Workshop 3. Science and Engineering Practices

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Workshop 3. Science and Engineering Practices

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Learning GoalsAt the end of this session, participants will be able to:• Describe the characteristics of science and engi-

neering practices;• Explain the role of science and engineering prac-

tices in science learning;• Explain how science and engineering practices de-

velop from K-12th grade;• Explain how science and engineering practices im-

pact science learning.

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Think-Pair-Share (5 minutes)Step 1:Think on your own: Do you agree with the following statements? Why or why not?

1 – Presenting clear descriptions of scientific ideas is enough for students to learn science.2 – Completing applicable hands-on activities is enough for students to learn science.

Step 2:Pair with someone sitting near you; try to find someone you do not already know.

Step 3:Share your ideas with your partner, and the entire group.

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Think and Discuss (5 minutes)Pick one of the following questions:1. What are the differences and similarities

between science and engineering? 2. Why is engineering important in science

learning? And why is science is important in engineering?

3. What are the differences between science practice, inquiry, and process skills?

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Scientific Ideas Are Not Enough!• Understanding content is inextricably linked to

engaging in practices. Simply “consuming” information leads to declarative, isolated ideas.

• Science is both a body of knowledge and the process that develops and refines that body of knowledge. Understanding both the ideas and processes is essential for progress in science.

• The learning of science is similar: students cannot learn one without the other.

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Why Practices?• We use the term “practices” instead of a term such as

“skills” to emphasize that engaging in scientific investi-gation requires not only skill, but also knowledge that is specific to each practice.

– NRC Framework, 2012, p. 30• Using practices also avoids the problem of defining in-

quiry which has a range of meanings, from taking part in a teacher led hands-on activity, to students engaging in a project with little guidance from a teacher.

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Science and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions

(for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world.

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Activity # 1: Jigsaw Method (15 minutes)

Each participant selects one practice from the Table in Appendix F, and carefully reads about the practice What does the practice state? Why is this practice important? How the students engage in this practice? How does it build over time from K -12?

In groups of three with the same practice, share your ideas and make sure you have a clear picture of that practice – So you are “expert in that practice”.

Regroup four with four different practices, share and discuss in a group.

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How Science and Engineering Practices are Integrated

(NRC Framework, p 45)(NRC Framework, p 45)(NRC Framework, p 45)

(NRC Framework 2012, p 45.)

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Science and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

The practices work together – they are not separated!

(Appendix F pp. 2 – 3)

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The Development of Modeling Practice

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Why are Science and Engineering Practices Essential?

• Practices of science help students understand how scientific knowledge develops.

• Practices of engineering help students understand the work of engineers & the links between engineering and science.

• Participating in both practices helps students form an understanding of the crosscutting concepts and disciplinary ideas.

• These can pique students’ curiosity, capture their interest, and motivate their continued study.

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Activity #2: Turn & Talk (10 minutes)

• Question: Pick one core idea that you will teach in your class. What science and engineering practices will you help students develop as they learn the content? Why?

• Turn and talk: Share your ideas, discuss them and firm up your thoughts based on the discussion.

• Talk Out: Share thoughts and ideas with the entire group.

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Write a Response (15 minutes)1. What is one way that students can benefit by

integrating science and engineering practices in science curriculum and instruction?

2. How would you explain to parents or others the importance of science and engineering practices to students’ science learning?

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Reflection (15 minutes)

From the hands-on activity – “Observing a Chemical Reaction,”

How might you revise the material to better meet the intent of the NGSS to engage learners in science practices?