Integrating Science Inquiry Across The Curriculum
DISSEMINATING INQUIRY-BASED SCIENCEAND MATHEMATICS EDUCATION IN EUROPECompanion Resources For ImplementingInquiry in Science and Mathematics at SchoolIntegrating ScienceInquiry Across theCurriculum112351382134WITH THE SUPPORT OF
Resources for Implementing Inquiry in Scienceand Mathematics at SchoolThe Fibonacci Project (2010-2013) aimed at a large dissemination of inquiry-based scienceeducation and inquiry-based mathematics education throughout the European Union. The projectpartners created and trialled a common approach to inquiry-based teaching and learning in scienceand mathematics and a dissemination process involving 12 Reference Centres and 24 Twin Centresthroughout Europe which took account of local contexts.This booklet is part of the Resources for Implementing Inquiry in Science and in Mathematics atSchool. These Resources include two sets of complementary booklets developed during theFibonacci Project:1) Background ResourcesThe Background Resources were written by the members of the Fibonacci Scientific Committee. Theydefine the general principles of inquiry-based science education and inquiry-based mathematicseducation and of their implementation. They include the following booklets: 1.1 Learning through Inquiry 1.2 Inquiry in Science Education 1.3 Inquiry in Mathematics Education2) Companion ResourcesThe Companion Resources provide practical information, instructional ideas and activities, andassessment tools for the effective implementation of an inquiry-based approach in science andmathematics at school. They are based on the three-year experiences of five groups of Fibonaccipartners who focused on different aspects of implementation. The Companion Resources summarisethe lessons learned in the process and, where relevant, provide a number of recommendationsfor the different actors concerned with science and mathematics education (teachers, teachereducators, school directives, deciders, policy makers ). They include the following booklets: 2.1 Tools for Enhancing Inquiry in Science Education 2.2 Implementing Inquiry in Mathematics Education 2.3 Setting up, Developing and Expanding a Centre for Science and/or Mathematics Education 2.4 Integrating Science Inquiry across the Curriculum 2.5 Implementing Inquiry beyond the SchoolReference may be made within this booklet to the other Resource booklets. All the booklets areavailable, free of charge, on the Fibonacci website, within the Resources section.Editorial coordinator : Susana Borda CarullaFibonacci Scientific Committee : Michèle Artigue, Peter Baptist, Justin Dillon,David Jasmin, Wynne Harlen, Pierre Lénawww.fibonacci-project.euFibonacci Project, December 2012This project has received funding from the European Union’s Seventh Framework Programme
IntegratingScience InquiryAcross theCurriculumEditorial coordinator :Tina Jarvis, University of LeicesterAuthors :Janet Ainley, University of Leicester, UKTina Jarvis, University of Leicester, UKFrankie McKeon, University of Leicester, UKCliona Murphy, St. Patrick’s College, DublinGreg Smith, St. Patrick’s College, DublinJanet Varley, St. Patrick’s College, DublinEd Van den Berg, Hogeschool van Amsterdam, NetherlandsCarl Rauch, Graduate School of Engineering of Nantes, FranceChris Siry, Educational Sciences, University of LuxembourgSara Wilmes, Educational Sciences, University of LuxembourgAdelina Sporea, National Institute for Laser, Plasma and Radiation Physics,Center for Science Education and Training, RomaniaDan Sporea, National Institute for Laser, Plasma and Radiation Physics,Center for Science Education and Training, RomaniaToomas Tenno, Faculty of Education, University of Tartu, EstoniaAndrea Teuchert, Educational Sciences, University of LuxembourgScientific advisor :Justin Dillon, King’s College London, UK
Table of contentsFocus of this booklet. 5What is ‘science inquiry across the curriculum’?.5Approaches in primary and secondary education.5Links with a single subject or topic work. 6Rationale for developing hands-on integration of inquiry across curricula. 6Progressive stages to achieve good integration. 7Pre-requisites. 8Motivation through practical inquiry-based investigations. 8Developing an understanding of thenature of science investigations. 9Magnified images. 9The mystery box. 10The ‘hole’ picture. 10The cube. 10The bone expedition.11Identifying steps of an investigation. 11Developing links with mathematics. 12Instruments and measuring.13Using and creating scales: An example sequence. 131. Examining instruments measuring length.132. Choosing and using instruments measuring length. 14Use of measuring instruments to investigate distance toys cars travelledusing an elastic ‘catapult’. 143. Examining scientific instruments. 144. Thinking about the beginning and end of a scale. 145. Pupils make a simple instrument to developunderstanding of how the instrument works.15Making a thermometer.156. Looking at different types of the instrument.15Example format for focusing observation of instruments. 16Anemometers. 17Measuring lung capacity. 17Averages, variation, appropriate accuracyand sample size. 18Investigations exploring variability.181. Parachutes – factors influencing variability. 182. Parachutes – thinking about sample size. 19Hargrave’s glider – considering sample size.19
