Assessing Science Learning In 3 Part Harmony

Assessing Science Assessing Science Learning in Learning in

3 Part Harmony3 Part Harmony

Richard DuschlRichard Duschl

GSE-Rutgers UniversityGSE-Rutgers University

[email protected]@rci.rutgers.edu

Performances - PracticesPerformances - Practices

PianoPiano Finger/hand strength Finger/hand strength

and flexibilityand flexibility Read muscial notationRead muscial notation Musical phrasing, Musical phrasing,

playing with feelingplaying with feeling Creative musicalityCreative musicality

ScienceScience Connecting conceptsConnecting concepts Evaluating conceptual Evaluating conceptual

connectionsconnections Seeking evidenceSeeking evidence Seeking explanationsSeeking explanations CommunicatingCommunicating

Taking Taking Science to Science to School: School: Learning Learning and Teaching and Teaching Science in Grades Science in Grades K-8 K-8

(NRC 2007)(NRC 2007)

http://newton.nap.edu/catalog/11625.html

Report on-line

GOOGLE: National Academies PressEducationTaking Science to School

Preventing reading difficulties in young children. Preventing reading difficulties in young children. Snow, Burns & Griffin (1998)Snow, Burns & Griffin (1998)

How People Learn.How People Learn. Bransford, Brown, & Cocking Bransford, Brown, & Cocking (1999)(1999)

Knowing what students know. Knowing what students know. Pellegrino, Pellegrino, Chudowsky & Glaser (2001)Chudowsky & Glaser (2001)

Adding it all up. Adding it all up. Kilpatrick, Swafford, & Findell Kilpatrick, Swafford, & Findell (2001)(2001)

How students learn history, mathematics and How students learn history, mathematics and science in the classroom.science in the classroom. Donovan & Bransford Donovan & Bransford (2005)(2005)

America’s lab report: Investigations in HS America’s lab report: Investigations in HS ScienceScience. Singer, Hilton & Schweingruber (2006). Singer, Hilton & Schweingruber (2006)

Recent NRC ReportsRecent NRC Reports

What Is Science?What Is Science? Science involves:Science involves:

Building theories and modelsBuilding theories and models Collecting and analyzing data from Collecting and analyzing data from

observations or experiments observations or experiments Constructing argumentsConstructing arguments Using specialized ways of talking, Using specialized ways of talking,

writing and representing phenomenawriting and representing phenomena

Science is a social phenomena with Science is a social phenomena with unique norms for participation in a unique norms for participation in a community of peerscommunity of peers

Scientific Proficiency: Scientific Proficiency: The Four StrandsThe Four Strands

Students who understand science:Students who understand science:1.1. Know, use and interpret scientific explanations Know, use and interpret scientific explanations

of the natural world.of the natural world.2.2. Generate and evaluate scientific evidence and Generate and evaluate scientific evidence and

explanations.explanations.3.3. Understand the nature and development of Understand the nature and development of

scientific knowledge.scientific knowledge.4.4. Participate productively in scientific practices Participate productively in scientific practices

and discourse.and discourse.

History of Thinking about History of Thinking about Human MindHuman Mind

Differential PerspectiveDifferential Perspective Individual, IQ and Mental Tests separate from Individual, IQ and Mental Tests separate from

academic learning - selecting and sorting academic learning - selecting and sorting Behavioral PerspectiveBehavioral Perspective

Stimulus/Response Associations - rewarding and Stimulus/Response Associations - rewarding and punishing - Behavioral Objectivespunishing - Behavioral Objectives

Cognitive PerspectiveCognitive Perspective Prior Knowledge, expert/novice, metacognition Prior Knowledge, expert/novice, metacognition

(thinking about thinking and knowning)(thinking about thinking and knowning) Situative PerspectiveSituative Perspective

Sociocultural, language, tools, discourse Sociocultural, language, tools, discourse

ConclusionConclusion: Prior knowledge : Prior knowledge and experience are criticaland experience are critical

Competence is NOT determined simply by Competence is NOT determined simply by age or gradeage or grade

What children can do is contingent on prior What children can do is contingent on prior opportunities to learnopportunities to learn

Knowledge and experience influence all Knowledge and experience influence all four strands of proficiencyfour strands of proficiency

Prior knowledge can be both a resource Prior knowledge can be both a resource and a barrier to emerging understandingand a barrier to emerging understanding

Prior knowledge and Prior knowledge and “misconceptions”“misconceptions”

Children’s understandings of the world Children’s understandings of the world sometimes contradict scientific sometimes contradict scientific explanations. These often described as explanations. These often described as alternative or misconceptions to be alternative or misconceptions to be overcome.overcome.

