From Cookbook To Inquiry In STEM Classroom

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UH Department of PhysicsWRNC 2017 - Fresno, CAThis work was supported byNSF Noyce Award#1240083, 1557273 and 1557309From Cookbook to Inquiryin STEM Classroom“I hear I forget; I see I remember; I do I understand.”- Chinese proverbs.Presenter: Dr. Donna Stokes, Tri Duong, Alexis Clowtis,Kameron McCall (Scarborough HS), Marissa Soto, Donna Vineyard.As presented by teachHOUSTON at the University of Houston

5-E Lesson Plan aka a Hero’s Journey(Ramsey Musallam)EngageIntroduces the lesson and captures student’s attentionExploreExplainNew concepts are discovered through inquiry-basedactivitiesBuilding new concepts through discussionElaborateNew learned concepts will be applied to new situationsEvaluateAssesses students’ new knowledge

Engage: Cookbook Lesson Example What are some teaching strategiesyou observed in this lesson? What are the advantages? What are the disadvantages? From a student’s perspective, whatdo you think of this lesson’s setup? From a teacher’s perspective, whatare your thoughts on this lesson?

Explore: Getting Wired for Circuits In a group at your table, explore theGetting Wired for Circuits activity. You will have 15 minutes for thisactivity. While you participate in the exploreactivity; observe the differencesbetween the cookbook video andinquiry explore activity. Write your observations on the twosheets provided!

Explain: Cookbook vs. Inquiry We gave you a mystery card and thecard’s content should have either thecharacteristics of a cookbook lesson oran inquiry lesson. Our room will be divided in half. The left side of room will be cookbook,and the right side of the room will beinquiry. Your task is to determine which side ofthe room you belong to. It’s time for Family FeudScreenCookbookDoorInquiry

Explain: Cookbook vs. InquiryCookbookInquiryDriven with step-by-step instructions requiring minimalintellectual engagement.Driving by questions requiring ongoing intellectualengagement using higher-order thinking skills.Verifying information previously communicated in class. Collecting and interpreting data to discover new(Abstract to Concrete)concepts, principles, or laws. (Concrete to Abstract)Students execute imposed experimental designs that tell Students create their own experimental designs;students which variables to hold constant, which to vary, independently identify, distinguish, and controlwhich are independent, and which are dependent.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 andmissteps; provide opportunity recover from mistakes.Show the work of math and science to be unrealisticlinear process.Show the work of math and science to be recursive andself-correcting.Adapted from “Experimental inquiry in introductory physics courses”Carl J. Wenning Ed.D. (2005)

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

Explain: Cookbook to Inquiry Process 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 methodsto get the same results. Encouraging active participation Set clear rules such as: Must participate for credit, individual participation grades, structure forpresenting results, time limits for individual participation within a group.

Elaborate: Cookbook to Inquiry Each group will have a cookbook samplelesson in either Math, Chemistry, or Biology. Your task is to convert the cookbook lessoninto an inquiry lesson. You will have 10 minute for this activity Be prepare to share with your peers.

Elaborate: Biology Cookbook to InquiryA cookbook lesson where the students are expected toread scenarios and answer the same questions repeatedlyIn an inquiry lesson, students are hands on and buildon previous knowledge through an interactive activity

Elaborate: Biology Cookbook to InquiryAddressing Common Misconceptions Cookbook lessons do not address themisconceptions with evolution and naturalselection Natural selection DOES NOT lead toperfection- it’s best suited in thatenvironment! This is portrayed when they talk about movingthe organisms to different environments

Elaborate: Math Cookbook to InquiryBelow is an example of a cookbook investigationleads students through a step-by-step process.Sketch and Investigate: 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 mediansof the triangle meet. (point G) The centroid is also called the center of gravity of the triangle.

Elaborate: Math Cookbook to Inquiry

Elaborate: Math Cookbook to InquiryBelow is the Inquiry version of findingthe centroidA new life in Houston, TXYour old friend from college need your help aboutplanning to move to Houston, TX. He is looking for ahouse equidistant to the University of Houston,downtown, and the zoo and museum district (usingthe map provided on the right). Locate such a site orsites on the map and let him know how you locatedwhere your friend should live. Be prepare to presentyour solution in class by showing your work usingGeoGebra.

Elaborate: Math Cookbook to InquiryStudent incorrect conjecture that thehouse lies within the triangle formedby connecting the three schools withthe line segments.

Elaborate: Math Cookbook to InquiryStudent utilized GeoGebra to find the midpointof each line segment and connect them to eachpoints to determine the centroid.

Elaborate: Chemistry Cookbook to Inquiry

Evaluate (Closure): Think-Pair-Share In your groups talk for 2 minuteabout some of the things youlearned today and/or enjoyed fromthis presentation. You will share 1 thing as a group,so get your group’s speaker readyas well.

Important Message“Sometimes it is the people no one imaginesanything of who do the things that no one canimagine.”- Alan Turing

Acknowledgements :WESTERN REGIONAL NOYCE CONFERENCE 2017This work was supported byNSF Noyce Award#1240083, 1557273 and 1557309Dr. Donna StokesDr. Paige EvansDr. Leah McAlister-ShieldsDr. Jeff MorganDr. Cathy HornUH Department of Physics

References: Wenning, C. J. (2011, Summer). Experimental inquiry in introductory physicscourses. http://www2.phy.ilstu.edu/pte/publications/exp inq intro courses.pdf Bonnstetter, Ronald (1998). Inquiry: Learning from the past with an eye on thefuture.

Thank you! Questions? Feedback? Noyce 2017 Survey Link: http://tinyurl.com/wrni17fb Presentation will be available ce-scholarship/

Explain: Cookbook vs. 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 left side of room will be cookbook, and the right side of the room will be inquiry. Your task is to determine which side of

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