From om C Cook ookbook book t to o In Inquir iry in STEM C - - PowerPoint PPT Presentation

▶
from om c cook ookbook book t to o in inquir iry in stem
SMART_READER_LITE
LIVE PREVIEW

From om C Cook ookbook book t to o In Inquir iry in STEM C - - PowerPoint PPT Presentation

Mar 11, 2023 432 likes •668 views

UH Department of Physics This work was supported by NSF Noyce Award WRNC NC 2 2017 7 - Fresno, o, C CA #1240083, 1557273 and 1557309 From om C Cook ookbook book t to o In Inquir iry in STEM C in EM Clas lassroom om I

slide-1
SLIDE 1

From

  • m C

Cook

  • okbook

book t to

  • In

Inquir iry in in STEM C EM Clas lassroom

  • m

“I hear… I forget; I see… I remember; I do… I understand.”

  • Chinese proverbs.

As presented by teachHOUSTON at the University of Houston

UH Department of Physics

This work was supported by NSF Noyce Award #1240083, 1557273 and 1557309

Presenter: Dr. Donna Stokes, Tri Duong, Alexis Clowtis, Kameron McCall (Scarborough HS), Marissa Soto, Donna Vineyard.

WRNC NC 2 2017 7 - Fresno,

  • , C

CA

slide-2
SLIDE 2

5-E E Les Lesson P Plan a aka a Her Hero’s J Jour

  • urney

y (Ramsey M Musallam)

En Engage Introduces the lesson and captu tures student’ t’s a attentio tion Ex Explo lore New con

  • ncepts a

are re discovere red through inquiry-based activities Ex Expla lain in Buil ildin ing n new concep epts through ugh d discussi ussion Elab Elaborate New learned concepts will be ap applied lied t to new s situ ituations Ev Evalu aluate Asse ssesse ses s students’ new knowledge

slide-3
SLIDE 3

En Enga gage: ge: Coo

  • okb

kbook k Les Lesson Ex Example e

  • What are some teaching strategies

you observed in this lesson?

  • What are the advantages?
  • What are the disadvantages?
  • From a student’s perspective, what

do you think of this lesson’s setup?

  • From a teacher’s perspective, what

are your thoughts on this lesson?

slide-4
SLIDE 4

Expl xplore: Getti tting g Wired ed for

  • r C

Circuits ts

  • In a grou
  • up a

at you

  • ur t

r table, explore the Getting Wired for Circuits activity.

  • You will have 15 m

min inutes es for this activity.

  • While you participate in the explore

activity; obser erve th e the e dif iffer eren ences es betw tween een th the e cookb kbook v vid ideo eo an and inquir iry e y explore a activ tivity ity.

  • Wri

rite y you

  • ur

r ob

  • bservation
  • ns on
  • n the

he two

  • shee

eets ts p provid ided ed!

slide-5
SLIDE 5

Explain: Cook

  • kbook

book vs. I . Inquiry

  • We gave you a mystery card and the

card’s content should have either the characteristics of a cookbook lesson or an inquiry lesson.

  • Our room will be divided in half.
  • The le

left s sid ide of room will be cook

  • okbook
  • k,

and the rig ight s sid ide of the room will be in inquir iry.

  • Your tas

ask is is t to d

  • determine wh

whic ich sid ide of

  • f

the r room

  • om y

you

  • u belo

long t to.

  • It’

t’s ti time me f for Fami mily F Feud

Door Screen

Cookbook Inquiry

slide-6
SLIDE 6

Explain: Cook

  • kbook

book vs. I . Inquiry

Cookbook Inquiry

Driven with step-by-step instructions requiring minimal intellectual engagement. Driving by questions requiring ongoing intellectual engagement using higher-order thinking skills. Verifying information previously communicated in class. (Abstract to Concrete) Collecting and interpreting data to discover new concepts, principles, or laws. (Concrete to Abstract) Students execute imposed experimental designs that tell students which variables to hold constant, which to vary, which are independent, and which are dependent. Students create their own experimental designs; independently identify, distinguish, and control pertinent independent and dependent variables. Rarely allow students to confront and deal with error, uncertainty, and misconceptions. Allow for students to learn from their mistakes and missteps; provide opportunity recover from mistakes. Show the work of math and science to be unrealistic linear process. Show the work of math and science to be recursive and self-correcting.

Adapted from “Experimental inquiry in introductory physics courses” Carl J. Wenning Ed.D. (2005)

slide-7
SLIDE 7

Explain: Cook

  • kbook

book to Inquiry Proce

  • cess

“Inquiry: Learning from the past with an eye on the future” Ronald J. Bonnstetter (1998)

slide-8
SLIDE 8

Explain: Cook

  • kbook

book to Inquiry Proce

  • cess
  • Questioning
  • Avoid answering directly
  • Student’s Question: “What is the Voltage in a circuit?”,
  • Teacher’s Answer: “What do we need to determine the Voltage of a circuit?”
  • Taking data/Experimenting/Analyzing data
  • Allowing students to come up with alternative solutions or methods

to get the same results.

