Inquiry In Your Lab Activities
How to Increase the Level ofInquiry in your Lab Activities2016 Earth Educators’ RendezvousLeader: Katherine Ryker, PhD. Eastern Michigan University.Inquiry: easy to say we use in teaching, harder to prove! Inquiry learningparallels the process of scientific inquiry, and focuses on the students' role inasking and investigating scientific questions. Inquiry-based labs are one way topromote student-centered teaching and a strong conceptual understanding ofthe geosciences, including when labs are taught by Teaching Assistants.However, it is easy to default to cookbook labs in which students follow roteprocedures to get a pre-determined result, especially when time is a factor.Participants will work in teams to measure the level of inquiry in severalgeoscience labs, including one of their own. By the end of the workshop,participants will have identified specific strategies to increase the inquiry level oftheir own lab activities, and created a plan for revising others.Note: This workshop will include teaching tools and activities you can use inyour class this semester.Source for this presentation:http://serc.carleton.edu/earth rendezvous/2016/program/afternoon workshops/w7.html
How to Increase the Level ofInquiry in your Lab ActivitiesGet a head start on the workshop!1. Using your laptop, tablet or smart phone, go tokahoot.it2. Enter Game PIN 8310003. Pick a nickname (will be displayed on thescreen!)Please sit at a table with others!
Let’s get active! Using your laptop, tablet or smart phone, go tokahoot.it Enter Game PIN 831000 Pick a nickname (will be displayed on the screen!) You’ll have 60 seconds to answer the first question.Pick the symbol that best represents your answer. Find a partner and explain why you’re feeling morecautious or adventurous today. Let’s try one more! Discuss: Is anyone at your table thinking about the same lab? Share: WHO teaches this lab at your institution?*Kahoot! is easy and free to use
Increasing Inquiry Level in LabGoals of the program:1. Characterize the levels of inquiry present insample geoscience lab activities, including at leastone of your own2. Identify specific strategies for increasing theinquiry level of lab activities that you plan to usein your own classroom.3. Discuss the training necessary for TeachingAssistants to teach inquiry-based labsappropriately.
Dissonance activityYellowRedBluePurpleOrangeGreen In 5 minutes at your table, describe a labthat would be the LEAST conducive tolearning (geo)science.*Used in large lectures, small seminars and other workshops.
Worst Lab Ever No clear relevance to students’lives, or at least the course No hands-on activities ormaterials Students don’t have to do anyprior thinking – jumping right on Working independentlyBest Lab Ever Make it relevant to their lives “Just add rocks” Incorporate some kind of handson activities and materials Warm up activities or questions,having students think forthemselves Definitions lab – vocab, vocab,vocab Give context for the activity Metric and unit conversion lab Topo maps lab Going beyond vocab to SKILLS,PROCESS, SYNTHESIS Step-by-step cookbook labs Inquiry-based labshttp://www.jacobjalmond.com/me/?page id 35 Opportunities to communicateSource: Workshopparticipants, July 20, 12/
What are inquiry-based classrooms? Incorporate constructivist or “reformed” pedagogy1Scientificprocess Diverse ways in which learners investigate the naturalworld, propose ideas, and explain and justify assertionson the basis of evidence2 Requires identification of assumptions, use of criticaland logical thinking, and consideration of alternativeexplanations3StudentrolePhoto by Katherine RykerA group of students working on a lab activity in the classroom.1MacIsaac &Falconer, 2002; 2Hofstein & Lunetta, 2003; 3NRC 2000
Measures of inquiry The Level of Opennessin the Teaching ofInquiry (Herron 1971)The Inquiry Continuum The LaboratoryStructure and TaskAnalysis Inventory(Fuhrman et al., 1978) Chinn and Malhotra(2002) The Inquiry Continuum(Brown et al. 2006)Abraham 2005; Anderson 2002; Bell et al 2003; Chinn and Malhotra 2002; Colburn 2000; Domin 1999; Eick and Reed 2002; Farrell, Moog, andSpencer 1999; Gaddis and Schoffstall 2007; Germann 1989; Germann, Haskins, and Auls 1996; Hancock, Kaput and Goldsmith 1992; MartinHansen 2002; Kyle 1980; NRC 2000; Mohrig 2004; Mohrig, Hammond, and Colby 2007; Pavalich and Abraham 1977; Schwartz, Lederman, andCrawford 2004; Windschitl 2004; Windschitl and Buttemer 2000
Measures of inquiryThe Inquiry Continuum The Level of Opennessin the Teaching ofInquiry (Herron 1971)Traditional The LaboratoryStructure and TaskAnalysis Inventory(Fuhrman et al., 1978)DirectedStructuredScientific Chinn and Malhotra(2002)Inquiry The Inquiry ContinuumLearning(Brown et al. Abraham 2005; Anderson 2002; Bell et al 2003; Chinn and Malhotra 2002; Colburn 2000; Domin 1999; Eick and Reed 2002; Farrell, Moog, andSpencer 1999; Gaddis and Schoffstall 2007; Germann 1989; Germann, Haskins, and Auls 1996; Hancock, Kaput and Goldsmith 1992; MartinHansen 2002; Kyle 1980; NRC 2000; Mohrig 2004; Mohrig, Hammond, and Colby 2007; Pavalich and Abraham 1977; Schwartz, Lederman, andCrawford 2004; Windschitl 2004; Windschitl and Buttemer 2000
