Promoting Inquiry in Mathematics A nd Science education

1. PromotingInquiryin Mathematics And Science education Henk van der Kooij MichielDoorman Dédé de Haan Mieke Abels Ad Mooldijk Freudenthal Instituut, Universiteit Utrecht

3. Aimof Primas(01/2010 – 12/2013) A question not asked is a door not opened! A widespread uptake of inquiry-based learning in day-to-day mathematics and science lessons across Europe Inquiry Based Learning approaches aim at fostering inquiring minds and attitudes in our students.

4. HOW DO WE TRY TO ACHIEVE THIS AIM?

5. Multi-level-dissemination-plan Dissemination through • Classroom materials and their national adaptation • Professional development (long-term) • Information for teachers in one-day-events • Initial teacher training • Evaluation (to optimize strategies)

6. Schedule

7. Analysis of teacher views Baseline study with teacher questionnaires [N=925] Positive views towards IBL, significant differences in views on teaching routines

8. Manyfaces of IBL Wat? • Valued outcomes • Inquiring minds: critical and creative • Prepared for uncertain future & lll • Understanding of nature of science&math • Interest and positive attitudes towards s&m • Teachers • Foster and value students’ reasoning • From telling to supporting & scaffolding • Connect to students’ experience • Classroom culture • Shared sense of purpose, justification & ownership • Value mistakes, contributions (Open-minded) • Dialogic • Learning environment • Problems: Open, multiple solutions, experienced as real and relevant • Access to tools and sources • From problems to explanations (instead of from examples to practicing) • Students • Pose questions • Inquire: engage, explore, explain, extend, evaluate • Collaborate

9. The focusof Primas Extending the repertoire of teachers towards integrating IBL in daily classroom practice PD modules containing: a session guide, handouts for teachers, sample classroom materials and suggested lesson plans, And video sequences showing teachers trying these materials with their own classes www.primas-project.eu (incl. Prezi….)

10. PD activities in NL In-service teacher training Primas course: Secondary school (8 teachers; math & science) Beta-excellency course including Primas modules at Utrecht University (25 secondary school teachers; math & science) Include PD modules in initial teacher training Training of Primas multipliers Strengthening existing IBL-related activities (e.g. Math B day)

11. Experiences in NL

12. Teacher examples “The students became owner of the mathematics” Add to get the next Multiply to get the next

13. Teacher examples “The new and open tasktriggeredcuriosityandinquiry.In one class it went muchbetterthan in the other. I don’tknowwhy.”

14. Teacher examples “They didn’t find the formula for lenses themselves. But in the traditional setting that also doesn’t happen. They understood better why and how they operated the instrument. In my normal classes it is maybe too safe. In this way they are more challenged and have to think for themselves.”

15. Teacher examples • Contrasting the science & math examples was helpfull • for discussing: • Student learning • Ownership of main question • Ownership of solution procedure • Explicit attention for IBL processes • Role of the teacher • Importance of a lesson plan • Role of classroom discussions

16. Your experiences Are these Primas examples valuable, useful, … for you? Think Pair Share

17. Teachers about Primas in NL

18. Aboutstudents They are more active. One can see they are thinking and looking more critical to the results Especially the enthusiasm of the students was very pleasant It became a student activity instead of following my guidelines, they really wanted to know Now students have to think: ‘How am I going to measure ..? What do I know about ..?’ Normally this was included in the task.

19. Aboutstudents Less listening and more communication than usual The students are now more producers than consumers The students are not used to work in this way yet The students asked more questions A shift from doing to thinking

20. Teacher My role now was more acting as a guide, giving support, this is different from what I usually do: presenting This asks for more preparation time I think you have to do actually all practical assignments in this way A good preparation and a clear assignment is a must

21. Teacher Less one-way traffic I learned by not valuing students’ responses, I can ask more students the same question For me it is very difficult not to value students’ responsesimmediately I made an agreement: No fingers, think first and write your answers down

22. Teacher I have learned that I need to think in advance about what questions I may expect and what questions I can possibly ask Many students didn’t really understood the concept of distance, I didn’t expect that, due to this lesson I was able to notice this

23. Two review studies Whyinquiry-based teaching failed Direct instruction and repeated practice effect long term memory In “pure-discovery method’s” students get frustrated and mislead IBL only works when students are educated and motivated enough to guide themselves Respond: IBL works, when enough support is available IBL ≠ ‘minimal guidedinstruction’ Support and scaffolding is needed for: Students’ development of discipline-related knowledge and strategies Transfering expert knowledge Structuring complex and open activities Offer support with structured lesson plans, process support, worksheets, ...

24. http://www.talentenkracht.nl/?pid=67 WESLEY AND THE AIR SQUIRT[3 minutes]