Inquiry-based learning in physics and maths classes, Patrick Bronner

transcript

mascil. mathematics and science for life

Dr. Patrick Bronner

Teacher trainer projects mascil / Primas, University of Education Freiburg, GermanyTeacher for physics and math, Friedrich-Gymnasium Freiburg, Germany

INQUIRY-BASED LEARNING IN DAY-TO-DAY

PHYSICS AND MATH CLASSES

www.mascil.ph-freiburg.de23.10.2014

CONTENT

IBL IN THE CLASSROOM

1. Teaching methods for different levels of performance

2. Examples of IBL in physics & math lessons

3. IBL support through EU-projects

OVERVIEW: SCHOOL SYSTEM IN GERMANY

1. TEACHING METHODS

• Depends on federal state - Example: Baden-Wuerttemberg

• School year 1 - 4: primary schoolSchool year 5 - 12: secondary school

• Secondary school divided into three performance levels:1) for low achieving students2) for middle merit students3) for high performers (Gymnasium, university qualification)

• New Law: Parents can decide by themselveswhich school level their child should visit→ Nearly all students are sent to level 3.

OVERVIEW: SCHOOL SYSTEM IN GERMANY

1. TEACHING METHODS

• New challenge for teachers on level 3:Students with different levels of performance in one class

• Typical standard lessons where all students do the same are not meaningful

• Teachers need another pedagogy:- individual student facilitation- flexible methods and tasks

INDIVIDUAL METHODS FOR TEACHING:

1. TEACHING METHODS

Concept maps,

Mindmaps

Poster presentations with gallery

Learning diaries

Learning by

teachingChecklists

Open tasks

Placemats

Collaborative learning groups

Egg races

Think/ pair/ share

Jigsaw puzzles

Inquiry‐based learning

INDIVIDUAL METHODS FOR TEACHING:

1. TEACHING METHODS

Concept maps,

Mindmaps

Poster presentations with gallery

Learning diaries

Learning by

teachingChecklists

Open tasks

Placemats

Collaborative learning groups

Egg races

Think/ pair/ share

Jigsaw puzzles

Inquiry‐based learning

1) Students pose their own questions 2) Students raise hypotheses3) Students plan own experiments 4) Students make own experiments5) Students interpret the data6) Students present the results

1. TEACHING METHODS

CHARACTERISTICS OF IBL:1)

Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

CONTENT

2. Examples of IBL in physics & math lessons

3. IBL support through EU-projects

• Motivation: Broken Black Forest cukoo clock

• Task:Construct a new pendulum

• Pupils research question:'Which quantities influencethe durrration of a pendulum swing?'

2. EXAMPLES FROM THE CLASSROOM

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interprete

6)Presentation

PHYSICS LESSON 1/3: PENDELUM

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

‘1. weight, 2. length, 3. amplitude’

‘3. amplitude’

‘The greater the amplitude the longer the period.’

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

‘1. weight, 2. length, 3. amplitude’

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

‘The length of the pendulum is directly proportional to the duration. The deviation occurs through

measurement errors.’ 1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

• Paper ‐ review ‐ procedure

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

PHYSICS LESSON 2/3: CANDLE EXPERIMENT

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

PHYSICS LESSON 3/3: SHAKE TORCH

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

MATH LESSON: ‘BEAUTIFUL MORNING’

1) Questions

2 ) Hypothesis

3) Planning

Experiment

5) Interpret

6)Presentation

WHY I USE IBL IN MY CLASSROOM (1/2):

• Every student can work on an IBL task with his individual:previous knowledge, expertise, learning approach, needs…

• IBL promotes students' individual curiosity and engagement

• Every student achieves aresult and experiences success

WHY I USE IBL IN MY CLASSROOM (2/2):

• Students get through presentations (talks, posters) different experimental ideas and learn from each other

• Students evaluate each other and get a feeling for quality

→ IBL is well suited for mixed-performance level classes

MY PROBLEMS WITH IBL:

• Difficult to find suitable IBL tasks

• Students are not used to it

• IBL takes a lot of time

• IBL is not part of the final exam

→ I was supported in teaching IBL from the EU projects Primas and mascil

CONTENT

2. Examples of IBL in physics & maths lessons

3. IBL support through EU projects

• Task repository Primas: http://www.primas-project.euTask repository mascil: http://www.mascil-project.eu

3. TEACHER SUPPORT

MASCIL AND PRIMAS MATERIALS FOR YOU:

• Teacher Booklets: IBL task examples from all over Europe

3. TEACHER SUPPORT

• Teacher Booklets: IBL task examples from all over Europe• Many videos from the IBL classroom (YouTube)

3. TEACHER SUPPORT

• Teacher Booklets: IBL task examples from all over Europe• Many videos from the IBL classroom (YouTube)• Professional development courses / materials for PD

3. TEACHER SUPPORT

• Teacher Booklets: IBL task examples from all over Europe• Many videos from the IBL classroom (YouTube)• Professional development courses / materials for PD• Many guidelines and reports about IBL in Europe

3. TEACHER SUPPORT

• Teacher Booklets: IBL task examples from all over Europe• Many videos from the IBL classroom (YouTube)• Professional development courses / materials for PD• Many guidelines and reports about IBL in Europe

3. TEACHER SUPPORT

Thank you for your attention!Contact: Patrick.Bronner@ph‐freiburg.de

Project leader mascil and Primas: Prof. Dr Katja Maaß maass@ph‐freiburg.de