NSF Science Institute: Part A

NSF Science Institute: Part A - Inquiry (E=MC2)

published:	2002
posted to site:	11/21/2002

Clapping Game

To look at different ways assessment can be designed.
To explore the way these designs affect how the assessor and assesses feel the consequences of how we do assessment.
To develop an awareness and a better understanding of the pros and cons of involving students in their own assessment.

Setting the Stage

To identify characteristics of an exemplary elementary school science education.
To identify key elements needed for science reform.
To identify strategies for teaching and learning inquiry-centered science.
To learn about the implementations of science reform in Ewing, Lawrence, and West Windsor Plainsboro Districts.

Communication Connections

To develop an understanding of the importance of communicating information.
To become familiar with a variety of forms of communication in the science classroom.
To provide participants with an opportunity to review what they have learned and to plan for application of knowledge.

Caution, Knowledge Under Construction

Rubrics

Empower students with instructional rubrics.
Score rubric vs. instructional rubric and influence on student learning-examples.
Improving student achievement-realistic expectations.

Assessing Science Outcomes

To investigate methods for monitoring students progress and share ways to communicate, including journals.
To the major stakeholders i.e. administrators, students, parents, teachers and community.
To identify the processes of science education.
To provide teachers with an understanding of how assess the processes of science and communicate the change to stake holders.
To appreciate the varied assortments of assessment tools available for different assessment tasks.

Inquiry-based Science: The Guide on the Side

To introduce the concept of "Inquiry as an Instructional Approach" and model how it can be used in instruction.
To introduce strategies that promotes inquiry in hands -on science.
To compare a structured vs. Open -ended inquiry approach to science.

The Nature of Science; Questions, Questions, Questions

To inform participants of basic concepts about the nature of science.
To provide information so that participants can incorporate these concepts into their instruction.
To model open-ended science investigations that reflect the nature of science.
To provide guided practice in developing and conducting investigations.

Foam Activity

To have an experience in restructuring a guided activity to make it more open ended.
Foam Activity and Kits are just tools.

Sara's Corner

To provide recommendations of Books and Materials to use with science curriculum.

Integrating Inquiry

To demonstrate practical strategies of integrating an inquiry approach to Language Arts and Mathematics.
To be able to utilize and apply strategies in the classroom.

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