Active Graphing. 21Using Active Graphing for an inquiry. 21An example: Investigating spinners. 22Active Graphing: Investigating yeast.23Looking for patterns. 24Are older people taller than younger people?. 24Investigating height and foot size. 24Number of helium balloons to lift a person. 24Classifying and exploring the significance of shape.25Can you blow different shaped soap bubbles?. 25Investigating which shapes make a strong bridge. 26Investigating the shape of pillars for bridges. 26Area, Perimeter, Volume, Ratio and Proportion.27Science contexts to explore the relationshipbetween area and perimeter: animal enclosures. 271. A run for rabbits – fixed perimeter fence. 282. An expensive enclosure for gorillas – fixed perimeter of any shape. 283. A large enclosure for cheetahs – fixed area and flexible perimeter. 284. Bird enclosure – fixed volume and flexible surface area. 28Enclosures for different animals. 29Modelling animal enclosures for a farm. 29Science contexts to explore the relationshipbetween surface area and volume: heat insulation.291. Goldilocks and the Three Bears’ bowls of porridge. 292. Should babies or young children be wrapped up any differently to adults?. 303. Why are whales so big? Does a layer of blubber make a difference?. 304. Insulation properties of take-away disposable coffee mugs. 30Investigating insulation in Antarctic animals.31Other investigations relating surface area and volume. 31Models in science and mathematics.32A progression of activities. 321. Early activities with pupils. 322. Models used to explain and predict movement in space. 323. Creating mathematical models in school. 32Developing a mathematical model for a game at the school fete.33Use of ICT to develop science inquiry. 34Data logging to support graphical understandingand science concept development. 34Early intuitive activities to introduce line graphs with data loggers. 34Greater understanding of line graphs through using sensors.35Typical science investigations using data loggers to produce line graphs. 36Data loggers used to produce block graphs. 36Using sensors in complex investigations. 36Preparing a noise map of Orastie town.37Efficiency of different UV radiation protections.37
Other ICT devices. 38The Greenwave project. 38Robot based cross-curricular activities. 38‘A New Earth’. 38Developing links with literacy. 39Linking science investigations and literacy in a monolingual classroom.39Letter as a starting point. 40Poetry: Haiku. 40Linking science investigations and language in a multilingual classroom.41Pupils speak a different language from that of the language for instruction. 41Notebook structure. 41Teachers and pupils speak multiple languages in the classroom. 41Small group discussion in the home language before sharing ideas in acommon language. 42Personal pupil journals in their chosen language. 42Open-ended science activities. 42Open-ended science activities: Using a film as a starting point. 42Developing links between investigative scienceand other subjects of the curriculum. 43Geography and history. 43Why was wool a good fabric for the Romans to use?. 43Which vegetables are suitable for dyeing fabrics?. 43Developing expertise over time. 44Long term development of a cross-disciplinary approach in Nantes:Water management in the Loire estuary. 45Conclusion. 46Appendix: Clarifying ‘Science InquiryAcross the Curriculum’. 47References. 47
5Focus of this bookletThis booklet is aimed at teacher educators and teachers. It summarises work undertaken, within the FibonacciProject, by organisations from England, Estonia, France, Ireland, Luxembourg, the Netherlands and Romania.The focus is on investigative science education. It reflects the working groups’ specific expertise and schoolbased trials. As the majority of members have focused on work with primary teachers, most examples citedcome from teachers in the 6-12 age range.The members of the working group consider that there are real gains to be had by overtly linking investigativescience with other subjects being taught in the school. The choice of second (or third) subject depended onthe needs of the teachers and pupils in each country. For example, educators in the Netherlands were alreadydeveloping ICT hardware for improving data logging in science, so they explored ways to use ICT to enhanceinvestigative science.The working group considers that it was more important to cater for the needs of pupils and teachers than totrial links between every subject and science. Consequently, we report on some aspects in greater depth thanothers. While we suggest generalisations based on our findings, this is very much ‘work in progress’.What is ‘science inquiry across the curriculum’?The Fibonacci Background Booklet ‘Learning Through Inquiry’1 provides a general definition of what we meanby ‘inquiry’ in the Fibonacci project and gives some indications of