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Planning a Science Investigation

Planning a Science Investigation. Steps in Planning. Theme. Choose a theme-examples. A theme is a uniting idea that is sufficiently broad to enable it to be expanded into several topics

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Planning a Science Investigation

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  1. Planning a Science Investigation

  2. Steps in Planning

  3. Theme Choosea theme-examples • A theme is a uniting idea that is sufficiently broad to enable it to be expanded into several topics • Student groups concurrently work on different but related investigations in a classroom Community of Science Practice

  4. Theme Choosea theme- benefits Themes help students appreciate the role of science as a human endeavour. They: • Assist communication with mentors • Assist teachers’ ability to simultaneously address both process and content outcomes • Supports follow-up discussions and explanations e.g. The importance of conserving energy in our modern society

  5. Brainstorm/ mind map topics within the theme Topics Click on the links to learn more about each type of question Continue to fair testing

  6. Linking questions • Identifying links between ideas can open up new areas for investigation. “Is there a link between solar energy and plants?” Return

  7. Analysing questions • Some ideas can be analysed to develop practicable investigations. “What are some ways that we use wind energy?” Return

  8. Prompting questions • These questions are used extensively at the beginning of the brainstorming session. • They bring student knowledge to the surface. “Who can think of …? What do you know about … ? What are some examples of … ?” Return

  9. Clarifying questions • Sometimes student suggestions are not clear. • Clarification questions can help students communicate their ideas and prompt the ideas of other students. “What aspect of energy conservation are you interested in?” Return

  10. Expanding questions • Expanding the theme gives more opportunities for students to find an area that interests them. • These questions are often used in the early stages of brainstorming. “What are some other types of energy?” Return

  11. Why plan a fair test? A fair test = a valid + a reliable investigation • Fair tests generally require the management of variables and sources of error (repeat trials or replication). • Sometimes they are based on the use of a control.

  12. Key elements of a fair test Questions Cows Moo Softly Change ONE thing Measure something Keep everything else theSame

  13. Fair testing- variables Questions • The thing that is Measured to get the result is called the dependent variable. • The thing that is Changed is called the independent variable. • The things that are kept the Same are called the controlled variables. By properly managing the variables and sources of error in an investigation, a fair test is achieved and valid conclusions can be drawn.

  14. Supporting students to generate testable questions and do background research Questions Ask students: • Do you already know the answer? • Is it a question that you will be able to investigate in the school/classroom within the required time? • Is it a question to which you want to know the answer? • What do you already know about the factors being investigated? • Where can you find out more about the background to your investigation? Mentors can be invaluable in the processes of generating and selecting testable questions and guiding background research

  15. Stage expectations for a fair test- NSW K-6 S&T Syllabus Questions

  16. The role of mentors Refine question Mentors are often used to: • Provide extra support for teachers to manage the logistics of a number of groups simultaneously refining questions that can readily be investigated. • Provide real examples of how scientific investigations are conducted and impact on our society • Provide a real context for sustained communication • Provide examples of career paths in science

  17. Selecting the one problem/question for investigation in a group Refine question • Curriculum Support has some useful strategies e.g. POOCH (problem, options, outcomes, choices) • Groups negotiate and often lateral thinking is needed • Strategies include SWOT analyses (strengths, weaknesses, opportunities, threats), PMI tables (plus, minus and interesting) or six thinking hats might be useful

  18. Check chemical safety requirements in your educational sector Safety audit • May the chemical be used by primary school students? • Is protective equipment required? • Check your sector/school guidelines

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