Students’ prior knowledge also offers Students’ prior knowledge also offers leverage points that can be built on to leverage points that can be built on to advance students’ science learning.advance students’ science learning.

Emphasis on eradicating misconceptions Emphasis on eradicating misconceptions can cause us to overlook the knowledge can cause us to overlook the knowledge they bring; e.g., productive intuitions for they bring; e.g., productive intuitions for reasoning and knowing. reasoning and knowing.

SummarySummary

Young children are more competent than we Young children are more competent than we think. They can think abstractly early on and do think. They can think abstractly early on and do NOT go through universal, well defined stages.NOT go through universal, well defined stages.

Focusing on misconceptions can cause us to Focusing on misconceptions can cause us to overlook leverage points for learning.overlook leverage points for learning.

Developing rich, conceptual knowledge takes Developing rich, conceptual knowledge takes time and requires instructional support.time and requires instructional support.

Conceptual knowledge, scientific reasoning, Conceptual knowledge, scientific reasoning, understanding how scientific knowledge is understanding how scientific knowledge is produced, and participating in science are produced, and participating in science are intimately intertwined in the doing of science.intimately intertwined in the doing of science.

ConclusionConclusion: Sustained exploration of core set of scientific : Sustained exploration of core set of scientific ideas is promising approachideas is promising approach

Many existing curricula, standards and assessments in the US contain too many Many existing curricula, standards and assessments in the US contain too many disconnected topics given equal priority.disconnected topics given equal priority.

Need more attention to how students’ understanding of core ideas can be supported Need more attention to how students’ understanding of core ideas can be supported and enhanced from grade to grade.and enhanced from grade to grade.

Core ideas/knowledge should be central to a discipline of science, accessible to Core ideas/knowledge should be central to a discipline of science, accessible to students in kindergarten, and have potential for sustained exploration across K-8.students in kindergarten, and have potential for sustained exploration across K-8.

NAEP 2009 NAEP 2009 Science FrameworkScience Framework

Identifying scientific principles (30%)Identifying scientific principles (30%) Using scientific principles (35%)Using scientific principles (35%) Using scientific inquiry (25%)Using scientific inquiry (25%) Using technological design (10%)Using technological design (10%)

% = portion of exam% = portion of exam

National Science Education National Science Education Standards Content DomainsStandards Content Domains

Big CsBig Cs Life ScienceLife Science Physical SciencePhysical Science Earth/Space ScienceEarth/Space Science Inquiry Inquiry

Little CsLittle Cs Unifying Principles & Unifying Principles &

ThemesThemes Science & Science &

TechnologyTechnology Science in Personal & Science in Personal &

Social ContextsSocial Contexts Nature of ScienceNature of Science

Table 14. Examples of Performance Expectations for States of Matter

Grade 4(See content statement P4.3.)



Identifying Science Principles

Classify samples of material assolid, liquid or gas.


Given an animation of moleculesin motion, identify the substancethat is being illustrated as a solid,liquid, or gas.


Explain why ice is harder thanliquid water in terms of thestrength of the force between themolecules.

Using Science Principles

Infer that a change of state (e.g.freezing or melting) affects theidentity of an object, but not theidentity of the material of whichit is made.


Predict how the mass of a sampleof iodine will change aftersublimation. Justify theprediction based on what occursduring sublimation at a molecularlevel.


Use the concept of moleculararrangements and bonds toexplain why graphite is very softand diamond is very hard, eventhough they are all made of purecarbon.

Using Scientific Inquiry

Collect, display, and interpretdata showing how thetemperature of a substancechanges over time as it cools andbecomes a solid.


Plan and conduct an investigationto determine the melting pointand boiling point of an unknownsubstance.


Explain the results of experimentsshowing how the volume of threedifferent liquids changes whenthey are heated by usingmolecular theory.

Using Technological Design

Propose a method for determiningfor certain if holiday chocolatesthat have been shaped bydifferent processes (melting,freezing, reshaping, or breakinginto pieces) have the sameamount of chocolate in them.


Choose the best solution forincreasing the altitude of a hot airballoon, based on anunderstanding of the macroscopicand microscopic changes thatoccur when the gas inside theballoon is heated.


Design an instrument to measuretemperature as accurately aspossible, taking into account boththe thermal properties of liquidsand solids to be used in thedevice, and structural shape anddimensions of the device.

NAEP 2009 Science NAEP 2009 Science FrameworkFramework

http://www.nagb.org/http://www.nagb.org/ A learning progression is a sequence

of successively more complex ways of reasoning with/about a set of ideas.

