R & D for the High School Classroom: Day 2 (WIP-5 grant workshop)
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In Darci Harland's R&D for the High School Classroom, we debriefed our field work observations, talked about how to jump start students into thinking bout ideas for research topics (Chapter 1 of the STEM Student Research Handbook) and determined the importance of lab notebooks and how to organize them (chapter 6 of the STEM Student Research Handbook).
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R & D for the High School Classroom: Day 2 (WIP-5 grant workshop)
- 1. Implementing Research and Development into the High School Classroom Welcome… As you come in, log into the computer and go to this site: July 9, 2013 Illinois State University WIP-5 Grant http://RandDforHS.wikispaces.com
- 3. Poke It & See What Happens Sound Scientific Thinking and Practice Balance
- 5. Alka-Seltzer Rocket Activity Use any of the available materials to design a rocket that will propel the greatest monetary value to an elevation of at least 1 meter above its start location.
- 6. Today Parklands Fieldtrip Beginning Research Lab Notebook Determining IRP Project Dr. Ryan Brown: EfAST CeMaST Equipment E-Journal
- 7. Generating Research Ideas Focusing Ideas Chapter 1 Harland, Darci J. (2011). STEM Student Research Handbook. Arlington: NSTA Press.
- 9. Your Commitment Page 7 in the Handbook
- 10. Getting A Research Topic www.TED.com www.popsci.com www.scientificamerican.com Page 4
- 11. Page 9 in the Handbook Ethics Safety
- 12. Page 12
- 13. How might you have students use the table on pages 6-8? Chapter 1 Getting research topics is often difficult for students. What can you do to aide students in coming up with good research ideas? What are the most common ethical issues (pg. 9-11) your students may encounter? How will you ensure they understand the importance of ethical and safety issues? Announcements
- 14. Parklands Debrief Let’s Share Research Possibilities Observations
- 15. In Your Groups Research Possibilities Answer questions #1-4 Page 12
- 16. Organizing a Lab Notebook Chapter 6
- 17. Page 77 Purpose of Notebooks
- 18. Paper Digital Page 78 Sample of digital or
- 19. Data Collection Issues for Groups Page 80 Location? Tasks for group members Group Lab Notebook (pg.82)
- 20. Setting up a Lab Notebook Page 82 Title Page Table of Contents (TOC) Daily Records Record of correspondence
- 21. Data Collection Page 87 Allow students to design data tables that fit their data Encourage qualitative to fill in gaps of quantitative
- 22. Data Collection Page 88 Data vs. Inference
- 23. Data Collection Page 89 Photographic Evidence Some student store photos online (Picasa)
- 24. IRP Assignment
- 27. E-Journal Our Wiki Respond to the 2 journal prompts http://RandDforHS.wikispaces.com
- 28. Tomorrow Speaker Chris Embry Mohr NGSS
Notas do Editor
- In this photo, my son and I were out on a nature walk. He’s naturally inquisitive, asking great questions. Why is that fallen log all crumbly? Why don’t we see owls flying during the day? And these are great opportunities for us to talk. But as soon as I brought out the lab notebook, he didn’t see it as fun any more. There’s an important balance we must address regarding our attitude toward lab sciences. One one hand, we can do what Dr. Jeff Goldstien recommends, and poke stuff, and see what happens. But we also must be providing an environment in which students are improving their scientific thinking and practice skills.
- Here is another activity that will show you how you not TEACH the scientific process, but allow students to experience it. Again, depending on your goals, you may want to encourage students to track their progress, writing down observations, predictions, and questions. Maybe even mention a “data table.” This is another activity that allows for some RICH discussion afterward.
- So you have a feel for the topic this evening, here is an outline of what I’ll be talking about. While the topic is specifically implementing student research, I think you’ll find sound teaching philosophy that will help you in just about everything you do as a teacher.
- The STEM Student Research Handbook is written directly to the student.Although there is no teacher edition of this text, everything you need to facilitate research with students is found in this book. I have included what I call “teacher cues” throughout the text. These are phrases like, “Your teacher will either ask you to do this, or that.” That way you can take this as your cue to have this discussion with your students. After each chapter there are questions that align with the chapter objectives. You could use these as homework questions or as discussion starters. The Chapter Applications help students take what they just read and apply it to their own research topic. It reminds them what they should be working on. Sample rubrics are included for a research paper, oral presentations, and posters.
- If your first inclination is to teach the scientific method by using a graphic such as this…I am going to ask you to refrain. Provide students with activities that help them see these phases in action. Students don’t need yet another lecture about the scientific method. They need a way to make it real! DO something!
- If you’ve never watched TED videos in the areas of science you are missing out. These will inpsire you, and show you where curiosity can lead.
- Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
- Based on your experiences yesterday with Alka-Seltzer lab, how will a lab notebook benefit students?
- Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
- ….I mean science research, not educational research.