  • Encouraging active participation
  • Set clear rules such as:
  • Must participate for credit, individual participation grades, structure for

presenting results, time limits for individual participation within a group.

slide-9
SLIDE 9

Elaborate: Cook

  • kbook

book to I Inquiry

  • Each group will have a cookbook sample

lesson in either Math, Chemistry, or Biology.

  • Your task is to conv

nvert the cook

  • okboo
  • ok l

less sson into

  • an inquiry l

less sson

  • n.
  • You will have 10 mi

minut ute for this activity

  • Be prepare to share with your peers.
slide-10
SLIDE 10

Elaborate: Biolog

  • logy Cook
  • kbook

book t to Inquiry

A cookbook lesson where the students are expected to read scenarios and answer the same questions repeatedly In an inquiry lesson, students are hands on and build

  • n previous knowledge through an interactive activity
slide-11
SLIDE 11

Elaborate: Biolog

  • logy Cook
  • kbook

book t to Inquiry

Address essing C Common M Misconcep eptions

  • Cookbook lessons do not address the

misconceptions with evolution and natural selection

  • Natural selection DOES NOT lead to

perfection- it’s best suited in that environment!

  • This is portrayed when they talk about moving

the organisms to different environments

slide-12
SLIDE 12

Elaborate: Math th Cook

  • kbook

book to Inqu quir iry

Below is an exa xamp mple of a a cook

  • kbook
  • ok i

investi tigati tion

  • n

leads students through a ste tep-by-step p proc

  • ces

ess.

Sket etch a and Invest estigate: e:

  • Construct triangle ABC in the box provided below.
  • Construct the midpoint of segment AB. Label it D.
  • Construct the midpoint of segment BC. Label it F.
  • Construct the midpoint of segment CA. Label it E.
  • Construct a line from vertex A to point F. (the median of BC).
  • Construct a line from vertex B to point E. (the median of AC).
  • Construct a line from vertex C to point D. (the median of AB).
  • A centroid of a triangle is the point where the three medians
  • f the triangle meet. (point G)
  • The centroid is also called the center of gravity of the triangle.
slide-13
SLIDE 13

Elaborate: Math th Cook

  • kbook

book to Inqu quir iry

slide-14
SLIDE 14

Elaborate: Math th Cook

  • kbook

book to Inqu quir iry

A new life in Houston, TX Your old friend from college need your help about planning to move to Houston, TX. He is looking for a house equidistant to the University of Houston, downtown, and the zoo and museum district (using the map provided on the right). Locate such a site or sites on the map and let him know how you located where your friend should live. Be prepare to present your solution in class by showing your work using GeoGebra.

Below is the Inquiry version of finding the centroid

slide-15
SLIDE 15

Elaborate: Math th Cook

  • kbook

book to Inqu quir iry

Student incorrect conjecture that the house lies within the triangle formed by connecting the three schools with the line segments.

slide-16
SLIDE 16

Elaborate: Math th Cook

  • kbook

book to Inqu quir iry

Student utilized GeoGebra to find the midpoint

  • f each line segment and connect them to each

points to determine the centroid.

slide-17
SLIDE 17

Elaborate: Chem emistr try Cook

  • kboo

book to Inquir iry

slide-18
SLIDE 18

Evaluate ( (Closu sure): ): Thin hink-Pa Pair-Share re

  • In your groups talk for 2 minute

about some of the things you learned today and/or enjoyed from this presentation.

  • You will share 1 thing as a group,

so get your group’s speaker ready as well.

slide-19
SLIDE 19

Important Messa ssage

“Sometimes it is the people no one imagines anything of who do the things that no one can imagine.”

  • Alan Turing
slide-20
SLIDE 20

Acknowl wledgements s :

UH Department of Physics

This work was supported by NSF Noyce Award #1240083, 1557273 and 1557309

WESTERN REGIONAL NOYCE CONFERENCE 2017

  • Dr. Donna Stokes
  • Dr. Paige Evans
  • Dr. Leah McAlister-Shields
  • Dr. Jeff Morgan
  • Dr. Cathy Horn
slide-21
SLIDE 21

References: s:

  • Wenning, C

C. . J. . (20 2011 11, Su Summer). E Exp xperimental al i inquiry i in introduct ctory p physics cs cou

  • urse
  • ses. http

http:/ ://www2.ph phy.ilstu.ed edu/pt /pte/pu e/publ blication

  • ns/e

s/exp_ p_inq_intro_courses ses.pdf df

  • Bonnste

tette ter, R Ronald ld (1998 1998). I Inquiry: L Learni rning f from the the past wi t with a th an n eye on n the the future. e.

slide-22
SLIDE 22

Th Thank y k you!

  • u!
  • Questions?
  • Feedback?
  • Noyce 2017 Survey Link: http://tin

tinyu yurl.com/wrni1 i17fb

  • Presentation will be available on:

http://www.uh.edu/nsm/physics/undergraduate/noyce-scholarship/