Big Ideas/Core Knowledge Scientific Practices

Example: Core Ideas in a Example: Core Ideas in a Learning Progression for Learning Progression for

EvolutionEvolution BiodiversityBiodiversity Structure/functionStructure/function Interrelationships in ecosystemsInterrelationships in ecosystems Individual variationIndividual variation Change over timeChange over time Geological processes Geological processes

Growth: First Grade (Lehrer & Schauble)

Growth: Third Grade

Growth: Fifth GradeShifts in Distribution Signal Transitions in Growth Processes

Immersion Units in Earth ScienceImmersion Units in Earth ScienceRichard Duschl & Bruce HerbertRichard Duschl & Bruce HerbertRutgers University Texas A&M Rutgers University Texas A&M

OOrganized around an earth system science view rganized around an earth system science view Special emphasis on boundary locations between Special emphasis on boundary locations between

systems (air/water; land/sea; etc.)systems (air/water; land/sea; etc.) Where biogeochemical mechanisms take placeWhere biogeochemical mechanisms take place

Carbon Cycle(?) Rock Cycle Carbon Cycle(?) Rock Cycle

ES Immersion UnitsES Immersion Units

Important foundational core conceptsImportant foundational core concepts scalescale:: deep time and space, deep time and space,

energyenergy:: gravitational, thermal, tidal and solar gravitational, thermal, tidal and solar sources, and sources, and

matter transformationmatter transformation:: physical and physical and chemical change. chemical change.

Inquiry processes in the Inquiry processes in the geosciencesgeosciences

rely on: rely on:

tools and technologies (GIS) tools and technologies (GIS)

lab studies (data proxies) (Olab studies (data proxies) (O1616/O/O1818) )

models in combination for the study and models in combination for the study and representation of earth system boundaries and representation of earth system boundaries and mechanisms - Visualizations.mechanisms - Visualizations.

Windows on the UK Windows on the UK 20002000

Windows on the UK Windows on the UK 20002000

Worldwatcher - Carbon Worldwatcher - Carbon EmissionsEmissions

Worldwatcher - Carbon Worldwatcher - Carbon EmissionsEmissions

Earthquake ProfilesEarthquake ProfilesEarthquake ProfilesEarthquake Profiles

K-3K-3

Early elementary grades local watersheds or Early elementary grades local watersheds or coastlines as a context to study water coastlines as a context to study water movement and phase changes across movement and phase changes across boundaries (e.g., evaporation and boundaries (e.g., evaporation and condensation) and the effects moving water condensation) and the effects moving water and phase changes have on the landscape and and phase changes have on the landscape and earth materials (e.g., soil) . earth materials (e.g., soil) .

4-64-6

Upper elementary and middle grades Upper elementary and middle grades immersion units can focus on earth system immersion units can focus on earth system inquires into soils, ecosystems and larger inquires into soils, ecosystems and larger watersheds as contexts for studying water, watersheds as contexts for studying water, carbon and nitrogen cycles. carbon and nitrogen cycles.

7-127-12 Middle and secondary grades immersion Middle and secondary grades immersion

units should begin to situate inquiries units should begin to situate inquiries around land use and land planning (e.g., around land use and land planning (e.g., location and impact of dams on rivers and location and impact of dams on rivers and estuaries, location and impact of sanitary estuaries, location and impact of sanitary landfills on ecosystems; location and design landfills on ecosystems; location and design of structures near/on tectonically active of structures near/on tectonically active regions) thus enabling inquiries on regional regions) thus enabling inquiries on regional and global issues/problems concerning and global issues/problems concerning habitability and sustainability of ecosystems habitability and sustainability of ecosystems and earth systems.and earth systems.

Shifting the FocusShifting the Focus

FromFrom Lessons, Modules Lessons, Modules DaysDays

WeeksWeeks Management of Management of

Behaviors & MaterialsBehaviors & Materials Skills for doing Skills for doing

experimentsexperiments Assessment Assessment ofof Learning Learning

ToTo Sequences, Units Sequences, Units

Weeks Weeks MonthsMonths Years Years Management of Ideas Management of Ideas

& Information& Information Reasoning about Reasoning about

experiments experiments Assessment Assessment forfor

Learning Learning

3 Part Harmony3 Part Harmony

ConceptualConceptual “what we need to know” “what we need to know” EpistemicEpistemic “rules for deciding what counts” “rules for deciding what counts” SocialSocial “communicating & representing “communicating & representing

ideas, evidence and explanations”ideas, evidence and explanations”

Goals/Units VesselsDuschl & Gitomer,

1997

Acids &Bases

Erduran, 2001

Earthquakes& Volcanoes

Smith, 1996

ConceptualFlotation,Buoyancy

Neutralization,Acid/BaseChem.

