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Embedding Student Research Science & Engineering Projects in the Science & Technology/Engineering Curriculum

Embedding Student Research Science & Engineering Projects in the Science & Technology/Engineering Curriculum. Marlborough High School Marlborough, Massachusetts. Intel ISEF Educator Academy Reno, Nevada May 2009. Presented by Bill Rigney. Shop Talk Overview. School District Information

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Embedding Student Research Science & Engineering Projects in the Science & Technology/Engineering Curriculum

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  1. Embedding Student Research Science & Engineering Projects in the Science & Technology/Engineering Curriculum Marlborough High School Marlborough, Massachusetts Intel ISEF Educator Academy Reno, Nevada May 2009 Presented by Bill Rigney

  2. Shop Talk Overview • School District Information • Science and Engineering Fair Participation at Marlborough • Marlborough Way & Teacher Commitment • Mendelian Random Assortment Typical Lab/Inquiry Activity • Overview of 8th & 9th Grade Packet • Overview of 10th - 12th Grade Packet

  3. Marlborough Public Schools • Approximately 4,500 students in the district • Pre-K program • 3 Elementary Schools, Grades K-3 • 1 Grades 4-7 School • 1 High School, Grades 8-12

  4. Science & Engineering Fair Participation Grades 10-12 120209 118200 117197 126178 116 184 123178 103149 104126 No. of Projects And Students 2000 5794 5575 3559 3141 No Record Year

  5. 8th & 9th Grade Participation 121...97 96 No. of Projects & Students 89 7467 86 80 60 60 49 No Record No Fair Year

  6. The Marlborough Way • Nearly every student completes an independent project every year they are enrolled in a science course (T/E future) How and Why do we do this? • Gaining the support of key stakeholders • Answers the question: What should students know and be able to do? • Proving the importance of project work by students • Use the obvious…

  7. Massachusetts Science and Technology/Engineering High School Standards • Earth and Space Science, Biology, Chemistry, Introductory Physics, Technology/Engineering • Content Standards • Scientific Inquiry Skills Standards • Steps of the Engineering Design Process (T/E) • Mathematical Skills

  8. Scientific Inquiry Skills Standards • Make observations, raise questions, and formulate hypotheses • Design and conduct scientific investigations • Analyze and interpret results of scientific investigations • Communicate and apply the results of scientific investigations • http://www.doe.mass.edu/frameworks/scitech/0106standards.doc

  9. Teacher Commitment • Hiring Teachers • Must be committed to project based work • College Graduates are very knowledgeable about Science Standards • Supporting the Teachers • Standard format on which to work • Professional Development • Spread out the Grading

  10. Teacher Commitment (continued) • Supporting the Teachers (continued) • Working Collegially • Sharing of Best Practices • Finding Mentors • Student Feedback • Likes and dislikes • Time commitment • Access needed materials • We are ALL in this together

  11. Confucius ~451 BC • I hear and I forget • I see and I remember • I do and I understand

  12. What is Inquiry? • The student is the center of the learning. • "Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings." (http://www.exploratorium.edu/IFI/resources/inquirydesc.html) • Inquiry education is where structure meets fluidity, where we can create opportunities for students to be engaged in active learning based on their own questions.The Inquiry Page Workshop on Feb 21, 2001.

  13. Inquiry Model http://inquiry.uiuc.edu/

  14. MendelianRandom Assortment Activity Converting the “typical” textbook lab into an inquiry lab activity

  15. Random Assortment Activity • There is lab sheet located in your packet at the end of the PowerPoint slides. • Please read through the lab and notice the exact directions given. I copied this directly from a biology lab manual. • Write down two or three observations regarding this lab.

  16. Conversion to Inquiry • There is a need for prior information in order for students to determine how to proceed using the inquiry method • Discuss at your table how this lab can become more inquiry based. • What can be done? • Students develop their own procedure • Students create their own table for data • Students draw their own conclusions • Other ideas!

  17. 8th and 9th Grade Overview Students are given a 29 page packet explaining what needs to be done. Topic Selection Problem Statement Research Summary Hypothesis Experiment: Materials Procedure

  18. 8th and 9th Grade Overview Record and Analyze Data: Data Table Graph Conclusion Creativity Poster Oral Presentation

  19. Grades 10-12 Overview Guidelines for Final Report Notebook Topic Selection Help Promoting Project Continuation Issues Related to Research Proper Documentation Organizing and Planning Your Project Statistical Analysis Poster Design Grading and Due Dates

  20. Science & T/E Project Mantra Remember, this is a process that takes time to develop in a school or district. This is not a sprint! Quick is not always the best way to get things done Be the Tortoise! You may not get it right the first time, but…

  21. Success follows with persistence AND assistance!!

  22. I would like to thank the members of the Marlborough High School Science Department and T/E Department…who actually do all this stuff ! Please visit our website http://www.mps-edu.org/High My email: wrigney@mps-edu.org

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