guided inquiry and digital video in preservice teacher elementary science

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1. Engaging Preservice Teachers In Guided Inquiry through Digital Video Production Dr. Lucy Santos Green and Dr. Karen Chassereau 2. Background o Benefits of student-created video projects: social learning opportunities, authentic and real-world endeavors and generators of high student-engagement (Goulah, 2007; Green, 2013; Hafner & Miller, 2011). o DV projects incorporate multi-sensory input features which enable students to interact with content in auditory, visual and tactile forms, a promising feature for the support of student learning of STEM concepts (Carr, 2012; Hill 2011). o Considerable precedence for the use of handheld computers and devices in K-12 classrooms to support scientific inquiry (Roschelle et al, 2005): collaborative projects, participatory simulations, observation and concept mapping (Chen et al, 2003; Stroup, 2002; Yarnall et al, 2003). 3. Pedagogical Structure: Guided Inquiry o A way of thinking, learning, and teaching that changes the culture of the school into a collaborative inquiry community o Eight steps based on Kuhlthaus information search process (ISP) o Comprised of smaller inquiry sessions within a larger framework Kuhlthau, Maniotes, & Caspari (2012) 4. Guided Inquiry Unit: Instructional Team o Core Team o Subject Area Teacher o School Librarian o Learning Specialist (LD, GT, literacy, technology) o Extended Team (Core + Content Expert) Karen Chassereau Subject Area Teacher Science Education Lucy Green School Librarian Learning Specialist Evan Souliere Content Expert Design Engineer 5. Research Design o Design Based Research Method: Paradigm for study of learning in context through systematic design and study of instructional strategies and tools (Brown, 1992) o Characteristics identified by Design Based Research Collective: o Development and research take place through continuous cycles of design, enactment, analysis, and redesign (Cobb, 2001) o Accounts for how designs function in authentic settings. o Development of accounts relies on methods that can document and connect processes of enactment to outcomes of interest (DBRC, 2002) 6. Study Context Description o 2 sections of physical science offered for EC & MG Ed majors. o Integrated science course designed to build content knowledge in the areas of physics and chemistry. o Degree eventually leads to Georgia Cert in grades K-4 and 4-8. Population Spr 14 Sum 14 Fall 14 n 52 53 59 M 7 2 2 F 45 51 57 7. Study Timeline Spring 2014 Summer 2014 Fall 2014 Spring 2015 Jan: EV Content Guide Feb: Element Video, Began Guided Inquiry Mar: Continue Guided Inquiry/ Expert Visit Apr: Conclude Guided Inquiry Data Collected: o Lesson plans o Student feedback o Student work o Instructor journaling o Research notes May-June (4 weeks): Element Video Guided Inquiry Project Data Collected: o Lesson plans o Student feedback o Student work o Instructor journaling o Research notes Aug: EV Content Guide Sept: Element Storyboard, Began Guided Inquiry Oct: Continue Guided Inquiry/ Expert Visit Nov: Conclude Guided Inquiry Data Collected: o Lesson plans o Student feedback o Student work o Instructor journaling o Research notes Write up and publish findings. 8. Guided Inquiry Unit: Design and Timeline o Open and Immerse- One 90 minute class; 10-15 minutes for the Open, remaining time for Immerse o Explore- One week outside of class, one 90 minute class period o Identify- One 90 minute class period o Gather- Students did this on their own over four day period and brought ideas to the next class to share. o Create- Storyboards completed by groups over a four day period. o Share- Students will produce a video to share with the class. o Evaluate- Students allowed one week to review and evaluate on own time. Kuhlthau, Maniotes, & Caspari (2012) 9. Unit Components/ B & A Before o Content for Element Video o Storyboard for EV o Shot & Edited EV Video w/ iPads (option to film outside of class) o Students voted on winners o 2 weeks until Inquiry Phase o No limit on question choice o Video length 5-7 minutes o No limit on imported video After o Eliminated EV video/ replaced with skit o Storyboard for EV strictly graded more feedback o Minimal break between projects o Limited question focus on physics vs. physiology o Had to include (define & explain) 5 key concepts related to force & motion (given list to choose from) o Video length 3-5 minutes o Limit on imported video 10. Guided Inquiry: Materials and Products Materials o Storyboard Template o Online resources (tutorials, links) o iPads and Cameras o Moviemaker & Dropbox o Jog-the-Web (simulations, videos, etc.) o Various materials for experimentation Products o Inquiry journals o Storyboards o Video that reflects an understanding of physics concepts related to the design of roller coasters or other devices 11. Connecting Enactment to Outcome o Framework to guide through content need structure o Tech expectations aligned to content needs o Keep devices similar for efficiency o Needs a flipped classroom approach o Become proficient on content they focus on o May miss other concepts o Dont go at it alone Co-teaching is key 12. Example Student Video Example 13. Contact Information Dr. Lucy Santos Green Georgia Southern University Department of Leadership, Technology, and Human Development Email: lgreen@georgiasouthern.edu Twitter: @lucysantosgreen Dr. Karen D. Chassereau Georgia Southern University Department of Teaching and Learning Email: kchassereau@georgiasouthern.edu Twitter: @kdchassereau