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Sputnik 1 October 1957

Here’s a Clue. What’s That?. Sputnik 1 October 1957. Introducing Inquiry Teaching. Sputnik 1 “Fellow Traveler” October 1957. National Defense Education Act. “Alphabet Soup Programs” Science A Process Approach (SAPA) Earth Science Curriculum Project (ESCP)

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Sputnik 1 October 1957

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  1. Here’s a Clue What’s That? Sputnik 1 October 1957 Introducing Inquiry Teaching

  2. Sputnik 1 “Fellow Traveler” October 1957

  3. National Defense Education Act “Alphabet Soup Programs” • Science A Process Approach (SAPA) • Earth Science Curriculum Project (ESCP) • Biological Sciences Curriculum Study (BSCS) • Science Curriculum Improvement Study (SCIS)

  4. Science Curriculum Improvement Study (SCIS) • Robert Karplus & Herbert Thier • 1959 • Learning Cycle

  5. Learning Cycle Exploration Introduction Application

  6. Learning Cycle Engagement Exploration Introduction Application Evaluation

  7. Engagement Exploration Explanation Introduction Application Elaboration Evaluation

  8. Engagement 5-E Learning Cycle Exploration Explanation Elaboration Bybee & Trowbridge BSCS Evaluation

  9. 5-E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate • General Syntax: • “I was just thinking about… • And that leads to the question; …?” • Builds Relevance • Personal connection (This is about you/your world.) • Vividness (Cool! Let’s take a closer look at that!) • Intrigue (Well, that gives us a puzzle to solve!) • Novelty (We haven’t seen that before, let’s explore it) • 3. Elicit student prior knowledge about the topic

  10. 5-E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate • Uses “Science Processes” a.k.a. “Process Skills” • Models the “Nature of Science” • Reliance on evidence • Physical causes for events • Uniform change • Allows learner some control over ideas generated 4. May be structured

  11. 5-E Learning Cycle • Engage • Explore 4. May be structured POE—”Predict, Observe, Explain” (PEEL Project) 5-Star Model—AIMS Education Foundation

  12. 5-E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate • Student evidence and new/forming ideas are elicited • Record keeping & communication are part of science • Language is attached to concepts as they develop • ABC’s = Activity Before Content • Teacher helps organize ideas, and may provide structured questions (Socratic) to guide development • Teacher may contribute ideas and provide direct teaching

  13. 5-E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate • May provide additional examples of the concept • May provide non-examples of the concept • May provide additional experiences with the concept • May be an activity, teacher demonstration, or media • Not intended to add new concepts

  14. 5-E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate • NOT primarily about generating a grade • IS primarily about helping students recognize learning • Returns to the original question asked in Engagement

  15. Concepts Engage & Explore • Name • Attributes • Examples Explain Definition: Allows light to pass directly through Elaborate Attribute 2:Clarification—The size of the image may change Attribute 2:Clarification—When checking, hold it back a bit Additional Examples: magnifying glass, water Non-example: waxed paper, muddy water, paper, wood EvaluateWrite a story about a person who does a good deed with a transparent machine Concept Name: Transparent Attribute 1: Allows light to pass through Attribute 2: Does not make things look blurry Examples: clear glass, plastic wrap, air

  16. Engage Explore Explain Elaborate Evaluate Communication Controlling Variables Defining Operationally Experimenting Interpreting Data Hypothesizing 5-E Learning Cycle Inquiry-based Teaching • Focuses on Relevant Question(s) • Inductive (i.e. Moves from evidence to conclusions) • Uses Science Processes • Generates Additional Questions • Pedagogical Content Knowledge is a key • Science Processes (a.k.a. Process Skills) • Observing • Predicting • Inferring • Measuring • Classifying • Constructing Models

  17. Inquiry-based Teaching • Focuses on Relevant Question(s) • Inductive (i.e. Moves from evidence to conclusions) • Uses Science Processes • Generates Additional Questions • Pedagogical Content Knowledge is a key

  18. Pedagogical Content Knowledge • Knowledge of the science content • Knowledge of the teaching activities • Knowledge of the learner • Understanding of how sequencing of activities is likely to affect learning • Ability to assess learning—especially formative assessment—and to adjust on that basis • Ability to anticipate problems that the learners might have with the content and activities • naïve conceptions • negative transfer • language

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