TRANSFORMING “COOKBOOK” LABS INTO … “cookbook” labs into inquiry-based instruction. what do we “really” want our students to know after their k-12 science education experience?

By: Caley Melton & Dr. Andrew West

TRANSFORMING “COOKBOOK” LABS INTO INQUIRY-BASED INSTRUCTION

WHAT DO WE “REALLY” WANT OUR STUDENTS TO KNOW AFTER THEIR K-12 SCIENCE EDUCATION EXPERIENCE?

• I want students to be scientifically literate. Not focus so much on the facts, but think, speak, and act like a scientist!

• “Being literate consistently refers to mastering the processes needed to interpret culturally significant information. Science literacy refers to mastering processes needed to interpret information regarding science.” (Bybee1997)

• TIMSS (1995) scores give unsatisfying results for US students.• Video research study completed by James Stigler and James Hiebert (1999) sheds light

on the results.

HOW ARE OUR SCIENCE CLASSROOMS DOING?

So Why the Gap?

• ABC Prime Time Live with Diane Sawyer report over this study and the findings:

What do you do?

• Rules or Theories are stated (via PowerPoint, worksheet)

• Lecture• Lab Day!

WHAT DO OUR CLASSROOMS LOOK LIKE?

• A problem is given to students.• Students are given time to think (Lab Day first)• Ideas are developed, not stated!• Apply the idea of student controlled tasks

WHAT DO OTHER CLASSROOMS LOOK LIKE?

(Stigler 1999)

NEXT GENERATION SCIENCE STANDARDS

Science and Engineering Practices1. Asking questions and defining problems2. Planning and carrying out investigations3. Analyzing and interpreting data4. Using mathematics and computational thinking5. Developing and using models6. Developing explanations and designing solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

• Work and Energy Experiment: example of a lab experiment typically done in high school physics classrooms.

• The structure of this lab is an example of how teachers across science disciplines complete lab experiments. This structure is proving to be ineffective compared to alternative methods.

COPY OF COOKBOOK LAB

http://hendrix2.uoregon.edu/~dlivelyb/phys101/lab3.pdf

Science and Engineering Practices 1. Asking questions and defining problems2. Planning and carrying out investigations3. Analyzing and interpreting data4. Using mathematics and computational thinking5. Developing and using models8. Obtaining, evaluating, and communicating information

Science and Math Lab Activities

• Lecture before• Questions provided• Materials provided• Procedure provided• Data collection provided• Prescribed analysis• Data tables/graphs provided• Answer questions at end

Cook

book

Non

-Coo

kboo

k

• Students develop questions• Students identify materials• Students develop procedure• Students decide on data collection• Students develop analysis• Students develop tables/graphs• Students share findings and

justify explanations from evidence• Lecture after

THE ALTERNATIVE METHOD:EXPERIMENTAL DESIGN

• This does take more time, but not that much more time. Why?

• This process results in deeper understanding that means less time for review, practice other things typically done. (cookbook lab, worksheets, more labs).

• Bell to Bell• New Standards which Kentucky IS adopting has less

content.

DRAWBACK: TIME

• “Flip” the structure of the lab with simple maneuvers.• Give students the opportunity to think. It is okay if

they become frustrated! You know they are engaged!• Seize every opportunity to ask open-ended questions.• Student centered tasks are key!• Lecture last!

STRATEGIES

QUESTIONS