EDU 434 Methods of Scientific Inquiry and Problem Solving
Fall, 2014
Instructor: Richard Orzechowski
e-mail: [email protected]
Class: Mon. - 1:00 - 4:00, Room 310 unless otherwise noted
Office Hours: Monday 12:30-1:00 or by appointment.
Syllabus
Required Materials
 Natural Curiosity: Building Children’s Understanding of the World through Environmental Inquiry.
OISE. Available at: http://www.naturalcuriosity.ca/pdf/NaturalCuriosityManual.pdf
 Smarter Science: introducing the Framework. Youth Science Canada, 2011. Available at:
https://docs.google.com/viewer?url=http%3A%2F%2Fsmarterscience.youthscience.ca%2Fsites%2Fd
efault%2Ffiles%2Ftgintroducingframework05.pdf
 Foundations: A Monograph for Professionals in Science, Mathematics, and Technology Education.
National Science Foundation, the Division of Elementary, Secondary, and Informal Education.
Arlington, VA: National Science Foundation. Available at
http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf
 QEP – Math, Science & Technology. Available at:
http://www.meq.gouv.qc.ca/DGFJ/dp/programme_de_formation/primaire/pdf/educprg2001/educprg2
001-062.pdf
Recommended Resources

Carin, A., Bass, J., Contant, T. (2005). Methods for Teaching Science as Inquiry (9th edition).New
Jersey: Pearson Education, Inc. ISBN: 0-13-118005-3
 Workshop: Inquiry Based Learning, Thirteen Ed Online, Educational Broadcasting Corporation,
2004. Available at: http://www.thirteen.org/edonline/concept2class/inquiry/index.html
 Connect: Inquiry Learning, Vol.13, Issue 4. Synergy Learning International Inc. Available at:
http://www.exploratorium.edu/ifi/resources/classroom/connect/
Course Purpose and Processes
As a complement to Methods for Social Inquiry and Literacy, this course will continue to prepare preservice teachers in supporting their learners‟ evolving world view. Pre-service teachers will explore:
 the role of science and mathematics in helping learners develop a critical understanding of the world
 how inquiry strategies and problem solving can be applied in a natural science and mathematics
context.
o More specifically, pre-service teachers will explore strategies for conducting inquiry-based
science with elementary school children. Inquiry in elementary school means fostering
curiosity in children, helping them develop questions, and giving them to the tools to
investigate their ideas
o Attention will also be given to the exploration of common problem solving strategies and their
application in the context of a constructivist mathematics classroom.
 assessment tools relevant to inquiry and problem solving in science and mathematics
Students will generally work in teams on inquiry questions, problem solving situations and
activities. Learning will take place through a variety of means: investigations, presentations,
lectures, field studies.
Session schedule
Session
1
Aug. 25
2
Sep. 8
3
Sep. 15
4
Sep. 22
5
Sep. 29
6
Sep. 30
7
Oct. 6
8
Oct. 20
9
Oct. 21
10
Nov. 3
11
Nov. 10
12
Nov. 17
Reading Reference
Topics
 Introduction
 Overview - Assignments - Expectations
 Science literacy, QEP and science education
 Processes of science and scientific inquiry
 Levels of inquiry
 Models of inquiry
 Processes of science
 Questioning strategies for inquiry teaching
 Question types and purposes
 Teaching science through inquiry
 Concept mapping
 Inquiry-based lesson models: 5-E, guided discovery
 Designing inquiry oriented science lessons
 PEOE model – Predict, Explain, Observe, Explain
 Problem solving
 Problem solving concepts
 Types of problems
 Problem solving strategies
 Situational problems
 Designing inquiry oriented science lessons
 Assessing science learning
 Supporting models of inquiry/ problem solving
 The Research Cycle / Big 6 / Super 3
 Exploring tech resources for the science curriculum
 Theory into practice - 1
 Musée de la nature et des sciences
 Theory into practice - 2
 In-school inquiry lesson #1
 Theory into practice - 3
 In-school inquiry lesson #2
 Building knowledge
 Team presentations
Read: Natural Curiosity-p. 7-13
Foundations – Chapter 7
Reference: Smarter Science-p. 2-38
Reference: Smarter Science-p. 8-38
Read: Natural Curiosity-p.14-20
Foundations–Chapter 10
Read: Mathematics through problem
solving.doc
Read: Natural Curiosity-p.22-31,
Foundations-Chapter 11
Scientific Thinking-Step by Step.pdf
Explore: various links provided in
class
Do: Museum Visit Report
Do: Inquiry Lesson Plan &
reflection
Do: Inquiry Lesson Plan &
reflection
Evaluation
Assignment
1. Science Resource Package:
Package contents
Value
Package presentation
10%
30%
Due Date
Final package due last class. This is a team grade.
