Engaging Science Instruction

1. Engaging Science Instruction Arthur Beauchamp & Cindy Passmore Sacramento Area Science Project NSELA Professional Development Institute San Francisco, March 9, 2011

2. Welcome & Overview Introductions Laying the groundwork and developing definitions Overview of framework Exploration of examples Using the framework

3. Brainstorm What comes to mind when we say “engaging science instruction”? What are some examples of things that are engaging in a science classroom? What are some examples of things that are NOT engaging in a science classroom? Why? What causes something to be engaging?

4. Some examples to consider Read the vignettes and discuss the key differences between the two environments.

5. What we mean by engaging science instruction HAVING FUN BEING CHALLENGED INTELLECTUALLY ENGAGED

6. Our Thinking Now Processing the Scientist in the Crib reading.

7. A framework for intellectually engaging science instruction

8. Goal: Engaging Science Instruction that will foster understanding about some science content and/or process Decision: mediated by choice of pedagogical approach: Modeling, Problem-based learning, 5 E, etc. Strategy task design Why rationale How techniques

9. Goal: Engaging Science Instruction that will foster understanding about some science content and/or process Decision: mediated by choice of pedagogical approach: Modeling, Problem-based learning, 5 E, etc. Strategy Argumentation/stance Strategy Focus on phenomena Strategy Working w/ data Strategy Effect to Cause

10. The Refusing Funnel • Procedure • Set-up 1: • •Firmly and gently insert the rubber stopper (with funnel) into the flask. • • Pour water into the funnel, taking care that the funnel does not overflow. • • Record what you observe. • • Empty the flask. • Set-up 2: • • Firmly and gently insert the rubber stopper (with funnel) into the flask. • • Firmly cover the side arm hole in the flask with your finger. • • Pour water into the funnel, taking care not to overflow the funnel. • • Record what you observe.

11. The Refusing Funnel • • Explain how the air particles affected the water’s motion in each of the two set-ups. • • What do you think can you conclude about air particles and how they behave (from this activity)?

12. Strategy Focus on phenomena: THE REFUSING FUNNEL • How • interesting • surprising • simple • clear connection to concept • Why • starting place for wonder • leads to questions and curiosity • provides afoundation for abstract concepts

14. Strategy Working with data EXPLAINING ECLIPSE DATA • Why • Reduce phenomenon to tractable patterns • Taps into natural affinity to seek patterns • Allows students to use data to build explanations How • identifiable pattern • leads to a question • provides enough info to build an explanation/model

16. 1) Consider the following family pedigree. Given this information can you determine if albinism is recessive or dominant? Defend your answer with key crosses from the pedigree. 2) Assign genotypes to as many individuals in the family as possible given your response to question 1.

17. Strategy Effect to Cause Reasoning PHENOTYPE TO GENOTYPE • Why • authentic task • reduces algorithmic thinking; requires using ideas • satisfies explanatory drive • How • consider where scientists begin to reason • clarify mechanism linking effect & cause • find interesting & relevant effects

18. Harnessing Argumentation / Stance • • Natural Selection in Pheasants • • Fitness in Lions

19. Harnessing Argumentation / Stance:Explaining pheasant coloration Case assignment: As with the previous cases, your primary goal is to explain the trait in question from a Darwinian perspective. However, in this case the final product will be a research grant proposal which will have two parts. Part 1: Develop a Darwinian explanation that fully accounts for the bright coloration of male pheasants. Integrate into your explanation the evidence you have drawn from the case materials to support your claims. Part 2: Identify one area of your explanation for which you would want more data. In other words, what key aspect of your explanation were you least confident about? Explain what kind of data would help you resolve that issue and give a detailed description of how you would go about collecting that data. Remember: this is a competition so you need to provide compelling reasons for the research program you are proposing.

21. Strategy: Argumentation/Stance GRANT FUNDING COMPETITION/ LION FITNESS • Why • makes use of tendency to have a point of view • internalizes the concept • forces one to link claim and evidence • How • providing situations with the appropriate balance between open-endedness and constraints

22. Goal: Engaging Science Instruction that will foster understanding about some science content and/or process Decision: mediated by choice of pedagogical approach: Modeling, Problem-based learning, 5 E, etc. Strategy Argumentation/stance Strategy Focus on phenomena Strategy Working w/ data Strategy Effect to Cause

23. Mapping tasks to framework • Consider a favorite task/lesson from your curriculum or curriculum you’ve seen. • Use the framework to analyze and/or reconstruct the task/lesson

24. Thank You Arthur Beauchamp acbeauchamp@ucdavis.edu Cindy Passmore cpassmore@ucdavis.edu slides available at http://sasp.ucdavis.edu