Using model based inquiry in the classroom
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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

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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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Examples of models

Examples of models

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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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The kaibab plateau data

The Kaibab Plateau data

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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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Using model based inquiry in the classroom

BACKGROUND IDEAS

A few weeks later we want...

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Using model based inquiry in the classroom

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...


Introduce phenomenon

introduce phenomenon

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Introduce phenomenon1

introduce phenomenon

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Introduce phenomenon2

introduce phenomenon

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Using model based inquiry in the classroom

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Introduce phenomenon3

introduce phenomenon

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Introduce phenomenon4

introduce phenomenon

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Nemo activities

Nemo Activities


Using model based inquiry in the classroom

Axial is a Volcano!

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Using model based inquiry in the classroom

Next: Is Axial at a plate boundary?

Model 1:

Axial is a Volcano

earthquake locations

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Using model based inquiry in the classroom

Model2: At a Boundary

Next: Convergent or Divergent Boundary?

radiometric dating and magnetic reversals evidence webhunt

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Using model based inquiry in the classroom

Model 3: Divergent

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

earthquake depths, rock ages/magnetic


Using model based inquiry in the classroom

Model 4: Both Boundaries, Mechanism


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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Test hypothesis final explanation

Test hypothesis, final explanation

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Using model based inquiry in the classroom

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Using model based inquiry in the classroom

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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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