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
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
I NQUI RY- BASE D L E ARNI NG
What is the goal of science education?
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
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).
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 own learning. • The ability to apply knowledge to new situations (transfer of learning) is affected by the degree to which students learn with understanding.
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)
Inquiry is something that students do, NOT something that is done to them.
If you tell me …..I might forget, If you show me ……I will remember, If you involve me …I will understand.
WHAT I S I NQUI RY? observing Inve stigating Ana lyzing interpreting data proposing explanations Pr e dic ting communicating concluding
Types of Inquiry
CORE APPROACH: Que stio ns Ro le s
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 o 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.
ROL E S • Ma na g e r • Re c o rde r • Pre se nte r • Re fle c to r
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 .
CL ASSROOM DI SCOURSE E NVI RONME NT • F o 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 o 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.
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.
L E T ’ S T RY I T OUT ! ACT I VI T I E S
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