dr. harland (stem mom) keynote at remast summer conference
DESCRIPTION
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.TRANSCRIPT
Science Learning… How It Can Be
Dr. Darci J. HarlandAuthor of the STEM Student Research Handbook
June 19, 2013South Dakota State UniversityREMAST Summer Conference
Dr. Darci J. Harland
Science Teacher
Researcher
I know “Rural”
Book Author
Dr. Darci J. Harland
Blogger
@djSTEMmom #HSresearch #inquiry
What is STEM?
Anatomy, astronomy, biology, botany, chemistry, earth science, geology, physics, and zoology.
A) Tools used to build, create, and design B) Tools for digital teaching & learning
Bioengineering, materials engineering, mechanical, environmental, civil, agricultural, optical, biomedical…
Measurements, calculations, statistics; The language & tool of “STE.”
?
?
Its not learning in isolation…
Its integrated learning.
Infamous Student Question…. Why
does this matter?
ContextImportance of
Who Cares?
Why does this matter?
Students Need Context
What Context?
Historical Social Issues
Nature ofScience
Cross Cutting Concepts
Historical Context
Socio-culturalWhere in the world?When?
Atoms• Models through the ages• What countries contributed?• What years?
Social Issues Context
Socio-economicPharmaceuticalsMarketing$$$$$Government
Cells• Cancer• Cloning• How viruses affect cells• How bacteria affect cells• Diseases caused by
specific organelles
Cross Cutting Concepts Context
PatternsCause and effectScale, proportion, and quantitySystems and system modelsEnergy and matterStructure and functionStability and change
From the NGSSAppendix G
Wind Turbines• Patterns of wind for farm
location• Height of towers• Wind energy mechanical
energy electrical energy• Best blade design
For FREE Turbine Curriculum: Go to KidWind http://learn.kidwind.org/teach
Cross Cutting Concepts Context
Nature of Science Context
Investigations use a variety of methodsScientific knowledge based on empirical evidenceScientific knowledge is open to revision in light of new evidenceScience is a way of knowingAssumes order and consistency in natural systemsScience is a human endeavor
Atoms, Cells, & Wind Turbines
From the NGSSAppendix H
Nature of Science Context
Harland, Darci J. (2011). STEM Student Research Handbook. Arlington: NSTA Press.
WHAT??
Take a Deep Breath…
I don’t know…
That’s a great question…where could we find an answer we can trust ?
Or a bit less obvious
Learning Environment
Importance of the
Things don’t always “work” out
Failure helps us (re)think & learn
Talking out ideas helps us think
Trouble shooting is fun
Tinkering is learning
Playing first it helps us know what we need to read
How?
Attitudes You Want To Foster
HOMAGO Corner Hanging out, messing around, geeking out glue gun, craft sticks, garage sale &
thrift store finds Reverse engineering Create art What happens if…?
Create Inquiry Spaces
Encourage students to learn from their failures….how?
“Best Failure of the Day” award
In the way you talk to kids
Celebrate Inquiry
InquiryImportance of
Student Motivation
High Achievers
Low Achievers Lack motivation
Misplaced motivation
Non-Inquiry
Demo-nstration
Activity Teacher-Initiated
Student-Initiated
Posing the Question
None Teacher Teacher Teacher Student
Planning the Procedure
Teacher Teacher Teacher Student Student
Formulating the Results
Teacher Teacher Student Student Student
Modified from: D. Llewellyn. 2002. Inquiry within: Implementing inquiry-based science standards. Thousand Oaks, Corwin Press.
An interview I did for NSTA regarding Inquiry.
Levels of Inquiry
Non-Inquiry
Demo-nstration
Activity Teacher-Initiated
Student-Initiated
Posing the Question
None Teacher Teacher Teacher Student
Planning the Procedure
Teacher Teacher Teacher Student Student
Formulating the Results
Teacher Teacher Student Student Student
Building Up to Higher Levels of Inquiry
As the year progresses, increase the level of inquiry
Misconceptions about Inquiry
Hands On = Inquiry No!
Students need strong background information before learning.
No!
Labs from textbook companies are inquiry
No!
Harland, D.J. (March 24, 2012) “What Inquiry Is Not.” STEMmom.org
Its NOT Inquiry if…
Students know the answer they’re supposed to get!
Steps are predetermined
Students aren’t thinking as hard as the teacher.
Harland, D.J. (March 24, 2012) “What Inquiry Is Not.” STEMmom.org
Tips for Tweaking Labs
1. Reframe the lab as problem to be solved.
Cookbook Version:Purpose: In this lab you will be determining the permeability and porosity for four different soil samples.
Harland, D.J. (Dec. 11, 2012) “Soil Permeability and Porosity Labs” www.STEMmom.org
Tips for Tweaking Labs
1. Reframe the lab as problem to be solved.
Inquiry Version:Challenge: Determine a way to measure soil permeability and porosity, so you can compare four different samples.
Harland, D.J. (Dec. 11, 2012) “Soil Permeability and Porosity Labs” www.STEMmom.org
Tips for Tweaking Labs *cont.*
2. Modify how/what/when materials are available during lab time.
Cookbook Version:Materials listed in the lab are available and ready to use
Tips for Tweaking Labs *cont.*
2. Modify how/what/when materials are available during lab time.
Low-Inquiry Version:More or Less Materials: student may choose what to use and how
Tips for Tweaking Labs *cont.*
2. Modify how/what/when materials are available during lab time.
High-Inquiry Version:No Materials: Students must request materials ahead of time
Harland, D.J. (Feb. 1, 2012) “Marine Oil Spill Lab.” www.STEMmom.org
Community board
Building Community (vs. competition)
Tips for Tweaking Labs *cont.*
3. Vary how much structure (paper) you provide students.
Tips for Tweaking Labs *cont.*
Non-InquiryHigh-Inquiry
Amount of Paper
Important to Debrief
“It didn’t “work”!
How confident are you that your results address the question you set out to answer?
Is is possible that the method
you designed gave you
misleading data?
Get Over Yourself!
Get Over it…You don’t know it All!
Students may not design experiments the way you would!
Students may do science poorly in the beginning!
Its About THEM, not us!
Students will make messes!
Students will make mistakes!
BalanceImportance of
We’ve Got to Be That Light – A Gift to America’s Teachers: Dr. Jeff Goldstein (astrophysicist)
Harland, D.J. (April 2, 2012) “Astrophysicist Challenges Science Education.” www.STEMmom.org
Poke It & See What Happens
Sound Scientific Thinking and Practice
Balance
Poke It & See
What Happens
Sound Scientific
Thinking and Practice
Beginning of the Year
Poke It & See What Happens
Sound Scientific
Thinking and Practice
End of Year
What’s our Goal…really?
Raise up the next generation of STEM professionals…yes.
To help students become scientifically literate
To be sure that students know how to define good questions, and how to go about finding answers to those worthy questions.
Non-Inquiry
Demo-nstration
Activity Teacher-Initiated
Student-Initiated
Posing the Question
None Teacher Teacher Teacher Student
Planning the Procedure
Teacher Teacher Teacher Student Student
Formulating the Results
Teacher Teacher Student Student Student
Modified from: D. Llewellyn. 2002. Inquiry within: Implementing inquiry-based science standards. Thousand Oaks, Corwin Press.
Levels of Inquiry
Implementing Student Research
http://www.STEMmom.org
Twitter: djSTEMmom
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