NSF CEMSS Physical Science Workshop

1. NSF CEMSS Physical Science Workshop Welcome Teachers! Barbara L. Gonzalez, Ph.D., Associate Professor California State University Fullerton Department of Chemistry and Biochemistry August 19, 2008

2. Introductions • Who is Dr. Gonzalez? • Curtin Science Education Ph.D. Assistants • Monica Azimioara • Jacqueline Rojas • MAT-S Alumna • Dianne Robinson • Undergraduate Assistants • Dustin Webb • Stephanie Jitosho

3. Theoretical Perspectives • Learning Theory • Moderate constructivism • Piaget - logical schema • Vygotsky - social mediation via discourse • Conceptual Change • Tabula rasa vs naïve conceptions • Nature of Science • Science as a set of skills • Science as a process • Science as an enterprise • Science as a way of asking and answering questions • Role of Laboratory in Science Education • Is laboratory necessary?

4. CA Science Standards Matter • Structure of Matter • 3. Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. All forms of matter are composed of one or more of the elements. As a basis for understanding this concept: • b. Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements. • d. Students know the states of matter (solid, liquid, gas) depend on molecular motion.

5. CA Science Standards Reactions • Reactions • 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a basis for understanding this concept: • a. Students know reactant atoms and molecules interact to form products with different chemical properties. • c. Students know chemical reactions usually liberate heat or absorb heat. • d. Students know physical processes include freezing and boiling, in which a material changes form with no chemical reaction.

6. CA Science Standards I & E • Investigation and Experiment • 9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: • a. Plan and conduct a scientific investigation to test a hypothesis. • b. Evaluate the accuracy and reproducibility of data. • c. Distinguish between variable and controlled parameters in a test.

7. Role of Laboratory • America’s Lab Report NAS 2006 • Researchers do not agree on a common definition of lab activity; gaps in research do not make it difficult to evaluate the quality and and best practices for lab • From NAS definition, quality of laboratory experience is poor for most students in US • Improving teacher capacity to lead laboratory instruction is critical • Organization and structure of schools impedes quality lab instruction • State science standards with emphasis on topics, may discourage teachers from effective lab instruction • Current large scale assessments do not accurately measure student attainment of lab goals

8. Laboratory Safety Resources • Resources • CEMSS Wiki Dr. Costa • https://mast.wikispaces.com/Lab+Safety+Resources • CSUN • http://www.csun.edu/science/ref/laboratory/safety/safety.html • NSTA • http://www.nsta.org/about/positions/liability.aspxEnvironmental • ACS • http://membership.acs.org/c/chas/

9. Safety Contract • Flinn Scientific • CEMSS Wikie • Construct your own • Issues • Students and parents sign • Enforce the contract consistently and fairly • Find a way to handle students who are not prepared to work in lab

10. Safety Quiz • Sample Quiz from Flinn Scientific • Online quiz • Quia http://www.quia.com/jq/55406.html • Chemistry for Kids - Quizzes for Kids http://chemistry.about.com/library/weekly/blconc.htm

11. Chemical Storage • Chemical Compatibility • Acid cabinet • Base cabinet • Separate organic from inorganic compounds • Use Cheical Hygiene plans from district or fire department • Chemical Sources • Flinn Scientific • Carolina Biological - Science Kit • Wards • Commercial Equivalents • See handout

12. Safety in the Classroom • Equipment • Eyewash • Safety shower • Fire blanket • Fire extinguisher • First Aid Kit • Occupancy • Class size for safe lab activity • See National Science Education Leadership Association • Safe Science Series • http://www.nsela.org/publications/publications2.html • Urge school administrators to promote safe laboratory practice by allocating proper space

13. Safety Attire • Clothing • Knee length • Sleeves • Closed toe and closed heel shoes • Special safety attire • Lab coat/apron • Safety goggles • Do NOT share goggles! • Grooming • Hair secured

14. Nature of Science • Scientific Method • Is there a single scientific method? • What do students understand about the nature of science? • Scientific method • Knowledge production • Certainty vs Uncertainty • Observation, fact, law, theory • What are student attitudes toward science? • Perceptions positive and negative • Imagine self as a scientist • SAI II

15. Some SAI Results • Science Attitude Inventory(Moore & Foy, 1997; Moore, 1973) • Science is a theoretical and idea-generating activity vs. science is a means to solve human problems as a technology-developing activity • Significant difference in change in attitude toward science as theoretical and idea-generating between treatment and control groups after instruction (t=2.16, p=0.036).

16. Understanding Changes in Matter • Knowledge is constructed is accordance with cognitive development and social interaction • (Ginsberg and Oper, 1988; Vygotsky, 1969, 1978) • Physical and chemical changes poorly understood by learners of all ages and backgrounds • (Ahtee and Verjola, 1998; Herron, 1993; Johnson, et al., 2000; Solsana, et al., 2003) • Changes in matter in national and state standards as early as elementary school • (NRC, 1996; California Department of Education, 1990) • Spontaneity and Reversibility

17. Chemical and Physical Change • What do we know about students’ understanding of chemical and physical change? • What are the cues that students use to determine whether changes are chemical or physical? • Can students use data to determine the identity of a substance? • Pre Test PCA

18. PCA Response Physical Change Particulate Macroscopic

19. PCA Response Chemical Change Macroscopic Particulate

20. PCA Results Entire Sample

21. PCA Means By Type of Change *p  0.05

22. PCA Means By Representation *p  0.05

23. CheMystery • The activity goal • Pre Lab Preparation • CheMystery Activity Your turn Clean Up Post Lab Discussion