Vertical Alignment and Science Inquiry

Last week, elementary science teachers met for the second session of Vertical Alignment. In this session we focused on sharpening the saw by investigating and comparing approaches to science instruction. Erin Graves from the Catawba Science Center led our teachers through model lessons using different approaches to hands-on science. We learned that:

· All approaches to hands-on science are not alike; each has distinguishable characteristics
· Different approaches to hands-on science support different objectives for learning
· Effective science teaching requires using a variety of approaches and matching the appropriate approach with specific content, process, and affective learning goals.


While there are many definitions for inquiry, the following is a structure that is widely embraced.

Map of Inquiry Structure
Inquiry Starter
Raising questions from observing engaging materials
Focused Investigation
Planning and investigating questions


Process for Meaning
Thinking about and communicating what you learned


Specifically, we investigated three different approaches to hands-on science using bubbles as our medium.

Teachers participated in three model activities:

Directed Activity
In this activity, groups were directed to create bubbles in a certain manner and compare the strength of each of the two types.

· Front loaded
· More predictable
· Definite outcome
· Efficient
· Focused on content



Challenge
In this activity, groups were challenged to build a twelve-inch high tower using only bubbles.

· Student constructed
· Competitive
· More teamwork
· Application of problem solving skills

Inquiry
In this activity, groups were given materials to use to discover what makes the strongest bubbles.

· Fun
· Open ended
· Builds on ideas as a team
· Capitalizes on curiosity
· More questioning

Why Inquiry?

The inquiry process more closely resembles the process of science in the real world. Also, the self-directed nature increases student motivation and interest and enhances learning. Inquiry also fosters cooperation and communication skills as students work in groups toward a goal and then communicate findings. In addition, inquiry makes science fun and engaging for the students and allows them to create their own meaning, increasing retention.

What we learned

Our groups discovered that there are different approaches to hands-on science and the importance of matching the correct method to the content and desired outcomes.

Other items of interest from Vertical Alignment
Four teachers received training on science kits for use during the second semester.
Middle and High School Science Teachers will join us at our next session on February 6th.