Liliasari

Indonesia University of Education

Bandung- Indonesia
Science teaching: Historical
background
There have been many influential
philosophers of education:
Levels of Processing (Craik &
Experiential Learning (J.
Lockhart)
Dewey)
Multiple Intelligences (H. Gardner)
Cognitive Load Theory (J.
Sweller) Situated Learning (J. Lave)
Conditions of Learning (R. Social Development (L. Vygotsky)
Gagne) Social Learning Theory (A.
Connectionism (E. Thorndike) Bandura)
Constructivist Theory (J. Subsumption Theory (D. Ausubel)
Bruner) Information Processing Theory (G.
Experiential Learning (C. Miller)
but none has dealt effectively with teaching
Rogers)
science using inquiry-oriented approaches.
Genetic Epistemology (J.
Piaget)
Attempts to help:
Definitions of inquiry
National Science
National Science Education
Standards NRC Teachers Association
- NSTA
Scientific inquiry is a powerful
Scientific inquiry refers to the
way of understanding science
diverse ways in which
content. Students learn how to
scientists study the natural
ask questions and use evidence
world and propose
to answer them. In the process of
explanations based on the
learning the strategies of
evidence derived from their
scientific inquiry, students learn
work. Inquiry also refers to the
to conduct an investigation and
activities of students in which
collect evidence from a variety of
they develop knowledge and
sources, develop an explanation
understanding of scientific
from the data, and communicate
ideas, as well as an
and defend their conclusions.
understanding of how
scientists study the natural
There is a greater need for
guidance
Science teaching A life-changing
Traditional approaches: event
teacher seen as an
authority
received knowledge
emphasis on equations
and answers
Inquiry approaches:
teacher seen as
facilitator
construction of
knowledge
emphasis on questions
and conceptual
What is inquiry-oriented
teaching?
Inquiry-oriented teaching is centered
student centered
knowledge centered
assessment centered
community centered

Inquiry-oriented teaching needs a clearly

defined approach that will systematically
promote all the scientific and intellectual
process skills expected of someone who is
scientifically literate.
What are these process
skills?
1. Asking questions (for
science) and defining
5. Using mathematics and
computational thinking
problems (for 6. Constructing
engineering)
explanations (for
2. Developing and using science) and designing
models
solutions (for
3. Planning and carrying engineering)
out investigations
7. Engaging in argument
4. Analyzing and
interpreting data from evidence
8. Obtaining, evaluating,
and communicating
Source: Conceptual Framework forinformation
New Science
Education Standards, National Academy Press (2011).
Levels of Inquiry Model
of Science Teaching

Fundamental Questions
The Inquiry Spectrum
Need for Dialogue
Learning Sequences
Two fundamental
questions:
What is the goal of
science teaching? How do we best
teach critical
Science Literacy
thinking and
Knowledge: science as both
content and process
authentic
including nature and history. inquiry-oriented
Skills: critical thinking and
problem-solving
problem-solving skills.
Dispositions: informed skills?
thoughts, values, and
actions. Levels of
Inquiry Method
of Science
Levels of Inquiry Model
Application

Discovery Learning
Interactive Demonstrations
Inquiry Lessons
Inquiry Labs
Real-world Applications
Hypothetical Explanations
Discovery Learning
Pedagogical Purpose
Students develop
concepts (and learn name
for new concepts) based
on first-hand experiences.
Rudimentary Skills:
Observing
Formulating concepts
Estimating
Drawing conclusions
Communicating results
Classifying results
Interactive
Demonstrations
Pedagogical
Purpose
Students are engaged in
explanation and
prediction-making that
allows teacher to elicit,
identify, confront, and
resolve alternative
conceptions.
Basic Skills:
Predicting
Explaining
Estimating
Acquiring and processing
data
Formulating and revising
scientific explanations
Recognizing and analyzing
alternative explanations
Inquiry Lessons
Pedagogical Purpose Intermediate Skills:

Students identify Measuring

scientific principles
Collecting and recording
and/or relationships by
data
working with a teacher
who demonstrates the Constructing a table of
inquiry process and data
uses a think aloud Designing and conducting
protocol throughout. scientific investigations
Using technology and math
Describing relationships
Inquiry Labs
Pedagogical Integrated Skills:
Purpose
Measuring metrically
Students, working Establishing empirical laws
primarily on their own, on the basis of evidence
establish empirical and logic
laws based on Designing and conducting
measurement of
controlled scientific
variables under
investigations
controlled conditions.
Using sensors and
graphical analysis during
investigations
Real-world
Applications
Real-world
Applications
Students solve problems
related to authentic
situations while working
individually or in
cooperative and
collaborative groups
using problem-based
and project-based
approaches.
Culminating Skills:
Collecting, assessing, and
interpreting data from a
variety of sources
Constructing logical
arguments based on
scientific evidence
Making & defending
evidence-based decisions
and judgments
Clarifying values in relation
to natural and civil rights
Practicing interpersonal
Hypothetical
Explanations
Pedagogical Purpose
Students develop and
test hypotheses that
serve as tentative
explanations for observed
phenomena and guides
for further
experimentation.
Advanced Skills:
Synthesizing and testing
complex hypothetical
explanations
Analyzing and evaluating
scientific arguments
Generating predictions
through induction
Revising hypotheses in
light of new data
Effective inquiry
teaching will
include argumentation from facts with the
use of discussion, whiteboarding, and
Socratic dialogues.
effectively address alternative conceptions:
elicit
identify
confront
resolve
reinforce
 Students Worksheet
Students worksheet will ..................
guide students activity in lesson
demonstrate inquiry action lesson and labs
consists of many format :
mind map, flowchart, questions, tables, graph
consists of many steps to make students
doing investigation scientifically
Student worksheet 1
Mind map template
 Student worksheet 2
Investigating scientifically

Fillintheboxesbelowtoshowthestepsyouwouldtakewhenplanning,
conductingandreportingascientificinvestigation.

