student research projects: inquiry learning 学 生研究 项目:探究式学习
DESCRIPTION
One path to Intel ISEF by using inquiry learning to promote student research 利用探究式学习促进学生做研究的通往英特尔 ISEF 之路 Russ Fisher-Ives Inquiry Facilitators, Inc. New Mexico, USA. Student Research Projects: Inquiry Learning 学 生研究 项目:探究式学习. Ultimate Goal is When Students Can 终极目标是学生可以. - PowerPoint PPT PresentationTRANSCRIPT
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Student Research Projects: Inquiry Learning学生研究项目:探究式学习
One path to Intel ISEF by using inquiry learning to promote student research
利用探究式学习促进学生做研究的通往英特尔 ISEF 之路Russ Fisher-Ives Inquiry Facilitators, Inc. New Mexico, USA
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Ultimate Goal is When Students Can终极目标是学生可以 Identify a problem
确定一个问题 Form a testable question
形成一个可测的问题 Collect and analyze relevant data,
收集并分析相关数据 Present their findings
报告他们的发现
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My Story 我的故事 A HS math & physics instructor for 23
years 执教 23 年的高中教师
A new high school = A new beginning 一所新中学即是一个新起点
Intel ISEF & Intel’s Educator Academy英特尔国际科学与工程学大奖赛以及英特尔教育家论坛 Rio Rancho HS: Student Research EXPO
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My Teaching Culture 我的教学文化 1984- 97: ZERO experience with research
projects 1984-97 年 : 高中物理和数学教师,阿尔伯基克市 对于研究项目零经验“Students can’t…”“Students don’t want to…”“Not enough time or resources to…”
学生没办法做…… 学生不想做…… 没有足够的时间或资源来做……
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My Teaching Culture 我的教学文化 1997- 07: Director & Instructor, Science
Academy Rio Rancho Public School
1997-07: 主管和教师,科学学会,
Rio Rancho 公立学校
“Learn by doing” “ 实践学习”
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1999: Intel Educator’s Academy1999 :英特尔教育家论坛1999: 2nd Annual Intel Educator’s Academy
1999: 第二届英特尔教育家论坛 Changed my life forever 改变我的终生
“Kids like ours”; Interest driven; Excitement;
New opportunities; Motivated teachers
像我们的孩子一样的孩子;兴趣驱动;激情; 新机遇;被激励的教师
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1999: Intel Educator’s Academy1999 :英特尔教育家论坛Back at Rio Rancho HS 回到 Rio Rancho 高中 Summer workshop: 24 interested teachers夏季工作坊: 24 名感兴趣的教师 Intel ISEF rules & guidelines 英特尔 ISEF 规则和指南 Use inquiry process; Product: research
projects利用探究过程;成果:研究项目 Open for all students, any content 对所有学生和任何内容开放
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Steps Guiding Initial Program指导初期项目的步骤 Start: beginning of the school year
启动:学年的初始 Project content: student interest >> course
项目内容:学生兴趣 >> 课程 Time management: divide the course into 1/3’s
时间安排:将课程分成三份 Grading: on-going during each 1/3 section
打分:每部分阶段做持续性评价 Finish: research project = 10% of final exam
结束:研究项目 = 10% 的期末考试
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But How Can I Teach Research?但是我要如何教授研究? YOU HOLD THE KEY你掌握着关键
and 而且 YOUR CLASSROOM 你的教室 is where it starts 正是开始的地方
Because 因为INQUIRY LEARNING 探究式学习
Is a research PROCESS to teach ANY content是可以用来教授任何内容的研究过程
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Inquiry Skills = Research Skills探究技能 = 研究技能 Questions – testable 问题——可测的 Investigations – data collection调查——收集数据 Connections – relevance 联系——相关性 Discussions – public 讨论——公开 Reflections – change in me反思——我的改变
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Vision, Desire, Motivation, Belief 愿景,渴望,动力,信念
Where do I start? 我从哪里起步?
Identify how you use these skills now鉴定你现在是如何运用这些技能的
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How much do I change? 我改变多少?One lesson every 10 days (a 10% change)每 10 天一次课( 以 10% 的效率改变)
Vision, Desire, Motivation, Belief 愿景,渴望,动力,信念
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What will I encounter as I change my teaching style?
我在改变教学模式时会遇到什么?
