Science and Engineering for Grades 6-12 Investigation and Design at the Center (2019) / Chapter Skim
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4 How Students Engage with Investigation and Design
4 How Students Engage with Investigation and Design
Pages 81-108
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From page 81... ...
The teacher structures the instruction and supports student learning instead of providing information to the students. Our committee advocates putting science investigation and engineering design at the center of teaching and learning science and building classes around students investigating phenomena and designing solutions by working to make sense of the causes of phenomena or solve challenges in a way that uses all three dimen ions of the Framework (see the second footnote in Chapter 1 for an s explanation of the three dimensions)
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From page 82... ...
in the population of deer mice in the sand hills of Nebraska. The core ideas about energy and ecosystems and the crosscutting concepts of causality, changes in systems in terms of matter and energy, and changes in populations help students make sense of phenomena via three-dimensional learning.
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From page 83... ...
On the left-hand side of Figure 4-1 are listed some traditional activities carried out in science classes that no longer exist in the same form when classes center on investigation FIGURE 4-1 Select features of science investigation and engineering design and how they differ from activities in traditional science classrooms. NOTE: The boxes in the list on the left contain examples of approaches used in traditional science classrooms.
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From page 84... ...
On the right-hand side, the figure shows examples of student experiences that contribute to investigation and design, which is now at the center of classroom activity. The labels within the circles on the right indicate some of the features discussed in this report, but there are many other possible features that could be included in classes centered on science investigation and engineering design.
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From page 85... ...
The table uses "investigations" in accordance with the Framework's scientific and engineering practice of "planning and carrying out investigations," whereas elsewhere in our report we use investigation in the larger sense of what students do to make sense of natural and engineered phenomena. The actions of the students as part of investigation and design encompass multiple scientific and engineering practices as well as crosscutting concepts and disciplinary core ideas.
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From page 86... ...
How the core ideas and crosscutting concepts play out across the series is key to student understanding, the structure of instruction engages students in a series of investigations on similar but different phenomena, students gather information they need to make sense of a phenomenon and then use that learning to apply to the next phenomenon in
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From page 87... ...
An engineering design approach might have students consider solutions for deep sea travel that utilize properties observed in and adapted from the physiology of deep sea creatures. In science investigation and engineering design, learners develop deep conceptual understandings by engaging with a carefully chosen sequence of three-dimensional science performances across a series of phenomena and/or design challenges.
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From page 88... ...
Students can encounter these features in many possible orders as they ask questions, collect and evaluate data, and make new models to increase their understanding. For example, in many investigations, students gather data to address a question, analyze that data and generate an explanation, then go back and do more analysis and generate a new explanation before they communicate their work.
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From page 89... ...
The use of core ideas and crosscutting concepts is what makes the practice of analyzing data three-dimensional. Students construct explanations for the causes of phenomena and develop models for the relationships among the components of the systems, and they develop arguments for how the evidence gathered in the investigations supports the explanation.
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From page 90... ...
Throughout the multiday lesson, the students produce artifacts and share their ideas with each other as they learn about the role of natural selection in antibiotic resistance. Our focus in providing this vignette is to provide the entire arc or storyline of a learning experience centered on student investigations into an anchoring phenomenon, to foreground the ways students engage in discussion and create artifacts as they engage in those investigations, and to highlight the ways that everyday assessment supports teachers in gathering information on an ongoing basis to support student learning throughout the unit.
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From page 91... ...
HOW STUDENTS ENGAGE WITH INVESTIGATION AND DESIGN 91 FIGURE 4-2A Example of class-generated Driving Questions Board showing how students grouped related questions by clustering of sticky notes on the larger page about driving questions. SOURCE: Reiser and Penuel (2017)
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From page 92... ...
Martinez invites students to reflect publicly on what they have figured out related to one or more of the questions on the Driving Questions Board. They submit electronic exit tickets that she can review to decide what ideas might need further discussion and development, as well as to analyze student perceptions of the lesson's personal relevance (Penuel et al., 2016)
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From page 93... ...
HOW STUDENTS ENGAGE WITH INVESTIGATION AND DESIGN 93 FIGURE 4-3 A small group's revised model to explain how Addie's condition changed as the bacteria changed within her. NOTE: The model is organized into how Addie is feeling, the generation of bacteria, size of the resistant (R)
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From page 94... ...
As part of their collaboration process, they make plans for what to do and how to gather and analyze the resulting data and evaluate their evidence. The key milestones are laid out in advance in the instructional sequence to help students build the important components of the key ideas.
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From page 95... ...
As we have discussed, science instruction where learners explore solutions to questions and design challenges (National Research Council, 2000, 2012) that are meaningful and relevant to their lives can motivate their learning (Krajcik and Blumenfeld, 2006; Rivet and Krajcik, 2008)
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From page 96... ...
Technology issues related to data are discussed further in Chapters 5 and 6, in the context of teachers' choices about instruction and the role of instructional resources. Construct Explanations After their bacterial experiments, the students create models to explain their data and understanding, such as Figure 4-3 about the timing of Addie's symptoms and correlations to the growth of the bacteria making her ill.
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From page 97... ...
The artifacts the students produce during the vignette above are not traditional laboratory reports, but rather plans and protocols for data collection, sketches, and diagrams showing what happens to bacteria under different conditions over time, and elaborated descriptions of how patterns they observed in data support particular claims or "answers" to their questions. The creation and development of these kinds of artifacts are tasks that push student learning and provide tangible representations of student understanding.
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From page 98... ...
New computer-based technology, multimedia documents, and paperbased tools support students in communicating their findings from a scientific investigation. Creating multimedia documents allow students to link different media together, representing their understanding in multiple ways.
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From page 99... ...
. These interactions between everyday and scientific ideas, as well as connections between scientific concepts and design decisions, are emergent co-constructions as students engage in scientific reasoning and engineering design (Selcen Guzey and Aranda, 2017)
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From page 100... ...
His intention was to engage students in the processes of engineering design as they applied scientific knowledge, such as heat transfer and the thermal properties of insulation materials, as they constructed, tested, evaluated, and redesigned an energy-efficient and cost-effective greenhouse made from a cardboard box and various insulating materials. The unit took twelve 50-minute class periods.
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From page 101... ...
SOURCE: Selcen Guzey and Aranda (2017)
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From page 102... ...
Connect Learning Through Multiple Contexts As students engage in science investigation and engineering design across many grades and courses, they begin to see the connections between what they have learned before and new investigation and design experiences. Teachers play a key role in helping students see these connections (see Chapter 5)
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From page 103... ...
SUMMARY Student participation in science investigation and engineering design is a dramatic shift from traditional approaches to science education. The classroom now centers on the features of investigation and design instead of on the presentation of known facts.
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From page 104... ...
Throughout this process, while work ing in her home garden, Teresa had sought to design valid experiments in which she isolated single variables, made observations, developed tentative conjectures in regards to causation, redesigned experiments, and developed evidence-based explanations. When they considered building a community garden for their engineering project, Teresa's group built on these prior experiences. The students noted that a community garden would need to be placed on flat land and in an area without too much water runoff so that water would not cause too much erosion.
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From page 105... ...
They use artifacts and representations that communicate reasoning and respond to others' ideas as they engage in productive discourse. Students connect learning through multiple contexts by reflecting on their own learning and seeing links between what they do during investigation and design experiences with phenomena and issues beyond the classroom.
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From page 106... ...
. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
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From page 107... ...
Paper com missioned for the Committee on Science Investigations and Engineering Design Experi ences in Grades 6-12. Board on Science Education, Division of Behavioral and Social Sciences and Education.
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