Trial
method
 Student worksheet 3
Hypotheses
The hypothesis That the bigger the width
of a candle the more quickly it will burn
down

Q.1.Whichliquidcausesteethtodecayfastest?

Q.2.Whichballsbouncethehighest?

Q.3.Whatfoodtypeswillantsremovethequickest?

Q.4.Isittruethatthetalleryouare,thelongeryourarms will
be?

Q.5.Doplantsdieifwateredwithslightlysaltywater?
.
 Studentworksheet4
Fair testing
PROCEDURE RECOUNT: Effect of coatings

Equipmentused:
threeshinysilvercans,
threegrey(painted)cans,
threeblack(painted)cans
ninetemperatureprobes
Thecanswereallthesamesizeandmadeofthesamematerial.

Method:
1.100mLofwateratroomtemperaturewaspouredintoeachcontainer.
2.Thecanswereplacedinarowalongabrickwallinfullsunlight.
3.Atemperatureprobewasplacedineachcan.
4.Theprobeswereprogrammedtorecordthetemperatureeverythirtyminutesover
aperiodoffourhoursaroundnoon.
5.Thedatafromtheprobeswascollectedbyacomputerusingappropriatesoftware.
6.Thedatawaspresentedonscreenasatable.
 Studentworksheet4
Fair testing (Cont )
Questions
1. For the experiment described above, name:
the dependent variable
the independent variable.
2. Suggest a hypothesis that the students may have been testing.

 Studentworksheet5
Fair testing
Question: Why does bread go mouldy?
Area or focus: Will mould grow in bright light?
Hypothesis: The greater amount of UV light the less mould will grow
What I will keep the same What I will change What I measure

Controlled variable Independent variable Dependent

variable

What type of investigation would this be ?

 Student worksheet 6
Fair testing vocabulary
Name : ........................................... Group : ....................

1.Hypothesis

2.Variablekeepconstant

3.Control

4.Independentvariable

5.Dependentvariable

6.Variable

Note:Cutoutandpasteincorrectspaceabove
 Student worksheet 7
Procedural recounts
The investigation was based on the hypothesis: The blue flame on a Bunsen burner heats water faster
than other flames.
The steps of the procedural recount are out of order. Place a number next to each step to indicate the
order that was followed.
The Bunsen with the blue flame was placed under a beaker.
The beakers were placed on a gauze mat over a tripod.
The beakers were rinsed with tap water and 100 mL of water was poured into each.
Three beakers were filled with 100 mL of tap water.
The temperature of the water in each beaker was measured with a thermometer.
The Bunsen with the yellow flame was placed under a beaker.
Steps 1 to 11 were repeated twice.
The Bunsen burner was lit with the hole open to produce a blue flame.
The Bunsen burners with the yellow flames were placed under a beaker.
The time taken for the water to reach 95o C was recorded for each beaker.
Two Bunsen burners were lit with the holes closed to produce yellow flames.
A Bunsen burner was lit with the hole closed to produce a yellow flame.
A thermometer was held in the water while the beaker was heated.
 Student worksheet 8
Procedural recount evaluation

These questions can be answered by referring to the method from an

alternative investigation.
1. What practical problems miight have been encountered with the
method ?
2. What problems with measurement might have been encountered?
3. What other measurement process could have been used to increase
reliability and accuracy?
4. Are there any variables that have not been adequately controlled?
5. What risk assessment should be carried out if any?
 Studentworksheet9
Procedure evaluation

These questions can be answered to the method from an alternative investigation:

1. What would you need to do to change this procedure to a procedural recount? Change
one of the steps as an example.

2. What might the hypothesis have been for this project?

3. How would you record the results? What type of graph would you use if any?

4. Have the variables been adequately controlled?

 Studentworksheet10
Tables - questions

a) Drawupatabletoshowthesizeoftheplanetsinour
solarsystemandtheirdistancestothesun.
b) Howwastheaverageorarithmeticmeandeterminedin
thetable?
c) WhatistherangeforthedatafortheBread with no light
describedinthetable?
d) Drawalinetoshowthespreadforeachofthethree
columnsfortheamount of light onthe columngraph
below.

e)
 Studentworksheet10
Tables questions (cont )

e)Theselinesmaybecallederror bars.Doanyofthese
errorbarsoverlapfortheEffect of UV light on the
growth of mould sample?
 Studentworksheet11
Analysing results
Thesequestionscanbeansweredbyreferringtotheresultsfromanalternative
investigation:Will mould grow in bright light?
1. Dotheresultsshowanytrends?

2. Hasthemostappropriategraphbeenusedtoshowtheresults?

3. IsthereanysignificantdifferencebetweenthedifferentconditionsofUVlight?

4. Howreliablearetheresults?Howaccuratewerethemeasurements?

5. Howvalidaretheresults?

6. Howwellwereallvariablesidentifiedandcontrolled?

7. Werethenumberoftrials/samplesappropriate?

 Student worksheet 12
Conclusions

Thisquestioncanbeansweredbyreferringtothe
conclusionfromanalternativeinvestigation.

Q.1.Hasthestudentwhowrotetheconclusionansweredthe
questions?

Q.2.Ifnot,whichquestionshavenotbeenaddressed?
 Thank you very much for
your attention

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