataAnalysisExplainConnectCommunicate12340ConfirmationStructuredInquiryGuidedInquiryOpenInquiryAuthenticInquiryLearner toldsteps forcommunication
16. Teacher provides questionQuestionDataAnalysisExplainConnectCommunicate12340ConfirmationStructuredInquiryGuidedInquiryOpenInquiryAuthenticInquiry
17. Learner selects questionQuestionDataAnalysisExplainConnectCommunicate12340ConfirmationStructuredInquiryGuidedInquiryOpenInquiryAuthenticInquiry
18. Aspects of Inquiry (NSF)2. Learner plans how to carry out investigation and collect data.1. Learner engages in scientifically oriented questions and predictions.3. Learner conducts investigation, recording data.4. Learner processes and analyses data.5. Learner uses scientific reasoning and problem solving to link evidence to science concepts.6. Learner communicates, justifies findings based on evidence and reasoning.No planningNo questionTeacher conductsTeacher provides planTeacher provides questionLearner told how to conduct and recordTeacher discusses possible plans Learner sharpens questionLearner sharpens plan and conductsLearner guided while planning Learner selects questionLearner guided while conducting and recordingLearner determines planLearner poses questionLearner conducts and recordsNo problem solving Teacher analysesNo conclusionTeacher provides reasoning and links Learner told how to analyse dataTeacher writes conclusionsTeacher discusses possible reasoning and links Teacher discusses possible analysesLearner writes conclusionsLearner guided in reasoning to formulate conclusionLearner guided in analysingLearner guided in justifying conclusions and communicatingLearner reasons to formulate conclusionLearner analyses data, identifying trendsLearner justifies conclusions and communicatesPrescriptionConfirmationStructured InquiryGuided InquiryOpen Inquiry01234National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington DC: National Academic Press.Bruck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of Inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52-58.
19. Aspects of Inquiry (Vic Curric 7-8)2. Plan and conduct investigation (VCSIS108)1. Identify questions (VCSIS107)3. In fair tests, select equipment to collect data (VCSIS109) 4. Construct and use representations, to record and summarise data (VCSIS110)5. Identify relationships, evaluate claims and draw conclusions (VCSIS111)6. Reflect on the method used and evaluate data (VCSIS112)No planningNo questionTeacher selectsTeacher provides planTeacher provides questionLearner told how to select and useTeacher discusses possible plans Learner sharpens questionLearner sharpens selection and useLearner guided while planning Learner selects questionLearner guided while conducting and recordingLearner determines planLearner poses questionLearner conducts and recordsNo problem solving Teacher analysesNo evaluationTeacher drawsconclusions Learner told how to analyse dataTeacher evaluatesTeacher discussespossible conclusions Teacher discusses possible analysesTeacher discussespossible evaluationLearner guided in drawing conclusionsLearner guided in analysingLearner guided inevaluationLearner reasons to formulate conclusionLearner analyses data, identifying trendsLearner evaluatesconclusions7. Communicate ideas, findings and solutions to problems , using scientific language (VCSIS113)No communicationTeacher summarises and communicatesLearner communicatesLearner guided in justifying conclusions and communicatingLearner justifies conclusions and communicatesPrescriptionConfirmationStructured InquiryGuided InquiryOpen InquiryCurriculum outcome(slightly paraphrased)National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington DC: National Academic Press.Bruck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of Inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52-58. Adapted for Victorian Curriculum by Lim, K. F. (2016), unpublished.PrescriptionConfirmationStructured InquiryGuided InquiryOpen Inquiry
20. Aspects of Inquiry (Vic Curric 9-10)2. Independently plan, select and use appropriate investigation (VCSIS135)1. Formulate questions or hypotheses (VCSIS134)3. Select and use appropriate equipment and collect and record data (VCSIS136)4. Construct and use representations, to record and summarise data (VCSIS137)5. Analyse patterns and trends in data, and drawing conclusions (VCSIS138)6. Use knowledge of scientific concepts to evaluate conclusions (VCSIS139)No planningNo questionTeacher selectsTeacher provides planTeacher provides questionLearner told how to select and useTeacher discusses possible plans Learner sharpens questionLearner sharpens selection and useLearner guided while planning Learner selects questionLearner guided while conducting and recordingLearner determines planLearner poses questionLearner conducts and recordsNo problem solving Teacher analysesNo evaluationTeacher drawsconclusions Learner told how to analyse dataTeacher evaluatesTeacher discussespossible conclusions Teacher discusses possible analysesTeacher discussespossible evaluationLearner guided in drawing conclusionsLearner guided in analysingLearner guided inevaluationLearner reasons to formulate conclusionLearner analyses data, identifying trendsLearner evaluatesconclusions7. Communicate scientific ideas and information, evidence-based arguments, using scientific language (VCSIS140)No communicationTeacher summarises and communicatesLearner communicatesLearner guided in justifying conclusions and communicatingLearner justifies conclusions and communicatesPrescriptionConfirmationStructured InquiryGuided InquiryOpen InquiryCurriculum outcome(slightly paraphrased)National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington DC: National Academic Press.Bruck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of Inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52-58. Adapted for Victorian Curriculum by Lim, K. F. (2016), unpublished.PrescriptionConfirmationStructured InquiryGuided InquiryOpen Inquiry
21. Building towards inquiry…Making more engaging experiments is not about throwing out experiments and starting again.Analyse the current level of inquiry in your experiments.Identify where you want to increase inquiry.Re-work these aspects of your experiment.Test, trial, and revise again.
22. How to use the Inquiry Scaffold Tool plan inquiry skills teaching and learning map inquiry skills through activities map inquiry skills across units / years