Benefits of inquiry-based teaching Improve conceptualknowledge and attitudes1-3,increase studentinvolvement and engagestudents in science4, andencourage positiveattitudes toward science5 but! Teach as we were taught6 Time constraints and thechallenge of new roles Perception of cookbookactivities being “easier” Conflicting beliefs and valuesrelated to “coverage”7Clipart1Beichner etal., 2007; 2Knight & Wood, 2005; 3McConnell et al., 2006; 4Leonard, 1989;Alport, 1983; 6Halpern & Hakel, 2002; 7Anderson, 20025Shymansky, Kyle &
Levels of Inquiry Rubric to characterize inquiry present in college sciencelaboratory classes1 Identifies varying degrees of student independenceCharacteristicLevel 0:ConfirmationLevel 1/2:StructuredInquiryLevel 1:GuidedInquiryLevel rovidedNotprovidedNotprovidedLevel videdResults analysisProvidedProvidedResults communicationProvidedConclusionsProvided1Buck, Bretz& Towns, 2008
Sample Inquiry Lab Activities: ConfirmationConfirmation - The problem, procedure, analysis, and correctinterpretations of the data are immediately obvious fromstatements and questions in the laboratory manual. Topographic Maps Lab: Usingthe map provided, estimate theelevation of points A, B, C and 8546/five themes of geography ppt.pdf
Sample Inquiry Lab Activities: ConfirmationConfirmation - The problem, procedure, analysis, and correctinterpretations of the data are immediately obvious fromstatements and questions in the laboratory manual.Lab manual background: “Pumice and scoriaare very porous, but their pores are notconnected. Pore spaces must be connected forwater to move from one to another – a propertycalled permeability.”Question: “Hold pieces of highly porous pumiceand scoria above two beakers or rest them onthe rims. Slowly drop or sprinkle water onto therocks and observe what happens. Are pumiceand scoria porous? Permeable? asses/parks/exam 1 study guide.html
Sample Inquiry Lab Activities: StructuredStructured – The lab provides the problem, procedures, andanalysis by which students can discover relationships or reachconclusions that are not already known from the manual. Weathering Lab: Record the following datafor each tabular marble tombstone; 1) Dateof death on the stone; 2) Visual weatheringclass for tombstone inscriptions; 3) Averagethickness of the stone at the top and bottom(in mm) measured with calipers Sedimentary Rock Lab: Use theinformation provided and the SedimentaryRock Identification Key to identify the sevensamples of sedimentary rocks.Photo by Katherine RykerStudents compare field notes with aTA during the weathering lab
Sample Inquiry Lab Activities: GuidedGuided – The laboratory manual provides the problem andprocedures, but the methods of analysis, communication, andconclusions are for the student to design.The pages that follow display maps that illustrateModified Mercalli intensity scale estimates for threeearthquakes that occurred in the eastern US. Theseearthquakes formed on ancient faults that breakunpredictably over long time intervals and have thepotential to affect Raleigh. If earthquakes of similar magnitudes occurred at thesame locations today, what differences would youexpect in the resulting damage in Raleigh, Asheville,and Charlotte? Describe the potential effects of thethree earthquakes on people and structures for eachlocation. If the state was going to give one of the cities 5,000,000 to protect key buildings from collapse, whichcity would you award the funds 570
Sample Inquiry Lab Activities: OpenOpen – The problem and background are provided, but theprocedures/design/methodology are for the student to design, asare the analysis and conclusions.Earthquake Lab: During each modeled “earthquake”, the brick made arapid change in position. Three hypotheses for fault movements aredescribed below (periodic, time-predictable and random). Design anexperiment to determine which best represents the movements that occurwith the earthquake machine model.Image: David McConnell and Dave Steer
Sample Inquiry Lab Activities: AuthenticAuthentic – The problem, procedures/design, analysis,communication, and conclusions are for the student todesign.Undergraduate research projectsAn "inquiry or investigation conducted by an undergraduate studentthat makes an original intellectual or creative contribution to thediscipline.“ –Council for Undergraduate ResearchCheck out: Pedagogy in Action: Undergraduate tresearch//index.html 2014 Workshop Program “Undergraduate Research as rkshops/undergraduate research/workshop 2014/program.html
Examining sample lab activitiesin small groups. Apply what you've learned to characterize theinquiry level of lab activities from severalgeoscience disciplines.First: Discovering Plate BoundariesSecond: Pick EITHER with someone at your table:HydrologyRock CycleThird: Pick ONE based on your ology
Take a 10 minute axing-songs
Astronomy (13)Biology (37)Chemistry (99)Geology (46)Meteorology (17)Physical Science (33)Physics (11)Buck, Lowery Bretz and Towns, Journal of College Science Teaching, Sept/Oct, 2008, p.52-58.
