AN I NT RODUCT I ON T O POGI L T a ra Y. Me ye r, PhD Se a - - PowerPoint PPT Presentation

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AN I NT RODUCT I ON T O POGI L T a ra Y. Me ye r, PhD Se a - - PowerPoint PPT Presentation

May 24, 2023 290 likes •543 views

L E C F ACUL T Y SE SSI ON: AN I NT RODUCT I ON T O POGI L T a ra Y. Me ye r, PhD Se a n Ga rre tt-Ro e , PhD Pro fe sso r o f Che mistry Asso c ia te Pro fe sso r o f Che mistry T a mika A. Ma diso n, PhD Jo hn G. Ra dzilo

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L E C F ACUL T Y SE SSI ON: AN I NT RODUCT I ON T O POGI L

T a ra Y. Me ye r, PhD Se a n Ga rre tt-Ro e , PhD Pro fe sso r o f Che mistry Asso c ia te Pro fe sso r o f Che mistry T a mika A. Ma diso n, PhD Jo hn G. Ra dzilo wic z, E dM Dire c to r o f Ge n Che m L a b o ra to rie s Unive rsity Ce nte r fo r T e a c hing & L e a rning Clinto n, A. Jo hnso n, MS De pa rtme nt o f Che mistry

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OBJE CT I VE S:

By the e nd o f this se ssio n yo u will b e a b le to … 1. E xpla in the b a sic s o f I nq uiry Ba se d L e a rning (I BL ) 2. E xpla in a nd Apply the b a sic s o f the POGI L me tho d o f I BL

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I NQUI RY- BASE D L E ARNI NG

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What is the goal of science education?

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Pedagogical Strategies

Chalk and Talk:

  • Traditional science education
  • Focus on ‘what we know’ (facts)
  • Direct transfer of knowledge from

teacher to student (Sage)

  • Teacher’s role = dispense knowledge
  • Student’s role = receive knowledge
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But…

Research Findings:

  • Understanding science is more than knowing facts.
  • Students build knowledge on what they already know

(preconceptions).

  • Students generate/formulated new knowledge by modifying

and refining their current concepts (misconceptions).

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Research Findings cont’d:

  • Learning is mediated by a social environment in which

learners interact with others.

  • Effective learning requires that students take control of their
  • wn learning.
  • The ability to apply knowledge to new situations (transfer of

learning) is affected by the degree to which students learn with understanding.

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Inquiry-Based Learning:

  • Focus on Scientific Process.
  • Explore “how we know what we know” (evidence & reasoning)
  • Indirect transfer of knowledge:

Teacher’s role = facilitator of learning Student’s role = active, independent learner (investigator)

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Inquiry is something that students do, NOT something that is done to them.

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If you tell me …..I might forget, If you show me ……I will remember, If you involve me …I will understand.

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WHAT I S I NQUI RY?

Inve stigating

  • bserving

Ana lyzing

interpreting data

proposing explanations

Pr e dic ting

concluding

communicating

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Types of Inquiry

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CORE APPROACH:

Que stio ns Ro le s

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GUI DE D I NQUI RY QUE ST I ONS

(CRI T I CAL T HI NK I NG)

  • Dire c te d Que stio ns:

E xplo ra to ry in na ture . E a sily a nswe re d w/ spe c ific s fro m the a c tivity.

  • Co nve rg e nt Que stio ns:

F

  • c use d o n Co nc e pt I

nve ntio n. He lp g e ne ra te ne w ide a s fro m info rma tio n a nd synthe sis.

  • Dive rg e nt Que stio ns:

Applic a tio n fo c use d. He lp tra nsfe r kno wle dg e to ne w situa tio ns.

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ROL E S

  • Ma na g e r
  • Re c o rde r
  • Pre se nte r
  • Re fle c to r
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CL ASSROOM DI SCOURSE E NVI RONME NT

  • T

he c la ssro o m e nviro nme nt will b e sa fe fo r stude nts to e xpre ss the ir ide a s.

  • Go a ls o f c la ssro o m disc ussio ns will b e

a ntic ipa te d b y the instruc to r a nd ma de c le a r to stude nts.

  • T

he instruc to r a nd stude nts will mo de l inte ra c tio ns tha t fo ste r c ritiq ue s o f unsuppo rte d ide a s while e nc o ura g ing the sha ring o f ide a s a nd re spe c t fo r tho se who a re sha ring .

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CL ASSROOM DI SCOURSE E NVI RONME NT

  • F
  • c a l q ue stio ns a nd ta sks will b e

pre do mina ntly fo r ma king se nse o f sc ie nc e ide a s a nd phe no me na .

  • Allo w suffic ie nt time fo r thinking .
  • Ma na g e the initia tio n a nd de ve lo pme nt
  • f ide a s while a t the sa me time ho no ring

the thinking o f a ll me mb e rs o f the te a m.

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CL ASSROOM DI SCOURSE E NVI RONME NT

  • Stude nts’ puzzle me nts a nd ide a s will b e tre a te d

a s re so urc e s fo r the le a rning o f the who le c la ss.

  • Stude nts’ la ng ua g e a nd fo rms o f

c o mmunic a tio n will b e sc a ffo lde d fro m wha t the y b ring to c la ss to wa rd mo re a c a de mic wa ys o f spe a king .

  • Me ta -c o g nitive q ue stio ns will b e pa rt o f a ll

le sso ns so tha t stude nts le a rn to a sse ss the ir o wn thinking a nd mo nito r pro g re ss to wa rd lo ng e r te rm g o a ls.

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L E T ’ S T RY I T OUT !

ACT I VI T I E S

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