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Using model-based inquiry in the classroom. Michael Krasilovsky Corvallis School District Ron Gray, P h.D. Northern Arizona University. *. Why model-based inquiry?. Scientific and Engineering Practices Asking questions and defining problems Developing and using models

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using model based inquiry in the classroom
Using model-based inquiry in the classroom

Michael Krasilovsky

Corvallis School District

Ron Gray, Ph.D.

Northern Arizona University

*

why model based inquiry
Why model-based inquiry?

Scientific and Engineering Practices

  • Asking questions and defining problems
  • Developing and using models
  • Planning and carrying out investigations
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
  • Engaging in argument from evidence
  • Obtaining, evaluating and communicating information

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what are models
What are models?
  • A representation of a phenomenon that serves as a ‘bridge’ connecting a theory and a phenomenon.
  • Describes, explains, and predicts natural phenomena while communicating scientific ideas to others.
  • Multiple models can be developed to study the same phenomenon, each of which has limitations because it only represents a specific aspect of a phenomenon.
  • Are tested empirically and conceptually and are revised with new information.

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scientific models can be
Scientific models can be…
  • Physical models (solar system, planetarium terrarium, model of cell, model airplane)
  • Computer programs (flight simulator, global warming, nuclear reactions))
  • Mathematical equations (E=mc2)
  • Conceptual diagrams (flowcharts)
  • Theoretical models (electromagnetic field lines)
  • Maps, diagrams, tables, etc. (periodic table, phylogenetic trees, circuits)

Other examples?

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role of models in the classroom
Role of models in the classroom
  • Models play multiple roles in the science classroom during MBI:
    • Pedagogical – helps students communicate their ideas to the teacher and keep track of ideas over time.
    • Social – allows multiple students to build understanding together.
    • Epistemic– shows students how scientists construct knowledge through modeling. Focuses on knowledge as predictive and explanatory.

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let s practice
Let’s practice…

Construct a simple model for:

  • How we see an object across the room.
  • Population of deer over 30 years after the majority of predators are killed.

Now how do we test them?

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what is model based inquiry
What is model-based inquiry?
  • Big idea
  • Phenomenon of interest
  • Eliciting students’ initial hypotheses and models
  • Purposeful activities, sense-making conversations, and model revision
  • Model testing & revision
  • Final evidence-based explanation
  • Application to new phenomenon

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an example
An example…

Big Idea

The transfer of energy from the interior of the Earth through convection currents drives plate movements.

Phenomenon

Axial Seamount

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slide11

BACKGROUND IDEAS

A few weeks later we want...

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slide12

Model #4

Is Axial at a plate boundary?

Convergent or Divergent?

What about the boundary with Oregon?

Why are the plates moving?

So let’s begin the MBI...

slide21

Next: Is Axial at a plate boundary?

Model 1:

Axial is a Volcano

earthquake locations

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slide22

Model2: At a Boundary

Next: Convergent or Divergent Boundary?

radiometric dating and magnetic reversals evidence webhunt

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slide23

Model 3: Divergent

Next: What about Oregon’s Boundary & the Mechanism?

earthquake depths, rock ages/magnetic

make a testable hypothesis
Make a testable hypothesis
  • If plates have collided, there should be mountains
  • If plates are diverging, then axial should get bigger
  • If axial is formed from a divergence, then we should see the same pattern of rock ages and magnetic reversals at other submarine volcanoes

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challenges successes
Challenges & Successes
  • Can’t give away too much information or “the answer”
  • Need to be very deliberate about the types of questions you ask the students to guide their thinking
  • MBI student vocabulary matches that of guest speakers
  • Students are engaged in finding the answer, see an authentic progression
  • Students are able to see what they’ve learned
  • Teachers are able to see misconceptions that wouldn’t have been vocalized

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other mbi examples
Other MBI examples
  • Evolution:
    • Big idea: Natural selection
    • Phenomenon: Darwin’s Galapagos finches
  • Gas Laws:
    • Big idea: Kinetic molecular theory
    • Phenomenon: Tanker implosion
  • Ecosystems:
    • Big idea: Interconnectedness of ecosystems
    • Phenomenon: Australia’s Cane Toad invasion

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converting a unit to mbi
Converting a unit to MBI
  • What units do you teach that would lend themselves to MBI?
  • What is the big idea of the unit?
  • What phenomenon is:
    • Illustrative of the big idea
    • Engaging
    • Authentic (hopefully!)

A great resource: UW - Dr. Mark Windschitl

http://tools4teachingscience.org/

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using model based inquiry in the classroom1
Using model-based inquiry in the classroom

Michael Krasilovsky

Corvallis School District

[email protected]

http://Mrkscience.com

Ron Gray

Northern Arizona University

[email protected]

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