Evaluating Inquiryoriented Science Teaching and Learning with SEC

1
Evaluating Inquiry-oriented Science Teaching and
Learning with SEC
Eric Osthoff and Hedi Baxter Lauffer University
of Wisconsin, Madison Wisconsin Center for
Educational Research September 9, 2008
2
Overarching Question

• How can SEC tools and data support and inform the
  evolution of a coherent systemic approach to
  science education improvement?

3
System-wide Change for All Learners and Educators
(SCALE)

• A national network of more than 50 working groups
  of educators and researchers focused on improving
  mathematics and science teaching and learning at
  all levels.
• Funded in the 2002 Math and Science Partnership
  (MSP) competition.
• Science immersionone small piece of the project

4
SCALE Vision and Goals (science)

• Vision Students develop deep conceptual
  understanding of both overarching science
  concepts and the nature of science as a human
  endeavor to become scientifically literate
  citizens
• Goals Systemic improvement (K16) in science
  teaching and learning
• Our vehicle for change Science Immersion

5
Immersion
Immersion defined by The American Heritage
Dictionary To involve profoundly absorb

• Profound defined by The American Heritage
  Dictionary
• Thorough going far reaching
• Penetrating beyond what is superficial or
  obvious

6
How did we get here?
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Science Immersion in the LA Basin

• Began with throw it over the wall vision
• Shifted to be a more participatory
  instructional materials development project
• Developed into a middle --gt out reform effort,
  including professional development
• Evolved into a K-16 collaboration with a common
  vision

8

• System-wide Coherence
• How do educators conceptual understandings of
  science teaching and learning affect the
  educational system?

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Our Knowledge and Beliefs

• Determines our intended learning for students and
  the experiences we feel that students need to
  have to effectively learn

10
Teacher Knowledge and Beliefs

• What teachers know and believe about teaching and
  learning determines the expectations they have
  for their students and the types of learning
  experiences they will implement in their
  classrooms.

11
Science Immersion Vision for the Classroom

• Video example from a Los Angeles Unified School
  District elementary classroom, teaching the Grade
  4 Immersion Unit

12
Teacher Knowledge and Beliefs

• What we want all teachers to know and be able to
  do has direct implications for the professional
  development we design and facilitate.

13
Science Immersion Vision for Teacher Professional
Development

• Video examples from a SCALE summer Science
  Immersion Institute for the Grade 6, Plate
  Tectonics Immersion Unit

14
Knowledge and Beliefs Alignment

• What PD facilitators know and believe about
  teaching and learning determines the expectations
  we have for our participants and the types of
  learning experiences we design and facilitate.

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Science Immersion Vision for Professional
Developer Learning

• The PD Studygroup

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The PD Studgroup A Professional Learning
Community comprised of LAUSD science teachers and
leaders, STEM faculty, STEM education faculty,
SCALE facilitators
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What affects educators Knowledge Beliefs and
conceptual understanding of effective teaching
and learning?

• Knowledge and Beliefs
• Research-based knowledge and existing beliefs
  that influence PD design
• Beliefs What we think we know or may be coming
  to know about teaching and learning . . .
  supported by experience (p. 31).

Knowledge and Beliefs
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ThinkPairShare Brainstorm a list of ideas
about what SEC tools and data might support and
inform the evolution of systemic coherence like
we were seeking.
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Exploring Samples from SCALEs SEC Data

• Keep in mind the overarching question
• How can SEC tools and data support and inform
  work in science education improvement?
• Consider, who (in addition to the researchers)
  could benefit from analyzing the various data
  collected?

