Implementation
of Inquiry in Science and Mathematics Classrooms
Course Title and Number:
Implementation of Inquiry in
Science and Mathematics Classrooms – AEDU 633
Graduate
Hours:
3
Location
of Course:
JET Middle School –
Edgefield County
Date
and time for course:
Wednesday – Friday, July
17 – 19, 2002,
Monday – Friday, July 22 –
26, 2002, and
Monday – Tuesday, July 29
– 30, 2002 (9:00 AM to 3:30 PM)
Instructors:
Alice Gilchrist, Science
Specialist, USSM Hub
Pamela D. Wash,
Science Specialist CSRA Hub
Course
description:
This
course will emphasize the nature of inquiry as it relates to content
topics in science. The
SC Science Standards will be an integral part of this course.
The teachers will participate in an off-site visit to the
National Science Center in Augusta, GA, where they will investigate
and discuss various science exhibits and participate in activities
that directly relate to inquiry with respect to potential classroom
applications. Each teacher will redesign a science lesson to
focus on the inquiry method. Teachers
will also develop and teach an inquiry lesson in their respective
classrooms in the fall. In
addition, each teacher will participate in several inquiries during
the Institute.
Goals
and Objectives:
Teachers
will:
v
Identify and
describe the major components of inquiry
v
Prepare and
present a demonstration inquiry lesson
v
Redesign a
science lesson to include higher degrees of inquiry
v
Use various
formative assessment strategies in the classroom
v
Use various
summative assessment strategies in the classroom
In-class
activities:
A
variety of activities will be used in the classroom including active
participation in class, demonstrations, cooperative group learning,
whole and small group discussions, journal entries, individual
presentations, and daily processing of content and assessment
strategies.
Out
of class assignments:
Respond
to articles that support hands-on inquiry science
Develop
lessons that demonstrate an understanding of inquiry based science
Develop
assessments that reflect SC Science Standards
Write
reflections on the implementation of science activities
Attendance: Participants are expected to attend every class
and actively participate.
Class
one: Overview of class and
expectations. Introduction to three kinds
of hands-on science and reflection of activity.
Jigsaw from reading in Foundations book. Breakout
groups and discussion of reading.
“Bare Book” journals will be provided with the
first entry assignment.
Class
two: Process skills circus. Discussion and reflection on
process skills activities. Exploring
the role of questioning: Ice Balloons activity. Learning criteria for investigable and
uninvestigable questions and “turning” questions.
Class
three: An
inquiry experience using concepts related to variables. Setting the stage using exploration and designing
and inquiry investigation. Discussion
to analyze the experience and post activity assessment.
Class
four: Examining various forms of
inquiry. Discussions concerning subtle
shifts in science and participating in a continuum.
Class
five: Redesigning
an activity. Establishing
criteria for evaluating activities and adapting activities.
Preliminary parachute activity.
Re-evaluating the criteria and adaptations in-group
discussion. Discussion of article: “How to Make Lab
Activities More Open-Ended.”
Class
six: Trip to National Resource
Center (Fort Discovery) in Augusta, GA.
Bring lunch $.
Class
seven: Examination of formative and
summative assessment strategies and issues.
Developing rubrics/assessments.
Class
eight: Examining Administration and Inquiry; finalize inquiry
lessons for presentations.
Class
nine: Implementation/Presentations will begin.
Class
ten: Conclusion of inquiry lesson
presentations, reflection on lessons learned, and development of
scope and sequence for “real classroom” implementation
for the school year 2002-2003.
Additional Readings:
Articles from professional
journals, reference texts, and other resource materials as indicated
by the professors which will include:
“Teaching Science as
Inquiry” by Rakow
“Things Your Teacher Never Told You About Science”
by Cole
“At the Exploratorium: Teaching Art and Science”
by Chamberlin
“How Teaching for Understanding Changes the Rules in the
Classroom” by Wiske
“The Right Test for Hands-On Learning?” by Hein
“Shifting from Activitymania to Inquiry” by Moscovicie and Nelson
Assessment
and Feedback:
Understand
the content and pedagogy presented and participation in class and
off-site visit.
Assessment:
Reflective journal entries (A.M. and P.M. journal activities) and
responses to articles. Maximum Points Awarded:
35 points
Individual
preparation and presentation of a demonstration inquiry lesson.
Assessment:
Evidence of inquiry, relationship to standards, creativity,
enthusiasm, presentation style, and materials used provided.
Maximum
Points Awarded: 50
points
Reflective
response on classroom implementation, value, and lessons learned from
the off-site visit.
Assessment: Reflective response paper.
Maximum
Points Awarded:
15 points
Grading
Procedures:
100% - 94% = A
93% - 90% = B+
89% - 85% = B
84% - 82% = C+
81% - 78% = C
77% - 74% = D+
73% - 70% = D
Below 70% = F