| Science as Inquiry through Physical Science Webinair March 1, 2005 : Science as Inquiry through Physical Science Webinair March 1, 2005 Thomas E. Ferko, Ph.D.
Department of Natural and Mathematical Sciences
California Baptist University
Doreen J. Ferko, Ph.D.
Department of Special Education
California State University, Fullerton |
| What is Science? : What is Science? |
| Categories: Science Content Standards : Categories: Science Content Standards Reference: National Science Education Standards (National Research Council, 1996) Available at: http://www.nap.edu/readingroom/books/nses Science as inquiry Physical science |
| Definitions : Definitions Accomodations
Those things external to the task that assist students in learning
E.g., alterations to the presentation of the task Modifications
Changing the task itself to assist students in learning |
| What is “Inquiry” based science? : What is “Inquiry” based science? Is not:
Just knowing facts
A strict process
Verifying content
Emphasis on individual process skills
Just getting an answer
Exploration and experiment
Concluded with the result of an experiment Is:
Investigating fundamental concepts
Developing strategies, abilities and ideas
Investigating and analyzing questions
Using multiple process skills – manipulative, cognitive, procedural
Developing an explanation
Argument and explanation
Applying the result to other scientific arguments and explanations |
| Why “Inquiry”? : Students’ understandings and abilities are grounded in inquiry
Inquiry helps students
Understand scientific concepts and the nature of science
Appreciate the process of gaining knowledge through science
Develop skills necessary to become ‘independent inquirers’
Inquiry is basic to science education
All students can learn through inquiry
If science is presented and conducted in ways that are within their developmental capabilities Why “Inquiry”? |
| K-4 Standards: Inquiry : K-4 Standards: Inquiry Inquiry – students should develop:
Abilities necessary to do scientific inquiry
ask a simple question, complete an investigation using simple tools, answer the question, present the results to others
Understanding about scientific inquiry
ask, answer, compare different kinds of experiments, instruments, explanations
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| K-4 Standards: Physical Science : K-4 Standards: Physical Science Physical Science - students should develop an understanding of:
Properties of objects and materials
Position and motion of objects
Light, heat, electricity and magnetism
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| Demonstration/Activity : Demonstration/Activity Magnetic cereal
Separating colors on a coffee filter
Light stick
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| Involving Students with Special Needs: K-4 : Involving Students with Special Needs: K-4 Task Presentation
Use pictures in conjunction with words
Present information in steps stopping frequently to check for understanding
Be sure student has a clear visual pathway to what is being presented
Acquiring Information
Use a peer buddy to take notes
Use guided notes
Let students touch and manipulate objects
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| Involving Students with Special Needs: K-4 : Involving Students with Special Needs: K-4 Participation
Ask student to be the “lab assistant”
Specifically call on students to answer questions that you know they will successfully answer Independent Task Completion
Team student with peer buddy to complete tasks
Use a peer buddy to help write down answers
Allow student various ways to complete task:
Record answers
Type answers on computer
Visual representation of answers
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| Slide12 : 5-8 Standards: Inquiry Inquiry – students should develop:
Abilities necessary to do scientific inquiry
identify “scientific” questions
design and conduct an experiment
use appropriate tools (including computers and math)
develop explanations (cause and effect)
communicate and analyze alternative explanations
Understanding about scientific inquiry
there are different types of scientific investigations
scientific explanations emphasize evidence, are logical, but may eventually be displaced
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| Slide13 : 5-8 Standards: Physical Science Physical Science - students should develop an understanding of:
Properties and changes of properties in matter
Motions and Forces
Transfer of energy |
| Demonstration/Activity : Demonstration/Activity Ooze
Radiometer
Fireproof balloon
Drinking bird
Coke vs. Diet Coke
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| Involving Students with Special Needs: 5-8 : Involving Students with Special Needs: 5-8 Task Presentation
Use pictures in conjunction with words
Present information in steps stopping frequently to check for understanding
Be sure student has a clear visual pathway to what is being presented
Acquiring Information
Use a peer buddy to take notes
Use guided notes
Provide students avenues that they can use their 5 senses to acquire information
Provide students with background information before beginning lesson
Provide information at various reading levels |
| Involving Students with Special Needs: 5-8 : Involving Students with Special Needs: 5-8 Participation
Ask student to be the “lab assistant”
Specifically call on students to answer questions that you know they will successfully answer Independent Task Completion
Use Peers to assist students
Write answers, take notes, answer general questions
Allow student various ways to complete task:
Record answers
Use computer
Visually represent answers
Allow use of calculators
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