IgneousRocks, PlateTectonics

EpistemicCausalExplanation

Models,Modeling

ScientificArgument

Social

Report toCity Planner– VesselDesign,Transport

Report toHazmet – Safedisposal ofA&B inSchools

Report toCity Council– LikelihoodE&V, Emerg.Med. Plan

Why Things Sink & FloatWhy Things Sink & Float

Density LP - Density LP - Floating StrawsFloating Straws

Relative DensityRelative Density DensityDensity MassMass VolumeVolume

Forces LP - Forces LP - Floating VesselsFloating Vessels

FlotationFlotation BuoyancyBuoyancy PressurePressure MassMass Surface AreaSurface Area VolumeVolume DisplacementDisplacement

Set of collected data

T1: Transformation of data to evidence

T2: Transformation

of evidence into patterns and models

T3: Transformation of patterns and models into explanations

Decision point transformations along Evidence - Evaluation

Continuum

Explanations

Patterns &models

Evidence

Scientific inquiry and communication processes

opportunities for

epistemic discourse

& dialog

opportunities for

epistemic discourse

& dialog

opportunities for

epistemic discourse

& dialog

CRITERIA EMPLOYED

BY LEARNERS FOR:

ASSIGNING DATA

TO ONE OF FOUR CATEGORIES :FACT /EVIDENCE , ARTIFACT ,IRRELEVANT , ANOMALOUS

SELECTING STRATEGIES

AND TOOLS FOR

IDENTIFYING

PATTERNS /MODELS

DEVELOPING OR SELECTING

THEORIES OR EXPLANATIONS

DECIDING IF , AND WHAT , NEW DATA ARE NEEDED

Figure 1. Schematic of Evidence-Evaluation continuum model for consideration of epistemic dialog opportunities

Epistemic Discourse & Epistemic Discourse & Data TextsData Texts

Data Texts Data Texts Selecting/Obtaining Selecting/Obtaining

Raw DataRaw Data Selecting Data for Selecting Data for

EvidenceEvidence Patterns & Models of Patterns & Models of

EvidenceEvidence Explanations of Patterns Explanations of Patterns

& Models& Models

Data Transformations for Data Transformations for Epistemic DialogEpistemic Dialog T1 - what data count, are T1 - what data count, are

worth usingworth using T2 - what patterns & T2 - what patterns &

models to usemodels to use T3 - what explanations T3 - what explanations

account for patterns & account for patterns & modelsmodels

Science Learning GoalsScience Learning Goals

What we knowWhat we know How we have come to know itHow we have come to know it Why we believe it over alternativesWhy we believe it over alternatives

EHH Activity SequenceIntro Unit and Lab 1

Conduct prelab including demonstration of STEP test and taking a pulse. Students collect data Lab 1

2. Data Collection for Labs 2 and 3Lab 2 - Activity Level and Heart RateLab 3 - Weight and Heart Rate

3. Data Analysis for Labs 2 and 3Knowledge Forum Activity “What Matters in Getting Good

Data”Determining Trends and Patterns of DataDeveloping and Evaluating Explanations for the Patterns of

Data4. Evaluating Exercise Programs

Epistemic ‘What Counts’ Discourse & Data Texts

Data Texts Selecting/Obtaining Raw DataSelecting Data for EvidencePatterns & Models of EvidenceExplanations of Patterns & Models

Data Transformations T1 - what data count, are worth usingT2 - what patterns & models to useT3 - what explanations account for patterns & models

Probing Understandings Probing Understandings (White & Gunstone, 1990)(White & Gunstone, 1990)

Concept MapsConcept Maps Interviews about InstancesInterviews about Instances Interviews about ConceptsInterviews about Concepts Fortune LinesFortune Lines DrawingsDrawings Storyboards** Storyboards** POEs (Predict/Observe/Explain)POEs (Predict/Observe/Explain)** ** Project SEPIAProject SEPIA

Exercise for a Healthy Heart

Agree/Disagree with the following statements and provide a reason

~It matters where you take a pulseWrist, neck, thigh

~It matters how long you take a resting pulse(6-10-15-60 seconds)

~It matters how long you take an exercising pulse (6-10-15-60 seconds)~It matters who takes a pulse

Heartrate/min 60 sec

36495051

565759596060606062646466666767687070727375757579808181

8586

92

0 20 40 60 80 100

1

3

5

7

9

11

13

15

17

19

21

23

25

27

29

31

33

35

stu

den

t

heartrate

Group Salient Characteristics of Lab Group Reasoning1 Group 1 uses a ŌfrequencyÕ decision rule to arrive at range of 60-80. That is,

any heart beat with < 3 data entries was eliminated from calculations todetermine the upper boundry for each graph; e,g, 90 for 6 secs., 104 for 15secs., 72 for 10 secs., 75 for 60 secs. These 4 averages were then averagedto get 80 as the upper limit. All charts should be since to get an average alldata should be used. Lab book shows that the decision rule changed withthe consideration of each of the heart rate graphs.

