DNA Learning Centre - Inquiry-Based Activities for Scientists

1. DNA learning Centre « L’Ecole de L’ADN » 19 GRAND’RUE BP 81295 30015 NÎMES CEDEX 1 FRANCE http://www.ecole-adn.fr Info@ecole-adn.fr Christian Siatka General Manager Ecole de l’ADN

2. WP 4 • For scientists - Examples of inquiry-based activities • inquiry-based activities • activities focuses on a real problem • examples • A diagnosis • A GMO • Forensic science Cyprus January 2015

3. inquiry-based activities Mission is to design, put in place and carry out high-tech scientific workshops for various audiences. The specialty and main strength resides in ability to adapt all workshops, from the simplest to the most complex, to any audience. Whatever the needs or the degree of knowledge that our audience may have, the team of educators can deliver a scientific message geared specifically toward them. Cyprus January 2015

4. Inquiry-based activities: our concept • Each workshop highlights some application of Life Sciences with emphasys on biotechnology: food quality control, forensics, genetic diagnosis, GMOs, cellular biology… • In addition to the theory and the techniques, deals with the ethical problems about technological innovation. Cyprus January 2015

5. inquiry-based activities: our concept • All inquiryactivities are specially focus for • students, teachers and a subtlecombination • of them • Indeed, we propose a global teaching, • thatincludestechnics (handsonapproach), • theory, applications, and underlines • how the scientificprogress impacts dailylife. Cyprus January 2015

6. inquiry-based activities: our concept • The uninitiated usually study the biological sciences in the same way that they study the physical sciences or mathematics, where theoretical reasoning outweighs experimentation. • We feel that biological experimentation is paramount when it comes to teaching biological sciences, and this is why the scientific workshop is our most revered product. • The workshops follow a simple but engaging method which immerses the student in the role of the experimenter. • The acquisition of experimental methods is done alongside that of theoretical elements, which in turn support the experimentation. Cyprus January 2015

7. inquiry-based activities: our concept Our workshops follow a method of experimentation which is specific to biological reasoning, and call on a number of techniques which allow us to illustrate one or several applications in the domain of biotechnologies. The results are obtained without any rigging or artifacts, which presupposes that not all of the trainees will arrive at the expected results. These failures experienced by some of the trainees are in this way valued, and their percentage, which varies according to the workshop or the group of trainees, testifies to this reality inherent in biological sciences and enriches the analysis of results by taking into account critical parameters involved in all experimentation. Cyprus January 2015

8. inquiry-based activities: our concept Rather than an ex cathedra type lecture, the trainer should favors an approach based on dialog with the trainees, which is sensitive to and makes the most of their knowledge levels and needs. Ultimately, the workshop must above all bring about an understanding applications of science in our case biotochnology. Upon leaving, the students should see the theoretical concepts as secondary to and supportive of the explanation of the experimental methods and their applications. Cyprus January 2015

9. inquiry-based activities: our concept The theoretical message, or rather the dialog, must nevertheless meet the requirements of clarity and brevity, and must provide the trainee with a sufficiently global and coherent vision of the state of knowledge in biological sciences. It must not avoid the complexity of concepts, the rigor of methods nor the uncertainty of knowledge. The spread of knowledge does not happen through simplification but through a subtle exposition of complexity. Cyprus January 2015

10. Inquiry-based activities • Fundamentals aspects • Mission is to design, put in place and carry out high-tech scientific workshops for various levels of students . • The specialty and main strength resides in ability to adapt all workshops, from the simplest to the most complex, to any level. • Whatever the needs or the degree of knowledge that our audience may have, the team of educators must deliver a scientific message geared specifically toward them. • So for an inquiryactivity the educator/teachershould have a perfectknowledge of the subject Cyprus January 2015

11. Inquiry-Based Learning : Key points • Scientific research proves inquiry-based learning is more effective than traditional textbook learning and rote assessment • Integrates state and ISTE standards for research and information literacy in all major curriculum areas • Student reports and presentations develop essential writingskills for State Language Arts tests, the SATs, and higher education • Develops 21st Century skills as an individualized way of learning • Integrates technology in all phases of student work and projects • Connects students to current and historic primary sources about real-world events and issues • Integrates current events and issues into learningbeyond the textbook Cyprus January 2015

12. Inquiry-Based Learning : Key points • it’s a learning cycle of 5 different phases • Orientation, • Conceptualization, • investigation, • Conclusion, • Discussion Cyprus January 2015

13. Inquiry-Based Learning : Orientation • Discover library resources • Services available to Science, • The crosstalk between sciences • The needs to be informed in several topics Cyprus January 2015

14. Inquiry-Based Learning: Conceptualization • One way to conceptualize inquiry based learning is the notion of “playing the whole game,”David Perkins, • Perkins begins with the belief that teachers generally approach the complexity of teaching in one of two ways: • 1.  Students learn isolated skills and knowledge, • 2.  Students learn about a particular topic. • The solution that Perkins offers to the typical classroom experience is what he calls learning by wholes, structuring learning around opportunities to experience or engage in the topic as it would exist outside of school. Cyprus January 2015

15. Inquiry-Based Learning : investigation • Scientific investigation is the way in which scientists and researchers use a systematic approach to answer questions about the world around us. Read on to find out more. A quiz is provided to test your understanding. • Scientific investigation is a quest to find the answer to a question using the scientific method. In turn, the scientific method is a systematic process that involves using measurable observations to formulate, test or modify a hypothesis. Cyprus January 2015

16. Inquiry-Based Learning : Investigation Steps for Scientific Investigation there are several phases to a good scientific investigation. These may vary a bit in the literature, but they generally include the following steps of the scientific method : Observe something Formulate a question Formulate an hypothesis that answer the question based on research and experiment Set up an experiment to test the hypothesis Analyze the data, draw a a conclusion and confirm or modify the hypothesis Cyprus January 2015

17. Inquiry-Based Learning : Conclusion Conclusions summarize : how your results support or contradict your original hypothesis: Summarize your science fair project results in a few sentences and use this summary to support your conclusion. Include key facts from your background research to help explain your results as needed. State whether your results support or contradict your hypothesis. (Engineering & programming projects should state whether they met their design criteria.) Summarize and evaluate your experimental procedure, making comments about its success and effectiveness. Cyprus January 2015

18. Inquiry-Based Learning : Discussion • linked with orientation step • Linked with the knowledge of the topic • Linked with ethical , socio-economic or simply human issues Cyprus January 2015

19. For all workshops: • Minimum TWO documents plus presentations and images • Procedure : for the teacher, explain the inquiry activity and the mains concepts • Example of procedure • Protocole: a part for the teacher a part for the student • Example of procedure Cyprus January 2015

20. A sample of actions A large point of view A sample of actions A large point of view