Fostering Science Learning Through Inquiry Based, Student-Centered Pedagogy and Learning Communities

1. Fostering Science Learning Through Inquiry Based, Student-Centered Pedagogy and Learning Communities Progress Report on a Cycle II DHE Improving Teacher Quality Grant Project Michael Ottinger, Martin Johnson, John Rushin, David Ashley, Y Wacek Missouri Western State College (University) Jay Meyers Saint Joseph School District

2. Introduction • Description of MDHE Grants • MWSC Project Design • Teacher Demographics • Summer Workshop Projects • Follow-up Seminars • Thoughts on On-going Project

3. MDHE Improving Teacher Quality Grants • Approximately $1.2 Million Dollars of Federal Funds Annually from “No Child Left Behind” Act. • Project’s Long Term Goals: • Increases in the number of students at high need schools completing the high school core curriculum • Increases in Science MAP scores and ACT sub-scores of middle and high school students at high need schools. • Increases in the content knowledge and pedagogy skills of practicing teachers at high need schools. • Increases in the number of students taking rigorous science courses at high need schools, and • Better prepared newly-certified teachers (through changes in collegiate-level undergraduate science curriculum based on best practices from these funded professional development projects. (Cycle II - DHE Improving Teacher Quality Grants RFP, page 3)

4. Cycle II – Objectives • Increase teachers’ knowledge and understanding of key concepts in at least one of the three targeted science content areas: a) Matter and Energy; b) Force, Motion, and Mechanical Energy; and/or c) Living Systems • Improve teachers’ knowledge/understanding of hands-on, inquiry-centered science that incorporates best practices in instructional technology • Improve student achievement in the three targeted science content areas • Have a measurable impact on science education at the partnerships’ higher education institutions. (Cycle II - DHE Improving Teacher Quality Grants RFP, page 7)

5. MWSC Project Design • MWSC Chemistry Department partnership with St Joseph School District • Developed long-term relationship to increase use of inquiry-methods in the classroom. • Applied for Grant based on RFP guidelines • Change in MDHE Directors  Change in RFP  Change in eligible partners  No Central High School (SJSD) • Chemistry Department Withdrew

6. MWSC Project Design II • Grant Resubmitted by LAS Dean, Biology and CSMP Departments. • Similar to Chemistry Department proposal, but focused on regional high-need school districts (as newly defined).

7. Fostering Science Objectives • Improve teacher participants’ ability to use the learning cycle approach to increase student learning of the Missouri Show-Me objectives • Improve teacher participants’ ability to establish themselves as facilitators within “student learning communities” at their respective schools. • Improve teacher participants’ knowledge and understanding of inquiry-centered teaching methods in middle and high school biology, physical science and physics. • Improve student achievement on MAP in the areas of “life systems”, “matter and energy” and “force, motion , and mechanical energy.” • Create a “learning community of teacher participants to share ideas and methods. • Have all teacher participants become part of a larger learning community by participating in the Junior Division of the Missouri Academy of Science (JD-MAS) and the Mid-America Regional Science & Engineering Fair (MARSEF)

8. Project Activities • 10-day Summer Short Course (July 12-21) • 3 Saturday Follow-up Workshops During School Year (September, December, and May) • Participation in JD-MAS and MARSEF in March

9. Teacher Recruitment • All High-need schools (as defined in the revised RFP) in NW Missouri were invited to participate • Incentives • $1000 stipend to teachers • Two hours graduate credit from NWMSU • Data Acquisition Equipment • Meals during workshop. • 15 Teachers Participated from 8 schools

10. Demographics of Participating Schools • High Need Schools % Prof/Adv #students • Carrollton R-VII 4.41% 68.2 • King City R-I 4.13% 30.3 • North Andrew R-VI 2.31% 26.0 • North Nodaway R-VI 2.63% 22.8 • Benton High School (SJSD) 6.65% * 630.8* • Lafayette High School (SJSD) 6.65% * 630.8* • Private School • St Joseph Christian School N/A N/A • Other Participating Schools • Central High School (SJSD) 6.65% 630.8* • STATE AVERAGES: 6.60% *=SJSD district averages

11. Demographics of Participants • Middle School Science - 3 teachers • Primarily HS Biology - 3 teachers • Primarily HS Chem/Physics - 2 teachers • All HS Science Courses - 7 teachers

12. Summer Short Course – Day 1 • Getting to Know You – • Each participant presented a demo representing their teaching style • Pre-Workshop Surveys • Concepts Quiz • Attitude Survey • Evaluator Questionnaires

13. Summer Short Course- Day 1 • Presentations- • The Learning Cycle by Dr. John Rushin • Inquiry-Based Instruction I by Dr. Y Wacek • Learning Communities by Dr. Martin Johnson

14. Summer Short Course – Day 2 • Introduction to Vernier Data Acquisition Equipment (LABPRO) • Vernier Rep. John Schutter

15. Summer Short Course – Day 3 • Using Discrepant Events to Teach Inquiry-based Science by Bill Brent Scotch Tape Electroscope Electric Potential The Cat’s Meow Hovercraft RGB Shadows Picture in Space

16. Summer Short Course – Day 3 • Presentation – Inquiry Based Instruction II “Volcanic Cakes”

17. Summer Short Course - Days 4-5 • Life Sciences Activities

18. Summer Short Course – Day 5 • Motion: • Motion Detector • Position, Velocity, Acceleration • Free-Fall • Force Probe • Atwood Machine

19. Summer Short Course – Day 6 • Physics in the Park • Rotational Motion • Periodic Motion • Cooling

20. Summer Short Course – Day 6 • Electricity & Magnetism • Series & Parallel Christmas • DC Motor • Magnetic Slinky

21. Summer Short Course – Day 7 • Project Preparation Day • Each Group was assigned to prepare 3-hour presentation on an investigative project that they would use in their class. • Presentation could be 3 one-hour projects, 2 ninety-minute projects, or 1 three-hour project, based on their school schedule. • Equipment used should be available in their classroom, including the Vernier Equipment

22. Summer Short Course- Days 8-10 • Presentation of Projects • Optics: Building a Telescope, observing sun spots • Thermodynamics: Designing and Building a Solar Oven • Anatomy: Sidewalk Chalk Drawings of Heart/ Circulatory System • Sound waves: Recording & Fourier Analysis of Various Noisemakers • Zoology: Pythons, Boas, and Tarantulas in the classroom

23. Summer Short Course – Day 10 • Post-Short Course Surveys • Goal Setting and Discussion

24. Fall Callback – September 25 • Discussion of Inquiry-based methods employed in classrooms & Plans • Troubleshooting of Equipment Problems • MARSEF / JD-MAS Q&A Session with successful teachers • Rules & Forms • Encouraging students to participate

25. Winter Callback Nov & Dec • Scheduling Conflicts so two sessions were held. • Participants presented projects that had been done (or were going to be done). • Participant groups completed the projects and rated presenter on used of Learning Cycle • Group discussions on how to better utilize learning cycle.

26. Spring Callback - March 4 • MARSEF • 5 participants had 61 students entered in MARSEF (3 participants for first time) • Several teachers brought students to view MARSEF – preparation for next year. • Junior High teachers had students participating in Jr. High Science Fair.

27. Summer Callback – May • To be held – • Preparation of booklet of projects participants created from workshop • Discussion of lessons learned this year • Exit Surveys

28. Summary of Project to Date • Pros • Teachers created strong Learning Community, especially among the rural school districts • Equipment & instruction acted as a seed for districts to acquire additional equipment for science classrooms. • Cons • Scheduling conflicts.