status and plans for professional development in modeling in indiana in
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Status and Plans for Professional Development in Modeling in Indiana in Physics, Chemistry and Biology. Funding support: IN-DOE - Math Science Partnership ICHE – Improving Teacher Quality Siemens Foundation – Teacher Fellowships. Gordon Berry, Physics Department - PowerPoint PPT PresentationTRANSCRIPT
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Status and Plans for Professional Development
in Modeling in Indianain
Physics, Chemistry and Biology
Gordon Berry, Physics DepartmentUniversity of Notre Dame [email protected]
Funding support: IN-DOE - Math Science PartnershipICHE – Improving Teacher QualitySiemens Foundation – Teacher Fellowships
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What do we mean by “Models”?
Symbolic Representations
Physical System
Mental Model
Verbal
Algebraic
Diagrammatic
Graphical
ConceptOr idea
Picture
*Modeling in physics & Chemistry as developed at Arizona State UniversityThe American Modeling Association – AMTA
- http://modelinginstruction.org/
MULTIPLE!
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Why Models?• Models are basic units of knowledge• In all Science Research:
– A few basic models are used again and again with only minor modifications.
• Models help students connect– Macroscopic observations– Sub-microscopic representations– Symbolic representations
The students become SCIENTISTS – learning by DOING
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Why modeling?!• To help students see science as a way of
viewing the world rather than as a collection of facts.
• To make the coherence of scientific knowledge more evident to students by making it more explicit (quantitative).
• Models and Systems are explicitly recognized as major unifying ideas for all the sciences by the AAAS Project 2061 and the NGSS for the reform of US science education.
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5
1. Asking questions & defining problems 2. Developing & using models3. Planning & carrying out investigations4. Analyzing & interpreting data5. Using mathematics and computational thinking6. Constructing explanations & designingsolutions 7. Engaging in argument from evidence8. Obtaining, evaluating, & communicating information
The NGSS’s Framework of Scientific and Engineering Practices
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The Modeling CurriculumIn Physics and Chemistry: A consistent and linked storyline developed over 20 yearsAt Arizona State University
for the complete semester/year
not a separated series of lessons
Developed using the “particle model” (atoms, molecules, etc)
Follow the historical development…
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How about Biology?
Difficulties:
Not developed at ASU
Taught before the particle models of Chemistry and Physics
Contrasts between micro and macro development
What are the themes and links of a “Biology story”?
Summer workshops in the past 2 years at Notre Dame, Marian University and at University High School developed by 35 Inspired, hard-working Indiana biology teachers
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BIOLOGY: Themes and story development
See NISMEC website for teachers’ guides to the 9 UNITS:nd.edu/~nismec/nismec11.htm
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Indiana Modeling PD WorkshopsIn the past 3-4 years
1. At Notre Dame (north), Indianapolis (central) and Evansville (south)1-week and 2-weeks for Physics and Chemistry ModelingAbout 150 teachers have attended, and are now using modeling at least partially in their classrooms.2. Developmental workshops in biology (last 2 years)
Goals for 2013 – to continue offering modeling workshops for north, south and central Indiana teachers in Chemistry, Physics and Biology
Difficulty: $ Money $ Money $- Principally to pay teacher stipends and instructors
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Plans for 2013 Summer workshops
Bad news: no modeling workshops in the South – USI –Evansvilleand no modeling workshops in Indianapolis
Good news: modeling workshops in the North
1: June – 3 weeks of workshops at Morgan HS, Hammondfor ICP and Biology teachers
2: July – 3 weeks of workshops at Notre Dame for ICP and Biology teachers
Bad news: only limited funding for stipends
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Detailed schedule of summer 2013 workshops
Workshop Participants Dates
Week-1 begin Modeling
ICP and Bio teachers 10-14 June – A
Week-2 ICP modeling ICP teachers 17-21 June – B
Week-3 Bio modeling Bio teachers 24-28 June – C
1. Hammond modeling workshops
2. Notre Dame modeling workshops
Workshop Participants Dates
HS - ICP Modeling ICP teachers 15-26 July – D
HS - Biology modeling Biology teachers 8-12 July - E
Applications: Fill in form oremail – [email protected]
or NISMEC website nd.edu/~nismec/nismec11.htm
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How to Teach Modeling? constructivist vs transmissionist
cooperative inquiry vs lecture/demonstration
student-centered vs teacher-centered
active engagement vs passive reception
student activity vs teacher demonstration
student articulation vs teacher presentation
lab-based vs textbook-based
Guided Inquiry -> group investigations
-> peer learning of concepts
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Inquiring minds may want to know different answers to the same
question:
In Science, Literature, Life
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Modeling and Guided Inquiry
Problem-setting (Engagement)
Investigate (Explore)
Publish (Evaluate)
A 3-part lesson-plan: PIP and the SIP* Process
Each part must be Satisfying, Intentional Problem-solving*
*SIP - concept – ref. - Mary Hynes-Berry – “Don’t Leave the Story in the Book”
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Elegant Solutions are the highest order of what might be
termed Quality Intellectual Work
To produce good scientists, good humanists,
good world citizens, our goal must be to support quality intellectual work in
teaching and learning at all levels, i.e. from earliest childhood til’ death do us part.
Learning in science or the humanities is the same processIN and OUT of the classroom
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A Science problem: Goldilocks and the Three Bears
Has the science in this story ever worried you?
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How could the porridge in the Bears’ bowls be too hot, too cold and just right?
Working with your groupDevelop an explanatory scenario that is consistent
with your scientific understanding.
Prepare a whiteboard with your explanation….Include as many “modeling representations” as you can
You remember those representations!!!Verbal, pictorial, algebraic, symbolic, diagrammatic, graphical
Today’s special: Include an equation (algebraic representation)
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Learning
Quality Intellectual Work
PlayResearch INQUIRY
Every child is a scientist at play: Wondering and problem-solving about how the world
works.Every scientist/teacher was (is?) a child at play.