Astronomy (13)Biology (37)132210Chemistry (99)5824299127245512Geology (46)Meteorology (17)11171817Physical Science (33)Physics (11)3356Buck, Lowery Bretz and Towns, Journal of College Science Teaching, Sept/Oct, 2008, p.52-58.
Ludman & Marshak (2nd ed)Jones and Jones (8th ed)AGI/NAGT (9th ed)NC State (2013)Zumberge (16th ed)
ZumbergeAGI/NAGTLudman andMarshakTo what extentis inquirypresent inintroductorygeosciencelabs?Jones and JonesInquiry in Physical Geology Lab ManualsGroundwaterStreamsEarthquakesGeologic TimePlate ogic TimePlate ogic TimePlate ogic TimePlate cturedGuidedProportion of each lab that can be attributed to each level of inquiry.80100OpenRyker and McConnell, 2013
Inquiry in Physical Geology Lab ManualsGroundwaterStreamsEarthquakesGeologic TimePlate ogic TimePlate ogic TimePlate ogic TimePlate TectonicsMinerals1.1% x 2 (Open) 2.2 points0.0% x 3 (Authentic) 0 pointsLudman andMarshakNo significant differencebetween lab manuals (p 0.669)AGI/NAGTZumbergeJones and JonesTo what extentis inquiryAverage Inquiry Scorepresent inintroductory 39.9% x 0 (Confirmation) 0 pointsgeoscience 48.1% x ½ (Structured 24.05 points10.9% x 1 (Guided) 10.9 pointslabs?Total: 37.15 dProportion of each lab that can be attributed to each level of inquiry.80100OpenRyker and McConnell, 2013
Levels of Inquiry in Physical GeologyLab manualsAverage Percent Inquiry by Lab Manual60PercentageHigher LevelInquiry Activities50403020100NC StateLudman and dJones andJonesOpenRyker and McConnell, 2013
Levels of Inquiry in Physical GeologyLab manualsInquiry ScoreHigher LevelInquiry ActivitiesInquiry Score by Lab 3Ryker and McConnell, 2013
Can we use inquiry to go from this Photo by Katherine RykerFuturama (S1E3; “I, Roommate”)“Some of the labs seemed as ifthey were made just to take uptime.”Student showing off his cross-section“This course included interesting labs that I enjoyeddoing. They were challenging but I enjoyed getting towork hands on with what we were learning.” to this?
Course characteristics Physical Geology lab (1 credit) 30 sections of 15-20 students each semester Taught by graduate teaching assistants 11 topical labs lasting 2 hours, 45 minutes Most students are not science majors Lab designed around hands-on, active-learning strategiesTAs taking strike and dip inpreparation for a field labStudents compare field notes with a TAduring one of the active learning labsPhotos by Katherine Ryker
Typical Lab Structure Pre-lab Activity Learning Objectives Variety of activities andopportunities for interaction Emphasis on scientific method Connections with familiar real worldphenomena (through personalexperience OR previous labs) Open-ended questions requirenegotiation of meaning Multiple scales of interaction Class, small groups, pairs Post-lab Assessment Mastery quizPhoto by Katherine Ryker Informal discussion throughouto Assess and acknowledge students’ideaso Incorporate these ideas into the lessono “How did you get to that answer?”(Reflection)o “Do you agree or disagree? Why?”(Justification)
Graduate Teaching Assistant (GTA) Training &Support New GTA orientation Lab coordinator/head GTA Weekly meetings Leadership from old & new GTAs Suggestion Sheets: Lab managementIllustrationsSample divergent questionsReal world examplesCommon misconceptionsConnections to other labsPhoto by Katherine RykerGTA using information from the Suggestion Sheetto cover key concepts at the beginning of lab
How is increasing the level of inquiry in yourlab activities like preparing a five-course dinner?Image: http://www.bizbash.com/best picture nominees inspire menus at new york oscar parties/new-york/story/10048/
EMU Intro Geology for Non-MajorsRule"Nobody will be allowed to walk around the roomduring lab hours. Take your seat at the beginningof the class and leave it only when you are donewith your assignment."Where we want to go “Students will collaborate with each other to askquestions, construct hypotheses, gather andinterpret data, and draw conclusions aboutscientific phenomenon."
