“Student Experiments at Sea” Helping Foster Authentic Inquiry in the

Science Classroom

December 6, 2005

Liz Goehring Joan CarlsonRidge 2000 E&O Coordinator Biology Teacher

Penn State University Laguna Hills H.S.

What is “scientific literacy”?

Knowledge base

"... the knowledge and understanding of scientific concepts and processes required for participation in civic and cultural affairs, economic productivity, and personal decision making."

Skills:

Problem-solving

Data analysis

Communications

Evidence-based reasoning

How do we help develop scientific literacy in our students?

By giving students opportunities to “do science”!

• SEAS overview (Liz) • Program Goals / Justification• Components of the program

• View from the classroom (Joan)• A paradigm shift

• What have we learned so far (Liz)

Agenda

SEAS Overview

SEAS is an educational program designed to help teach science thru participation in actual scientific research. SEAS uses the excitement of the deep-sea environment to “hook” students.

SEAS was created by a small team of expert teachers, curriculum developers and scientists.

The SEAS pilot program is funded by NSF and is sponsored by the Ridge2000 research community as part of its outreach effort.

SEAS is intended for middle and high school students throughout the country

SEAS Goals

• To help foster authentic student inquiry

• To help teach scientific inquiry through modeling and practice

• To provide feedback on experimental design and the scientific process

• To excite and engage student learners by involving them in deep-sea research

In response to NSES “Call for Action” and NSF Criterion 2, our goals are :

Components of SEAS

• Inquiry-based, data-oriented curriculum on the deep-sea

• “Classroom to Sea” Laboratories

• At-sea experiment competition

• Student Report Fair

• Virtual deep-sea scientific community including students

• Teacher professional development

• Web Site: http://www.ridge2000.org/SEAS/

Data-oriented curriculum on the deep-sea and on the process of scientific inquiry

“Classroom to Sea” Laboratory

Students learn important concepts about the remote deep-sea environment through hands-on comparison with own environment.

At-sea student experiments

Student Report Fair

• Student Reports due in Spring

• Reports reviewed by scientists

• Prizes awarded in several categories

Virtual deep-sea scientific community

In the classroomAt sea

Through the Web

“Exploring the Mid-Ocean Ridge Environment” “Exploring the Mid-Ocean Ridge Environment”

• Course features interdisciplinary ridge science topics, curriculum, and inquiry process

• Taught by scientist-lecturers and

expert teachers

• 1 week on-site followed by on-line

assignments -> ~2 credits

• Course features interdisciplinary ridge science topics, curriculum, and inquiry process

• Taught by scientist-lecturers and

expert teachers

• 1 week on-site followed by on-line

assignments -> ~2 credits

Teacher professional development

What does this look like in the classroom?

The impact of SEASon an Oceanography

class at

Laguna Hills High School

2004-2005

Participating in SEAS challenged us to make a paradigm shift in our understanding of science

Submitting a proposal for an experiment and working through the data for our final report were instrumental in helping us make this shift.

Writing the proposal helped us make the following transitions:

Photosynthesis basis for all life

General experimental questions, often not testable

There is one ‘correct’ hypothesis in the investigation

Chemosynthesis drives vent ecosystems

Testable research question including a comparison & generating quantitative data

Null & alternative hypotheses form the basis of the experiment

We were overjoyed to learn that our proposal was accepted!

“What is the distribution of tubeworms around a vent?”

Some of our data ….

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60

Nu

mb

er o

f T

ub

ewo

rms

BasePlume

Oxygen Concentration (umol)

Working with the data for the report helped us make the following transitions:

Experimental data is clean and trends are obvious.

Collected data must align with ‘right answer’.

Results lead to a final, complete conclusion.

Experimental data is messy and patterns are difficult to discern.

Data are reported and then interpreted.

Results show trends and lead to many more questions.

We experienced many challenges throughout the process as we struggled to:

• Write clearly, accurately & concisely.

• Collaborate with each other (arguing, compromising, coming to consensus).

• Rethink and rewrite our work, repeatedly.

But it sure paid off!!

What made the paradigm shift in my students possible?

• Having a class that did not have to take a CA standards-based test at the end of the year

• Teacher workshop including scientists & practice with inquiry curriculum

• Encouragement & help through SEAS coordinator & scientists’ feedback

• The whole experience

What have we learned?

• Giving students the opportunity to participate in science is motivating, demanding, & rewarding

Image courtesy of D. Kelley & J. Delaney, U. Wash.

• Teachers with experience (inquiry, deep-sea) are more successful. Teacher training is important

• Classroom materials & access to expertise (scientists) are also very important

• The teacher’s passion/commitment is a big part of students’ success

• Program is challenging to fit within the academic year.

Our next steps…

• We are currently exploring the “Classroom to Sea” Lab model as a more accessible way to bring authentic inquiry into the classroom.

• We are also looking at ways to bring more of our scientists directly in touch with participating schools.

Stay tuned.

Image courtesy of D. Kelley & J. Delaney, U. Wash.

Many Thanks to …

Cindy Maldonado

Ba Rea

Joyce Stark

Carolyn Sheild

Mellie Lewis

Dave Randle

Cindy Petersen

Joan Carlson

Dave Klindeinst

Julie Robidart

Greg Dick

Chris Janzen

Don Nuzzio

Véronique Robigou

Dan Fonari

Rich Lutz

Tim Shank

Costa Vetriani

George Luther

Kathryn Kelsey

Chuck Fisher

Doug Nelson

Craig Young

Jim Holden

Stefan Sievert

Melissa Soldevilla

Shana Goffredi

Charlotte Goddard

Andreas Thurnherr

Tara Harmer

Norm Sleep

and …

>30 teachers and their students from around the country!