Resistance – It’s change; 抗拒——这就是改变
Vision, Desire, Motivation, Belief 愿景,渴望,动力,信念
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Ultimate Goal is When Students Can终极目标是学生可以 Identify a problem
确定一个问题 Form a testable question
形成一个可测的问题 Collect and analyze relevant data,
收集并分析相关数据 Present their findings
报告他们的发现
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Puzzling Data: An inquiry activity费解的数据:一项探究活动 Connecting联系
Jigsaw Puzzles 拼图
Who does NOT know what a jigsaw puzzle is? 谁不知道拼图是什么的?
Who has NEVER worked on a jigsaw puzzle?谁从未玩过拼图?
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Puzzling Data: A question费解的数据:一个问题Questioning & Discussing 提问和讨论
A question: 一个问题: What percentage of a 1000 piece jigsaw
puzzle do you need to see to make a ‘reasonable drawing’ of the picture?
1000 片的拼图中,你要看百分之多少的小块才能形成
一幅“合理的图画”?
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Puzzling Data: Collecting Data费解的数据:收集数据Investigating & Discussing 调查和讨论
Collecting data: 收集数据What data is relevant to the question? 什么数据是与此问题相关的?What data would NOT be relevant to the
question?什么数据是与此问题无关的?
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Puzzling Data: Relevant Data费解的数据:相关数据Discussing 讨论
Data Needed需要的数据 Data NOT Needed不需要的数据
Colors 颜色 Material 材质Shapes 形状 Weight 重量Forms 格式 Shape of piece 单片形状
Patterns 规律 Corners, edges 角,边
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Puzzling Data: Trial #1费解的数据:第一次尝试Investigating & Reflecting 调查和反思
Trial #1: 第一次尝试:Examine your pieces –检查你的拼图块
Record your data 记录你的数据 Make a conclusion using the data,用数据得出一个结论
“What is the picture?”“ 是什么图片”
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Puzzling Data: Trial #2费解的数据:第二次尝试 Investigating, Discussing, & Reflecting 调查,讨论和反思Trial #2: 第二次尝试
More data?更多数据 ?
Combine your pieces with 2 or 3 other investigators 把你的拼图块与 2 或 3名其他调查者合并
Record your new data 记录你的新数据RESTATE your conclusion about the picture关于这幅图画重新陈述你的结论
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Puzzling Data: Trial #3费解的数据:第三次尝试Investigating, Discussing, & Reflecting 调查,讨论和反思Confidence now? 现在有信心了吗?Trial #3: 第三次尝试 Get 6 to 8 people in a group
6 到 8人形成一组 Share and record the new data from each other 每个人分享和记录新的数据 Then RESTATE your conclusion about the picture然后关于图片重新陈述你的结论
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Puzzling Data: Conclusion费解的数据:结论Reflecting 反思
Confidence now? 现在有信心了吗?Now ALONE… 现在单独行动……Look at the following three pictures
and choosethe one that best fits your DATA. 看下面三幅图片并挑出最符合你的数据的那一张。
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Puzzling Data – PUZZLE #1 ?费解的数据——拼图 1 ?
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Puzzling Data – PUZZLE #2 ?费解的数据——拼图 2 ?
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Puzzling Data – PUZZLE #3 ?费解的数据 ——拼图 3 ?
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The ANSWER: 答案:?????#1#2#3
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The ANSWER: 答案:I’m NOT going to tell
you!我不告诉你!
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The ANSWER: PUZZLE #2 答案:第二张拼图
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The Percentage Used?被使用部分的百分比? For a group of 10 people, about 2 %对于 10 人的小组,大约 2%
Research: 研究:Learning how to make conclusions for
a question based on limited relevant data
了解如何基于有限的相关数据为一个问题作出结论
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Connection to Teaching联系到教学Reflecting 反思
Pieces build pictures in student’s minds学生脑中将碎片拼成了图片
Same data, different pictures相同的数据,不同的图片
Can never teach all the pieces永远不可能教授所有图片
But, the process of inquiry is ALWAYS present 但是,探究的过程是始终存在的
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Connection to Teaching联系到教学Discussing & Connecting 讨论和关联
Facts alone are like pieces without the picture事实本身就像没有拼图全貌的碎片
Facts alone support disconnected thinking事实本身支持不相关联的想法RESEARCH provides
REAL EXPERIENCE building REAL PICTURES研究提供了建立真实图片全貌的真实体验
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Now 现在
You hold the key…你掌握着关键……How will you use it?你将如何使用它?Open doors? For change.打开门?为了改变。OR keep doors closed? and be safe.抑或把门关紧?选择安全路线。