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Sean Nash

The Origins of the BSCS 5E Instructional Model (FULL REPORT) - 1 views

bscs.org/...uctional_Model-Full_Report.pdf

instructional report BSCS inquiry 5Es research

shared by Sean Nash on 19 Jun 14 - No Cached
  • Sean Nash on 19 Jun 14
     
    This report outlines the research-based underpinnings of the BSCS 5E Instructional Model. This is foundational to the cause.
Sean Nash

Science Inquiry: NIH - Doing Science-Implementing the Module - 1 views

science.education.nih.gov/...implementing.htm

science module NIH inquiry 5Es

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  • How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning? Because learning does not occur by way of passive absorption, the lessons in this module promote active learning. Students are involved in more than listening and reading. They are developing skills, analyzing and evaluating evidence, experiencing and discussing, and talking to their peers about their own understanding. Students work collaboratively with others to solve problems and plan investigations. Many students find that they learn better when they work with others in a collaborative environment than when they work alone in a competitive environment. When active, collaborative learning is directed toward scientific inquiry, students succeed in making their own discoveries. They ask questions, observe, analyze, explain, draw conclusions, and ask new questions. These inquiry-based experiences include both those that involve students in direct experimentation and those in which students develop explanations through critical and logical thinking.
  • What the Teacher Does
    • Sean Nash
      Sean Nash on 19 Jun 14
       
      The teacher role in the 5E instructional model...
  • What the Students Do
    • Sean Nash
      Sean Nash on 19 Jun 14
       
      The student role in the 5E instructional model...
Sean Nash

Doing Science-Information about the Process of Scientific Inquiry (Page 2 of 3) - 1 views

science.education.nih.gov/...info_process-b.htm

shared by Sean Nash on 19 Jun 14 - No Cached
  • The NRC research findings point out similarities between students’ natural curiosity and methods of inquiring about the world and scientists’ more formal approach to problem solving. As both children and adults learn, they pass through similar stages of discovery. As stated in How People Learn, An alternative to simply processing through a series of exercises that derive from a scope and sequence chart is to expose students to the major features of a subject domain as they arise naturally in problem situations. Activities can be structured so that students are able to explore, explain, extend, and evaluate their progress. Ideas are best introduced when students see a need or a reason for their use—this helps them see relevant uses of knowledge to make sense of what they are learning.10
    • Sean Nash
      Sean Nash on 19 Jun 14
       
      I love this statement. It is one that should be read far and wide.
  • This research-based recommendation supports the use of inquiry-based instruction, specifically calling for a structure that allows students to revise their conceptual framework. This structure is consistent with the BSCS 5E Instructional Model used in this supplement.
    • Sean Nash
      Sean Nash on 19 Jun 14
       
      Research supports and suggests an approach consistent with the BSCS 5E instructional model.
  • The NSES recognizes inquiry as both a learning goal and a teaching method.
  • ...15 more annotations...
  • Learners are engaged by scientifically oriented questions.
  • Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
  • Learners formulate explanations from evidence to address scientifically oriented questions.
  • Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.
  • Learners communicate and justify their proposed explanations.
  • Essential Features of Classroom Inquiry and Their Variations
    • Sean Nash
      Sean Nash on 19 Jun 14
       
      Excellent chart for use in teacher learning experiences. A great way to illustrate balance and the level of reflection needed at the teacher level.
  • Fundamental Abilities Necessary to Do Scientific Inquiry Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Use appropriate tools and techniques to gather, analyze, and interpret data. Develop descriptions, explanations, predictions, and models using evidence. Think critically and logically to make the relationships between evidence and explanations. Recognize and analyze alternative explanations and predictions. Use mathematics in all aspects of scientific inquiry.
  • Fundamental Understandings about Scientific Inquiry Different kinds of questions suggest different kinds of scientific investigations. Current scientific knowledge and understanding guide scientific investigations. Mathematics is important in all aspects of scientific inquiry. Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. Science advances through legitimate skepticism. Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data.
  • 5 Misconceptions about Inquiry-Based Instruction
  • Misconception 1: Inquiry-based instruction is the application of the “scientific method.”
  • Misconception 2: Inquiry-based instruction requires that students generate and pursue their own questions.
  • Misconception 3: Inquiry-based instruction can take place without attention to science concepts.
  • Misconception 4: All science should be taught through inquiry-based instruction.
  • Misconception 5: Inquiry-based instruction can be easily implemented through use of hands-on activities and educational kits.
  • At one extreme are teachers who believe they are practicing inquiry by posing questions to their students and guiding them toward answers. At the other extreme are teachers who feel they are not practicing inquiry unless they allow their students to engage in a lengthy open-ended process that directly mimics scientific research.
    • Sean Nash
      Sean Nash on 19 Jun 14
       
      A spectrum of understanding & practice...... you KNOW how I like to create/articulate these!
Sean Nash

Web Portion of Student Activities - NIH Inquiry - 1 views

science.education.nih.gov/...activities_toc.htm

science inquiry reflection 5Es NIH activities lessons

shared by Sean Nash on 19 Jun 14 - Cached
  • Sean Nash on 19 Jun 14
     
    Some really interesting-looking web-based (and detailed) inquiry-based investigations. These may be interesting for teachers to work through at some point in a learning session. Reflecting on the actual experience of inquiring in a scientific way is the only way to lead students through the process.
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