2. Museum visit report
15%
October 28. This is an individual grade.
3. Problem-solving activity
4. Teaching project:
15%
October 6. This is an individual or team grade.
15%
Lesson plans are due the day your team presents –Nov.
3, 10. This is a team grade.
Lesson plans & presentations (in school)
Lesson reflections
15%
Nov. 7, 14. This is an individual grade.
Important Course Requirements
Attendance
Attendance in this course is compulsory. In the event of an anticipated absence, please contact the
professor in advance. If you miss a class unexpectedly due to illness, please contact the professor as
soon as possible after the absence.
Submission of assignments
Assignments must be submitted on time. Late assignments may be penalized. Late submissions due to
medical reasons must be supported by a doctor‟s note. All work must be typewritten unless otherwise
indicated. According to the policy of the School of Education, no extra work to increase grades may be
submitted.
Quality of language
Work must be submitted or presented using correct language and grammar. Work that is unsatisfactory
because of writing or language errors will not be evaluated. Please note that help with writing can be
obtained from the Writing Centre. Please also note the following stipulations with regard to Teacher
Training Competency #2:
According to the Ministry of Education‟s Teacher Training: Orientations and Professional
Competencies (2001), “linguistic competency …is vital for teachers”; therefore it is absolutely essential
that all students in this course work towards a mastery” of the language of instruction. Specifically, the
Ministry notes that a teacher should be able to
“master the rules of oral and written expression so as to be understood by the linguistic
community” and, as well, should be able to „express him or herself with the ease, precision,
efficiency and accuracy expected by society of a teaching professional‟.” (p. 67)
As part of the effort to ensure that students meet this language requirement, in this course an assessment
of the quality of English will be an important component in the evaluation of all written and oral work
submitted for grading. Further, whenever it is apparent that a student will need extra help to attain the
required level of linguistic proficiency, she or he will be directed to seek it.
Academic integrity
Work submitted or presented must be your own. Any material taken from other sources for the
completion of assignments must be documented accordingly. Bishop's University has a strict policy on
plagiarism, a form of academic dishonesty. Students are advised to read closely the definition of
plagiarism in the Academic Calendar and are warned to be careful to acknowledge any use of another
author‟s work or ideas. These rules hold true for on-line writing as well as other forms of written
documents and papers.
Teacher Training Competencies
The following teacher training competencies are addressed in EDU 434
Competency #1
Task Description
To act as a professional inheritor, critic and interpreter of knowledge or culture
when teaching students.
Researches, plans and teaches a learning inquiry
Science practice teaching with inquiry project
Competency #2
Task Description
Task Description
Competency #3
Task Description
Competency #4
Task Description
Task Description
Competency #8
Task Description
To communicate clearly in the language of instruction, both orally and in writing,
using correct grammar, in various contexts related to teaching.
All written assignments will be reviewed for grammar and style
Class presentations, lessons, discussion
To develop teaching/learning situations that are appropriate to the students
concerned and the subject content with a view to developing the competencies
targeted in the programs of study.
Researches, plans and teaches a learning inquiry
Science practice teaching with inquiry project
To pilot teaching/learning situations that are appropriate to the students concerned
and to the subject content with a view to developing the competencies targeted in
the programs of study.
Ability to use open questions and question sequences to develop the learning
inquiry process
Class and assignment teamwork
To integrate information and communications technologies (ICT) in the preparation
and delivery of teaching/learning activities and for instructional management and
professional development purposes.
Teaches back to the class a predetermined aspect of science inquiry using
appropriate technology tools.
Competency #11
Task Description
To engage in professional development individually and with others.
Prepares a science resource for peers in class.
Competency #12
To demonstrate ethical and responsible professional behaviour in the performance
of his or her duties.
Includes a statement rationalizing the selection of approach and content in lesson
planning and the development of the science resource package.
Task Description