Reflect and Report Out Discuss: What are the ideas you want to share with others when you leave this room? The entire lab doesn’t have to be open – it can be a combination Labs currently have a lot of directions - students need some, but could split into two parts of lab with one moreconstructed and one more degrees of freedom Ask students questions!! Rather than give the “right” answer, think about what would work best and why Help students solve their own problems Controlling how the learning happens – not just WHAT gets taught (content). A move to lessprescriptive. Step back and let the students guide through the content. Challenges of the assessment – rubrics that add up to more than 100%? (But students canonly make up to 100%) Have to try more than once! Never works exactly as you want the first time, but you keepmaking adjustments over MULTIPLE iterations. You will learn what starting point ends upgetting people to the right spot. How does this fit into the development process? FANTASTIC for high school!! NOT JUST COLLEGE!! Training from the NGSS (if done to fidelity) The published lab manual isn’t always the “best” – home grown can be preferable and higherlevels of inquirySource: Workshop participants, July 20, 2016 Workshop EvaluationQuestions long after the workshop? E-mail me! ers/lakeshore-hd-wallpaper/
Inquiry: easy to say we use in teaching, harder to prove! Inquiry learning parallels the process of scientific inquiry, and focuses on the students' role in . However, it is easy to default to cookbook labs in which students follow rote procedures to get a pre-determined result, especially when time is a factor.
Module 1: Introduction to Scientific Inquiry Lesson 1: Scientific Inquiry Activity 4: Misconceptions and Challenges of Scientific Inquiry Estimated Time: 10 minutes What aspect of scientific inquiry are you already doing or what appeals to you about scientific inquiry? Record your ideas below. Modu
Guided inquiry in the Chemistry lAborAtory exPerienCe 15 The degree of inquiry is based on the amount of self-direction by the student compared to directions provided by the teacher. This concept is summed up in the following table: essential Features of Classroom inquiry and Their Variations Essential Feature Open Inquiry Guided Inquiry Structured
John Dewey's Dual Theory of Inquiry and Its Value for the Creation of an Alternative Curriculum Fred Harris, independent scholar Abstract Dewey's theory of inquiry cannot be reduced to the pattern of inquiry common to both common-sense inquiry and scientific inquiry, which is grounded in the human life process, since such a reduction ignores
Biology Lab Notebook Table of Contents: 1. General Lab Template 2. Lab Report Grading Rubric 3. Sample Lab Report 4. Graphing Lab 5. Personal Experiment 6. Enzymes Lab 7. The Importance of Water 8. Cell Membranes - How Do Small Materials Enter Cells? 9. Osmosis - Elodea Lab 10. Respiration - Yeast Lab 11. Cell Division - Egg Lab 12.
Contents Chapter 1 Lab Algorithms, Errors, and Testing 1 Chapter 2 Lab Java Fundamentals 9 Chapter 3 Lab Selection Control Structures 21 Chapter 4 Lab Loops and Files 31 Chapter 5 Lab Methods 41 Chapter 6 Lab Classes and Objects 51 Chapter 7 Lab GUI Applications 61 Chapter 8 Lab Arrays 67 Chapter 9 Lab More Classes and Objects 75 Chapter 10 Lab Text Processing and Wrapper Classes 87
folding inquiry into a cookbook lab. These ideas may be used individually or in combination with one an-other to adapt current lab activities to meet the needs of the teacher. Additionally, Figure 1 represents an example of this folding. Rearrange the lesson Increasing the inquiry level of a lesson can be accom-
the brain module responsible for morality was shaped by millions of years of evolution. Based on this line of inquiry, many philosophers argue that, over time, as this line of descriptive inquiry unfolds, it will gradually replace prescriptive inquiry. That is to say, prescriptive inquiry will someday be absorbed by descriptive inquiry in the form of brain science. I don‟t believe it .
Health and Social Care (Safet y and Quality) Act 2015 (c. 28 ) 5 (6) Anonymous access provider means a relevant health or adult social care commissioner or provider (whe ther the relevant person under section 251A(3)(a) or 251B(1) or another person) whose services or care are, or may be, received by indivi duals anonymously due to the nature of the services or care. (7) Other terms have the .