how science education might be enhancedby links with other subjects such as language, mathematics, history, art, geography, sport and healtheducation. While educational literature suggests different strategies for linking more than one discipline (seeAppendix), our particular approach is to make links between different school curriculum areas to supportlearning in each subject.It is essential not to lose sight of the aim to focus both on developing inquiry methods and improvingpupils’ learning. It is important to have clear learning objectives in each separate subject in anyactivities developed.Approaches in primary and secondary educationThe way of ‘integrating science inquiry across the curriculum’ varies, often depending on whether there is aprimary or secondary education focus. Primary school educationalists tend to think of making links betweenscience and other subjects such as mathematics, language and history. This reflects the fact that primary schoolsusually employ generalist teachers who teach all subjects. In contrast, secondary school educationalists oftenfocus on making links between physics, chemistry and biology. This reflects the current tendency that thesesubjects are taught and examined separately. It is also unusual for secondary science teachers to work withcolleagues teaching other disciplines.Note: we use ‘science’ to mean natural science which deals with the natural world, its objects and phenomena as described in ‘Learningthrough Inquiry’1Available on www.fibonacci-project.eu, within the Resources section.
6Links with a single subject or topic workOne approach is to take one subject (science or physics) as the focus, with other subjects being related to alesser or greater amount. On the other hand a topic such as ‘Water’ or ‘Environmental Issues’ can be developedwith information from a variety of subjects applied as appropriate. It appears that the topic approach is morecommon in secondary schools and kindergarten/pre-school classrooms, whereas the former is more commonin primary schools.The majority of examples in this booklet are focused on taking science as the central subject with one or moresubjects linked to it in a progressive way. This avoids the risks of a topic approach, where teachers with limitedexpertise in science only focus on factual elements that can be learnt by rote or lose sight of the objectives ofdeveloping inquiry methods alongside improving pupils’ learning concepts in science and other subjects. Thisis less likely to occur with secondary teachers who have in-depth knowledge in science. Consequently someexamples of topic work from secondary schools are included in this booklet.Rationale for developing hands-on integration ofinquiry across curriculaSections of the Fibonacci Background Booklet ‘Learning Through Inquiry’ provide an introduction and rationalefor cross‐disciplinary approaches in inquiry. One of the most important is that ‘mathematics and naturalscience lessons can be embedded in a whole cognitive development of the child’. There are many advantagesto this approach: When successful, pupils find learning easier because it is less disjointed and more relevant. Consequently thepupils are more motivated. As only one context is used, language demands are related as the same wordsrecur. This is particularly important where there are many different languages spoken in the classroom. Pupils are enabled to use similar skills in different subjects with the same context or problem. They arehelped to see that events do not happen in isolation, thus showing the relevance of science ideas andskills in a wider context. Knowledge in the real world is not applied in bits and pieces but in an integrativefashion. This is increasingly important as modern technology is changing access to information, defyinglock-step, sequential, predetermined steps in the learning process (Kysilka, 1998). After all, when pupilsfind information on the internet it is not usually presented in separate ‘school’ subjects. Pupils are more likely to develop creativity, critical thinking and problem solving abilities as they becomemore familiar with recognising the complex demands of problems requiring knowledge and skills frommore than one subject.There are of course disadvantages. It is important to be aware of these so that advantages can be optimised anddisadvantages minimised. If all subjects are linked to a theme, such as ‘Water’ or ‘Festivals’, some subjects maynot always fit logically within the theme, with the possible result that the skills and concepts of these subjectsare inadequately addressed. Ensuring progression and continuity of skills and knowledge in all subjects is amajor challenge. It is for this reason the working group felt that making good links between sc
The Fibonacci Project (2010-2013) aimed at a large dissemination of inquiry-based science education and inquiry-based mathematics education throughout the European Union. The project partners created and trialled a common approach to inquiry-based teaching and learning in science
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