Using model-based inquiry in the classroom

Using model-based inquiry in the classroom Michael Krasilovsky Corvallis School District Ron Gray, Ph.D. Northern Arizona University *

Why model-based inquiry? Scientific and Engineering Practices • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Engaging in argument from evidence • Obtaining, evaluating and communicating information *

What are models? • A representation of a phenomenon that serves as a ‘bridge’ connecting a theory and a phenomenon. • Describes, explains, and predicts natural phenomena while communicating scientific ideas to others. • Multiple models can be developed to study the same phenomenon, each of which has limitations because it only represents a specific aspect of a phenomenon. • Are tested empirically and conceptually and are revised with new information. *

Examples of models *

Scientific models can be… • Physical models (solar system, planetarium terrarium, model of cell, model airplane) • Computer programs (flight simulator, global warming, nuclear reactions)) • Mathematical equations (E=mc2) • Conceptual diagrams (flowcharts) • Theoretical models (electromagnetic field lines) • Maps, diagrams, tables, etc. (periodic table, phylogenetic trees, circuits) Other examples? *

Role of models in the classroom • Models play multiple roles in the science classroom during MBI: • Pedagogical – helps students communicate their ideas to the teacher and keep track of ideas over time. • Social – allows multiple students to build understanding together. • Epistemic– shows students how scientists construct knowledge through modeling. Focuses on knowledge as predictive and explanatory. *

Let’s practice… Construct a simple model for: • How we see an object across the room. • Population of deer over 30 years after the majority of predators are killed. Now how do we test them? *

The Kaibab Plateau data *

What is model-based inquiry? • Big idea • Phenomenon of interest • Eliciting students’ initial hypotheses and models • Purposeful activities, sense-making conversations, and model revision • Model testing & revision • Final evidence-based explanation • Application to new phenomenon *

An example… Big Idea The transfer of energy from the interior of the Earth through convection currents drives plate movements. Phenomenon Axial Seamount *

BACKGROUND IDEAS A few weeks later we want... *

Model #4 Is Axial at a plate boundary? Convergent or Divergent? What about the boundary with Oregon? Why are the plates moving? So let’s begin the MBI...

introduce phenomenon *

Nemo Activities

Axial is a Volcano! *

Next: Is Axial at a plate boundary? Model 1: Axial is a Volcano earthquake locations *

Model2: At a Boundary Next: Convergent or Divergent Boundary? radiometric dating and magnetic reversals evidence webhunt *

Model 3: Divergent Next: What about Oregon’s Boundary & the Mechanism? earthquake depths, rock ages/magnetic

Model 4: Both Boundaries, Mechanism

Make a testable hypothesis • If plates have collided, there should be mountains • If plates are diverging, then axial should get bigger • If axial is formed from a divergence, then we should see the same pattern of rock ages and magnetic reversals at other submarine volcanoes *

Test hypothesis, final explanation *

Challenges & Successes • Can’t give away too much information or “the answer” • Need to be very deliberate about the types of questions you ask the students to guide their thinking • MBI student vocabulary matches that of guest speakers • Students are engaged in finding the answer, see an authentic progression • Students are able to see what they’ve learned • Teachers are able to see misconceptions that wouldn’t have been vocalized *

Other MBI examples • Evolution: • Big idea: Natural selection • Phenomenon: Darwin’s Galapagos finches • Gas Laws: • Big idea: Kinetic molecular theory • Phenomenon: Tanker implosion • Ecosystems: • Big idea: Interconnectedness of ecosystems • Phenomenon: Australia’s Cane Toad invasion *

Converting a unit to MBI • What units do you teach that would lend themselves to MBI? • What is the big idea of the unit? • What phenomenon is: • Illustrative of the big idea • Engaging • Authentic (hopefully!) A great resource: UW - Dr. Mark Windschitl http://tools4teachingscience.org/ *

Using model-based inquiry in the classroom Michael Krasilovsky Corvallis School District mkrasilo@gmail.com http://Mrkscience.com Ron Gray Northern Arizona University ron.gray@nau.edu *

Using model-based inquiry in the classroom

Using model-based inquiry in the classroom

Presentation Transcript

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