20
Design Features of the SCALE Study of Middle
School Science Immersion in LAUSD

• Multiple instruments focused on 3 spheres
• Professional Development Institutes
• Classroom Implementation
• Student Learning Outcomes
• With SEC-based measures in at least one
  instrument in each sphere to facilitate analysis
  across spheres

21
Study Design Sphere 1 PD Institute Delivery and
Participants
22
Study Design Sphere 2 Classroom Implementation
23
Mini-SEC Created for SCALE Science Immersion Study
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Immersion Unit Classroom Implementation Rates 21
Lessons Across 7 Unit Steps
Percentage of teachers reporting they used units
lessons A Lot (rather than Some, or Little
or None)
N 32
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Observation Data for Grade 6 Plate Tectonics
Immersion Classrooms Level of Student Engagement
as a Proportion of Instructional Time
N 70 classroom lessons
26
Observation Data for Grade 6 Plate Tectonics
Immersion Classrooms Teacher Expectations for
Student Learning as a Proportion of Instructional
Time
RM (Receive, Memorize Information) CI (Conduct
Investigations/Perform Procedures) CU
(Communicate Understanding) AI (Analyze
Information) MC (Make Connections or Apply
Concepts)
27
Grade 6, Component 1 Science Instruction of Plate
Tectonics Institute Participants
All Content Areas
Post
Pre
Pre
28
Grade 6, Component 1 Science Instruction of Plate
Tectonics Institute Participants
Nature of Science
Post
Pre
Scientific Questions
Evidence in Sci Inquiry
Scientific Explanations
Diversity in Science
History of Innovations
Ethical Issues
29
Grade 6, Component 1 Science Instruction of Plate
Tectonics Institute Participants
Earth Systems
Pre
Post
30
Study Design Sphere 2 Classroom Implementation
31
Study Design Sphere 3 Student Learning Outcomes
32
What are the implications?
?
33
Proportion of Instructional Time Associated With
Cognitive Demand Categories by Curricular
Instantiation
34
Variation in Content Emphasis for 3 Curricular
Instantiations In the LAUSD Science Instructional
Environment
35
Content Alignment in a Complex System
The Potential for Conflicting
Curricular Subsystems
36
Exploring Samples from SCALEs SEC Data

• Keep in mind the overarching question
• How can SEC tools and data support and inform
  work in science education improvement?
• Consider, who (in addition to the researchers)
  could benefit from analyzing the various data
  collected?

37
Design Features of the SCALE Study of Middle
School Science Immersion in LAUSD

• Multiple instruments focused on 3 spheres
• Professional Development Institutes
• Classroom Implementation
• Student Learning Outcomes
• With SEC-based measures in at least one
  instrument in each sphere to facilitate analysis
  across spheres

38
Study Design Sphere 1 PD Institute Delivery and
Participants
39
Study Design Sphere 2 Classroom Implementation
40
Mini-SEC Created for SCALE Science Immersion Study
41
Immersion Unit Classroom Implementation Rates 21
Lessons Across 7 Unit Steps
Percentage of teachers reporting they used units
lessons A Lot (rather than Some, or Little
or None)
N 32
42
Observation Data for Grade 6 Plate Tectonics
Immersion Classrooms Level of Student Engagement
as a Proportion of Instructional Time
N 70 classroom lessons
43
Observation Data for Grade 6 Plate Tectonics
Immersion Classrooms Teacher Expectations for
Student Learning as a Proportion of Instructional
Time
RM (Receive, Memorize Information) CI (Conduct
Investigations/Perform Procedures) CU
(Communicate Understanding) AI (Analyze
Information) MC (Make Connections or Apply
Concepts)
44
Grade 6, Component 1 Science Instruction of Plate
Tectonics Institute Participants
All Content Areas
Post
Pre
Pre
45
Grade 6, Component 1 Science Instruction of Plate
Tectonics Institute Participants
Nature of Science
Post
Pre
Scientific Questions
Evidence in Sci Inquiry
Scientific Explanations
Diversity in Science
History of Innovations
Ethical Issues
46
Grade 6, Component 1 Science Instruction of Plate
Tectonics Institute Participants
Earth Systems
Pre
Post
47
Study Design Sphere 2 Classroom Implementation
48
Study Design Sphere 3 Student Learning Outcomes
49
What are the implications?
?
50
Proportion of Instructional Time Associated With
Cognitive Demand Categories by Curricular
Instantiation
51
Variation in Content Emphasis for 3 Curricular
Instantiations In the LAUSD Science Instructional
Environment
52
Content Alignment in a Complex System
The Potential for Conflicting
Curricular Subsystems