T 6.0

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T 6.0
Chapter 6 Inquiry for Scientific Literacy

• Central concepts
• Science is fundamental and its attitudes,
  processes and knowledge form a literacy
  foundation
• Inquiry is the way of finding out and discovery
  is what is found
• Several inquiry teaching methods encourage
  learners to construct understanding (discovery)
  and develop literacy skills, but in different
  ways
• Cooperative learning techniques help to manage
  science inquiry classrooms

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T 6.1
What Is Scientific Literacy?

• According to the National Research Council,
  literacy means
• a person can ask for and determine answers to
  questions stimulated by curiosity
• the ability to describe, explain, and predict
  natural phenomena
• the ability to read and understand scientific
  articles in the popular press and converse about
  validity of conclusions
• a person can identify scientific issues and
  express positions that underlie national and
  local decisions
• a person can evaluate the quality of scientific
  information of its sources and methods
• a capacity to pose and evaluate arguments based
  on evidence and conclusions

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Science Attitudes

• Attitudes stimulate the mental processes of
  scientific literacy by
• promoting creativity
• encouraging creative writing
• providing a foundation for good health habits
• helping to develop mathematical skills
• providing experiences that can be the inspiration
  for art and music
• helping to develop reading and social studies
  skills
• feeding develop self-esteem

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Science Processes and Knowledge

• Process skills are tools for building literacy
  (see chapters 1,4,5)
• Skills help to identify, explore and solve
  problems.
• Scientific knowledge is a means to an end
• Knowledge leads to thoughtful consumer choices
  and responsible behavior

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NSES Content Dimensions (Figure 6.1)
Science content standards help to define the
essentials for scientific literacy.
Physical
Life
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What is Inquiry and Discovery?

• Scientific literacy supports inquiry and
  discovery.
• Inquiry is a process for finding out, the way
  of making discoveries
• Discovery is what is found, what learners
  construct in their minds

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Inquiry Methods Help Teachers To

• Focus and support literacy thought processes.
• Stimulate productive discourse among children.
• Challenge children to accept and share
  responsibility for learning.

• Identify and support diversity.
• Encourage all children to participate fully in
  science learning.
• Encourage and model literacy skills.
• Encourage and model productive attitudes.

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Inquiry Teaching Methods

• Learning Cycle
• Scientific Learning
• Suchmans Inquiry
• Demonstrations
• Playful Science
• Problem Based Learning
• Cooperative Inquiry

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Science Learning Cycle

• is built upon a synthesis of learning theories
• is a way of planning and teaching that is
  consistent with how children construct their
  understanding
• see Fig 6.2

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Figure 6.2
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Science Learning Cycle, Table 6.1

• Exploration
• What is the lessons central question and the
  precise concept students will explore?
• How will the children become engaged in the
  inquiry?
• How will questioning be used to engage and
  sustain?
• What activities must the children do to become
  familiar with the concept?
• What kinds of observations and records should the
  children keep?
• What kinds of instructions will the children
  need? How will you give the instructions
  without telling the concept?

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Science Learning Cycle, Table 6.1

• Explanation
• What kinds of information or findings should the
  children talk about?
• How can you help help students summarize their
  findings?
• How can you guide the students and refrain from
  telling them what they should have found, even if
  their understanding is incomplete?
• What concept labels should the children
  discover?
• How will you use sentence starters to help
  children form an operational definition of the
  concept?
• Why is the concept important?

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T 6.12
Science Learning Cycle, Table 6.1

• Expansion
• How can you connect with children's prior
  experiences?
• How does the concept relate to the science
  program goals?
• What questions can be used to encourage discovery
  of the concept's importance?
• How will you connect the lesson to the new
  content dimensions provided by the science
  standards?
• What new experiences will help to apply or expand
  the concept?
• What is the next concept related to the present
  one?

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Science Learning Cycle, Table 6.1

• Evaluation
• What are the appropriate learning outcomes you
  should expect?
• What types of hands-on evaluation techniques can
  the children do to demonstrate the basic process
  skills?
• What techniques are appropriate for children to
  demonstrate the integrated process skills?
• How can pictures help children to demonstrate how
  well they can think through problems?
• What types of questions will help children to
  reflect on what they have discovered?

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Question Types to Engage and Sustain a Learning
Cycle (Figure 6.3)
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Scientific Teaching Method

• Step 1
• Step 2
• Step 3
• Step 4
• Step 5

Students conclude that an experiment will provide
the best answer to the science question or
dilemma.
Focus the question to seek a specific science
answer
Guess an answer and use references to find out if
the answer is already known
Use guiding questions to find out the answer in
Step 2
Have students apply what they learn from
experimentation use conclusions in a practical
way
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Suchman's Inquiry

• to help children construct solutions and
  explanations
• based on discrepant events
• student-centered, students ask the questions
• relies only on convergent questions that can be
  answered with a Yes or a No

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Discrepant Event Map (Fig. 6.6)
DISCREPANT EVENTS
produce
stimulates learners to ask
Disequilibrium
Strive for equilibrium
are developed into
yield
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Suchman's Inquiry, continued

• Phases
• 1. present the discrepant event
• 2. students verify facts and collect
  information via questions
• 3. student investigation and research
• 4. teacher-led discussion to develop solution
  or best explanation

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When to Use a Demonstration

• to avoid putting children in danger
• to model proper skills and safety
• to focus the class on an important event
• to overcome equipment shortages

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When to Use a Demonstration, continued

• to arouse interest, important questions or to
  demonstrate learning problems
• to help solve academic problems
• to encourage slow learners and to challenge rapid
  learners

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When Should Children Do a Demonstration?

• to recognize effort and originality
• to help another child understand
• to enhance or to develop communication skills
• to build self-confidence

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Tips for Effective Demonstrations

• clear, specific purpose
• plan carefully and practice
• involve children when possible
• use questions to support the demonstration
• repeat to focus attention
• keep it visible
• use simple, familiar materials
• use quality, not quantity

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Playful Science

• Play
• Supports open-ended inquiry
• Provides moments of natural interest
• Offers inviting places for discovery to occur
• Can promote respect for living things
• Celebrates wonder
• Promotes social development

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Six Stages

• Child selects experiment from those proposed by
  teacher.
• Child repeats an experiment with own variation.
• Child elaborates.

• Encourage children to initiate own experiments.
• Communicate with parents and replicate
  experiment.
• Conduct new experiment begin new cycle.

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Problem-Based Learning

• Develop a driving question for focus.
• Engage children in investigation.
• Collect and create artifacts.
• Collaborate
• Learn to use technological tools.

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Cooperative Inquiry Groups Table 6.2. 6,3

• Principal Investigator manages the group and
  checks the assignment
• Materials Manager collects and distributes all
  equipment
• Recorder collects all necessary information
• Reporter communicates the group's findings
• Maintenance Director directs the group's clean
  up effort

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Successful Inquiry Teachers

• model scientific attitudes and processes
• are creative
• are flexible
• use effective questioning strategies
• focus their efforts on preparing children to think