1. Reflect on Duschl and Grandy's notion of inquiry in relation to your personal experiences both as a student and as a teacher.
“Scientific databases like Geographical Information Systems (GIS) make it possible to engage in rich scientific inquiry without engaging in hands-on science involving the collection of data. Instead, the data are provided and the inquiry begins with the selection of information for analysis. This is one example of how science education has shifted from management of materials for collecting data to management of information for scrutinizing databases.” (Duschl and Grandy)
“Inquiries are situated into longer thematic instructional sequences, where the theme is defined not by the conceptual structures of scientific content alone. Rather, the sequence of inquiries is designed to support acquisition and evaluation of evidence…” (Duschl and Grandy)
As a student of science, a majority of my learning was based on collection of data and understanding concepts and facts. Minimal analysis and inquiry were taught using the scientific method through labs. I do not recall learning through true inquiry during most of my school career.
As a teacher, I strive to teach true inquiry and allow students to “scrutinize databases”, using GIS. I do not feel like I have developed and implemented “longer thematic instructional sequences” at this point. I do feel that teaching straight concepts of how to use the program has to happen before inquiry-related higher thinking can occur. I agree that the availability of data sets (themes) collected on a prior occasion makes the whole process of evaluating evidence much more attainable.
2. Reflect on any one of the above trends in relation to your classroom teaching and the DataTools investigations that you are implementing.
*”From a view of scientific evidence principally derived from sense- perception (either direct or augmented) to a view that evidence is obtained from theory-driven observations."
This statement speaks to the goals of transition that I have for my classroom. Using Arc Voyager SE GIS, I will be able to connect theories/concepts learned in the classroom to authentic data. In our current unit on Inside Earth, we are learning about the layers of the Earth, the relationship between the crust and the mantle, heat transfer and movement between the two layers, and resulting volcanoes and earthquakes. Based on themes off of the Arc Voyager SE program, students will be asked to decide on theories about locations of earthquakes and volcanoes. Once students develop a proficiency with the use of the program, then they will be able to develop their own theory statements based on a topics of data that they choose to explore.
I apologize if this is too short. That's all I have right now.:)
“Scientific databases like Geographical Information Systems (GIS) make it possible to engage in rich scientific inquiry without engaging in hands-on science involving the collection of data. Instead, the data are provided and the inquiry begins with the selection of information for analysis. This is one example of how science education has shifted from management of materials for collecting data to management of information for scrutinizing databases.” (Duschl and Grandy)
“Inquiries are situated into longer thematic instructional sequences, where the theme is defined not by the conceptual structures of scientific content alone. Rather, the sequence of inquiries is designed to support acquisition and evaluation of evidence…” (Duschl and Grandy)
As a student of science, a majority of my learning was based on collection of data and understanding concepts and facts. Minimal analysis and inquiry were taught using the scientific method through labs. I do not recall learning through true inquiry during most of my school career.
As a teacher, I strive to teach true inquiry and allow students to “scrutinize databases”, using GIS. I do not feel like I have developed and implemented “longer thematic instructional sequences” at this point. I do feel that teaching straight concepts of how to use the program has to happen before inquiry-related higher thinking can occur. I agree that the availability of data sets (themes) collected on a prior occasion makes the whole process of evaluating evidence much more attainable.
2. Reflect on any one of the above trends in relation to your classroom teaching and the DataTools investigations that you are implementing.
*”From a view of scientific evidence principally derived from sense- perception (either direct or augmented) to a view that evidence is obtained from theory-driven observations."
This statement speaks to the goals of transition that I have for my classroom. Using Arc Voyager SE GIS, I will be able to connect theories/concepts learned in the classroom to authentic data. In our current unit on Inside Earth, we are learning about the layers of the Earth, the relationship between the crust and the mantle, heat transfer and movement between the two layers, and resulting volcanoes and earthquakes. Based on themes off of the Arc Voyager SE program, students will be asked to decide on theories about locations of earthquakes and volcanoes. Once students develop a proficiency with the use of the program, then they will be able to develop their own theory statements based on a topics of data that they choose to explore.
I apologize if this is too short. That's all I have right now.:)
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