2 Group 2 uses a ŌmajorityÕ decision rule to arrive at a range of 60-80. That is,most of the data fell between 60 and 80. The 6 sec. chart should be used.Lab books shows that the decision rules remains the same for each of theheart rate graphs.

3 Group 3 used an ŌaverageÕ decision rule based on how the data from the 4members of their lab group, and not the class data, could be used to get theaverage and then establish the range. This strategy resulted in 4 separateranges being reported for each of the 4 heart rate graphs. The selected rangewas 60-75. Final decision was based on 10 and 60 second graphs. Labbooks show that the decision strategy is common across heart rate graphsbut that the range results are different.

4 Group 4 used an Ōend pointsÕ decision rule based on the end points of thenormal range determined for each graph. Thus, a range of 70-80 for 6 sec.,66-72 for 10 sec., 60-80 for 15 sec., and 60-75 for 60 sec. 60 appears twiceas the lower boundary and 80 appears twice as the upper boundary, hencethe normal range is 60-80. All graphs used.

5 Group 5 used a ŌcalculationÕ decision rule to arrive at a range of 60-80.That is, each graph was analyzed to find out where 2/3 of the studentsÕ heartrates fell on the graph. The 60 second graph was selected as the mostaccurate.

Group Decision Rules

1 - Frequency2 - Majority3 - Average4 - Endpoints5 - Calculation

Essential Features of Essential Features of Classroom InquiryClassroom Inquiry

Learners are engaged by Learners are engaged by scientificscientific questionsquestions Learners give priority toLearners give priority to evidenceevidence, to develop & , to develop &

evaluate explanation to address the questionsevaluate explanation to address the questions Learners Learners formulate explanationsformulate explanations Learners Learners evaluateevaluate explanations against explanations against

alternative explanationsalternative explanations Learners Learners communicate and justifycommunicate and justify

explanations. (National Research Council, explanations. (National Research Council, 2000) 2000)

Additional Dialogic Features Additional Dialogic Features of Classroom Inquiryof Classroom Inquiry

LearnersLearners respond to criticisms respond to criticisms from from othersothers

Learners Learners formulate appropriate criticismformulate appropriate criticism of othersof others

Learners Learners engage in criticism of their own engage in criticism of their own explanationsexplanations

Learners Learners reflect on alternative reflect on alternative explanationsexplanations and not on having a unique and not on having a unique resolution resolution (Duschl & Grandy, 2007) (Duschl & Grandy, 2007)

Learning as InquiryLearning as InquiryConnelly, et al (1977) Connelly, et al (1977) Scientific enquiry and the Scientific enquiry and the

teaching of science.teaching of science. OISE Press. OISE Press.

To develop an understanding of the most To develop an understanding of the most important contentimportant content

To develop an understanding of the parts To develop an understanding of the parts of a pattern of inquiryof a pattern of inquiry

To develop the reading skills and habits of To develop the reading skills and habits of mind to identify and understand mind to identify and understand knowledge claimsknowledge claims

To develop the evaluative skills and To develop the evaluative skills and habits of mind to assess the status of habits of mind to assess the status of knowledge claimsknowledge claims

Teaching as InquiryTeaching as Inquiry

Identify the degree of legitimate doubt Identify the degree of legitimate doubt attached to science knowledgeattached to science knowledge

Assist in providing opportunities to Assist in providing opportunities to deduce patterns and to develop deduce patterns and to develop intellectual capacity to inform oneselfintellectual capacity to inform oneself

Employ a strategy of teaching that allows Employ a strategy of teaching that allows for discovery, focuses on the central role for discovery, focuses on the central role of discussion, and promotes effective of discussion, and promotes effective argumentation. argumentation.

Thank You Thank You forfor

Your AttentionYour AttentionHave a Successful and Enjoyable Have a Successful and Enjoyable

School Year !School Year !

Assessing Science Learning In 3 Part Harmony

Education

evidence patterns

prior knowledge

scientific

evidence explanations

patterns amp

explanations

data count

sustained