Inquiry

1
(No Transcript)
2
Inquiry
Literacy
Understanding
Integrating Educational Technology into Teaching,
Prentice Hall, 3rd ed. pg. 262.
3
Inquiry
Literacy
Numeracy
http//www.sde.ct.gov/sde/cwp/view.asp?a2618q32
0890 2004 Science Framework
4
2nd Generation
5
(No Transcript)
6
(No Transcript)
7
Science

• New for the Third Generation
• Based on 2004 Connecticut Science Framework
• Performance Task Removed
• No more kit delivery before CAPT
• No longer a one size fits all lab exercise

8
Science

• Embedded Tasks Suggested
• Context of lab and STS tasks used for open- ended
  questions that assess inquiry skills
• One open-ended question per strand (total of 5)?

9
Science

• Scoring changes
• A shift from 33 to 47 of the assessment on
  inquiry skills
• Inquiry skills assessed in both multiple choice
  and 5 open-ended items

10
86
11
14
12
0
13
100
14
2
0
15
2
3 days
16
3
250
17
3
20 days
18
http//www.educatorspot.com/Barnard/websitewebques
tindex.html
19
Virtual
Labs
20
Apple Juice with Pectinase
21
Although unguided or minimally guided
instructional approaches are very popular and
intuitively appealing, the point is made that
these approaches ignore both the structures that
constitute human cognitive architecture and
evidence from empirical studies over the past
half-century that consistently indicate that
minimally guided instruction is less effective
and less efficient than instructional approaches
that place a strong emphasis on guidance of the
student learning process.
Kirschner, P. A., Sweller, J., and Clark, R. E.
(2006). "Why minimal guidance during instruction
does not work an analysis of the failure of
constructivist, discovery, problem-based,
experiential, and inquiry-based teaching".
Educational Psychologist 41 (2) 75-86.