Personal Inquiry Supporting inquiry science learning across formal and informal settings

1. Personal InquirySupporting inquiry science learning across formal and informal settings Mike Sharples Learning Science Research Institute

2. Personal Inquiry project Three year TLRP/TEL project University of Nottingham/ Open University Aim: To understand and support effective personal inquiry learning across formal and informal settings

3. Inquiry learning “Inquiry-based learning involves learners asking questions about the natural or material world, collecting data to answer those questions, making discoveries and testing those discoveries rigorously” de Jong, 2006 An ability to plan, carry out, and interpret novel investigations. Emphasis on process skills

4. Features of inquiry science learning Learners are engaged by scientifically oriented questions Learners give priority to evidence which allows them to develop and evaluate explanations that address scientifically oriented questions Learners formulate explanations from evidence to address scientifically oriented questions Learners evaluate their explanations in light of alternative explanations particularly those reflecting scientific understanding Learners communicate and justify their proposed explanations National Research Council, 2000 • Learners respond to criticism from others • Learners formulate appropriate criticism of others • Learners engage in criticism of their own explanations • Learners reflect on alternative explanations National Science Foundation, 2004

5. Support for inquiry learning Children need support in: Scientific methods and critical testing Analysis and interpretation of data Hypothesis and prediction Diversity of scientific thinking Creativity Questioning of science Osborne et al., 2004

6. Components of successful inquiry learning Motivational context Creation of process supports Selection of sequencing activities Design of investigation tools

7. Motivational context • Learning across formal and informal settings • Supported by personal technology

8. Process supports • Scripted inquiry learning • Draws on research into computer supported collaborative learning (O’Donnell & Dansereu; Dillenbourg) • ‘Dynamic lesson plans’ • Implemented on personal technology • ‘Activity Guide’ to structure inquiry learning

9. Sequencing activities • Structured inquiry process • Activity Guide to provide flexible sequencing of activities

10. Investigation tools • Asus ultra mobile PC • Camera • Data collection devices • Camera • Heart rate monitor • Data probes

11. Timetable • Pilot 1 – February 2008 • UoN: Myself (Heart-rate and fitness) • OU: My Community (Urban heat islands) • Trial 1 – November 2008 • UoN: Myself (Healthy eating) • OU: My Community (Microclimates) • Trial 2 – Autumn 2009 • Switch site locations • UoN: My Community; OU: Myself • Trial 3 – 2010 • Integrated system across both sites

12. November 2008: Healthy Eating Research Questions: • How does the PI toolkit scaffold and enable personal inquiry learning? • How does the PI experience challenge the teacher and the pupils? • Do the children learn from the PI experience • Do they the children change their attitudes towards science?

13. Inquiry aims • To investigate daily eating • “Is my diet healthy”? • Comparison with Recommended Nutrient Intakes • Ask questions of an expert nutritionist

14. Context • Inner city school • High levels of social deprivation • School policy of no homework • Flexible curriculum • Year 9 class, 28 children • Healthy eating topic • Engaged science teacher • Relating daily food to Recommended Nutrient Intake • Inquiry learning between school and home

15. Design

16. My topic My inquiry question My plans My data collection Analyse my data My conclusions My presentation My evaluation Inquiry process

17. Inquiry guide • Guide learning inside and outside the classroom • Display the phases of the inquiry • Display activities that the student could and should do • Display additional information relevant to that phase of the inquiry

18. Technology • Asus running the PI toolkit • Camera to keep a food diary

19. Food diary • Photograph daily eating • Tag with food content • Create tables of data • Reflect on data collected by their group

21. Expert interview • University nutrition expert • Class chooses questions • Sends questions by email

22. My Analysis, My conclusions • Compare their nutrients intake with the RNI, in a bar chart • Make valid comments about the data collected: personally and for the group • Recognise a healthy and less healthy diet from nutritional information in bar chart • Use a model for their own conclusions

23. Nov 2008: Data Collected • 70 sets of Questionnaires (pre-post) • Log filesfrom 28 students coming from their use of the PI toolkit in class and the home (e.g. summaries, graphs, presentations) • Video capture of the 9 lessons with three cameras (2 groups and 1 overall), • Interviews • 11 interviews with Teacher, 7 with pupils • during and post-intervention • Researchers’ observation notesafter each lesson

24. Positive results • At the start, students were engaged with the technology and tasks • They were able to carry out the tasks • They helped each other out • In groups, they worked well • They were able to create presentations with an understanding of the various inquiry activities

25. Research question How does the PI toolkit scaffold and enable personal inquiry learning? • Critical incident analysis: routines, breakthroughs, breakdowns

26. Routine issues • Difficulties in classroom management • Switching attention between teacher and computer • Taking photos of the teacher • Students did not find it easy to construct questions for the expert • Some students did not take enough photos of their food (a full day’s record) • Some students did not want to share their data • After lesson 2 their inquiry phases diverged • some students were still on data input when others were drawing their conclusions

27. Breakdowns: Navigation: • Usability problems with the software • Teacher showing a page on IWB but pupils seeing different page on their Asus • Being able to see the IWB on a sunny afternoon Using the diary: • Categorisation of food: unspoken misunderstandings • Filling in the comment box of each graph

28. Breakthroughs • Seeing RNI graphs e.g. for crisps & cola • Experiencing the consequences of not having collected their own data • Presenting their own investigation

29. Research question How does the PI experience challenge the teacher and the pupils?

30. Students’ challenges Too personal inquiry? • Seeing their own photos on the whiteboard • Recording and sharing personal data • Being aware of being recorded

31. Teacher’s challenges • Managing the toolkit in class • Confidence in supporting learning outside the classroom

32. Research Questions Do the children learn from the PI experience and do they change their attitudes towards science? • Domain knowledge multiple choice test • e.g. Why is calcium good for? • Test of Science Related Attitudes (TOSRA) • e.g. I enjoy what we do in science class. • Inquiry Skills cartoon: Analyse a character’s flawed personal inquiry

33. Conclusions • Children can be supported in personal inquiry learning across formal and informal settings • Ownership is important • Of the inquiry question • Of the technology • Of the process of inquiry • Balance of engagement and embarrassment • Balance between understanding the inquiry topic and learning inquiry skills