Science Course Module: Integrated Physics Chemistry IPC

1. Science Course Module: Integrated Physics & Chemistry(IPC)

2. INTRODUCTIONS Meet the IPC Course Module Production Crew�

3. Project Directors Andrea Foster, PhD, College of Education, University of Houston Eugene Chiappetta, PhD, College of Education, University of Houston Stuart Long, PhD, College of Engineering, University of Houston

4. Inquiry-Based Science Instruction National Science Education Standards (NRC, 1996, p. 105) list the following as goals for inquiry-based instruction: Understanding of scientific concepts. An appreciation of �how we know� what we know in science. Understanding of the nature of science. Skills necessary to become independent inquirers about the natural world. The disposition to use the skills, abilities, and attitudes associated with science.

5. Five aspects of science that will be brought to your attention in the IPC Course Module: a definition of science; science as a way of thinking; science as a way of investigating; science as a body of knowledge; and the interaction of science, technology, and society (Chiappetta & Koballa, 2002).

6. Aspects of Instruction to Promote Inquiry-Based Teaching

7. Meet the Typical IPC Learner It is important for IPC teachers to embrace the uniqueness of the IPC learner . . . What better way to do this than by taking the learner to the movies . . .

8. These kids love the movies! They are �digital natives!�

9. Introduction � Five-E Overview Engaging Film Clip Explorations (INQUIRY LABS) Chemistry in a Bag Reactions Chemical Changes Lab Stations Conservation of Mass PBL: Chemistry Show Performance/TAKS Assessment

10. UNIT FORMAT & LESSON Templates Five E Instructional Model Engage Explore Explain Elaborate Evaluate

11. ENGAGE�Engage the Learner� These activities mentally engage students with an event or question. Engagement captures students� interest and help them to make connections with what they know and can do. The teacher provides an orientation to the activity and assesses students� prior understanding of the concepts addressed in the lesson.

12. EXPLORE�Explore the Concept� Next, students encounter hands-on experience in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose of this stage is for student to acquire a common set of experiences from which they can help one another make sense of the concept.

13. EXPLAIN�Explain the Concept and Define the Terms� Only after students have explored the concept does the curriculum and/or teacher provide scientific explanation and terms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia. Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know.

14. ELABORATE�Elaborate on the Concept� The next stage of the model serves to help student elaborate on their understanding of the concept. Students are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts.

15. EVALUATE�Evaluate students� Understanding of the Concept� This final stage of the model has a dual purpose. It is designed for the student to continue to elaborate on their understanding and to evaluate what they know now and what they have yet to figure out. The teacher determines the extent to which students have developed a meaningful understanding of the concept.