249 INQUIRY MODULES: A SINGLE-SEX SCIENCE METHODOLOGY Autores: Nuno Miguel Gaspar da Silva Francisco I NTRODUCTION Although boys like science more and are more apt to deepen their scientific interests, girls tend to be more structured. In Portugal, the teaching of the sciences has been done essentially by women, and for this reason has gained in structure rather than emphasizing the a critical freedom of scientific thought more typical of boys. This fact normally results in lower marks for the boys in external tests. The module presented here, the result of a very broad task within the European project based on IBSE (inquiry based sci- ence education), attempts to improve the processes of teaching and learning. In this module, the primary objective was the production of material able to have small goals with succes- sive increases of complexity. It emphasizes interaction within the group/class, with joint activities, but also with individual exercises using new technologies. These objectives have been presented in two different publications: an article accompanied by a poster of an international conference of the PROFILES project in Berlin, and in the journal of the Portuguese Chemi- cal Society (both annexed).
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I N Q U I R Y M O D U L E S : A S I N G L E - S E X S C I E N C E M E T H O D O L O G Y
Autores:Nuno Miguel Gaspar da Silva Francisco
I N T R O d u c T I O N
Although boys like science more and are more apt to deepen their scientific interests, girls tend to be more structured. In Portugal, the teaching of the sciences has been done essentially by women, and for this reason has gained in structure rather than emphasizing the a critical freedom of scientific thought more typical of boys. This fact normally results in lower marks for the boys in external tests.
The module presented here, the result of a very broad task within the European project based on IBSE (inquiry based sci-ence education), attempts to improve the processes of teaching and learning. In this module, the primary objective was the production of material able to have small goals with succes-sive increases of complexity. It emphasizes interaction within the group/class, with joint activities, but also with individual exercises using new technologies. These objectives have been presented in two different publications: an article accompanied by a poster of an international conference of the PROFILES project in Berlin, and in the journal of the Portuguese Chemi-cal Society (both annexed).
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The questions raised during the work, although challeng-ing, broaden curiosity in trying to obtain rapid and valid an-swers. There is also the possibility of repeating the tested activities through computer simulation, both in the class-room and in the home, as a form of self-assessment and re-view of content.
d E v E l O P m E N T
Public interest in the area of science has exploded in recent years (as seen by the results obtained in the ROSE (Relevance of Science Education) study, for example the impact of po-litical decisions (in the areas of energy and food).
It has been observed in Anglo-Saxon countries that there is a decline of students and candidates in science courses, with a movement toward the social sciences and the arts. In the United Kingdom, the university courses most attended are, first of all Design, and second Psychology. The United States solved this problem through attracting good students from around the world.
We wish to create a society of knowledge, and the European Union has a program to create a larger flux of young people in the sciences. Ireland had no physics teachers, and converted teachers from biology to physics. Another problem is demo-graphic, and for this reason there have been attempts to attract the children of immigrants. Another important factor had to do with the increase of financing for research programs in this area; particularly in regard to questions of gender. One exam-ple is the study “Women in Science”, from which one learns that in a horizontal segregation (analyzing all areas of science) in 2006 there existed in Portugal 44% of women with partici-pation in science. From a vertical perspective (analyzing hi-erarchies) it is seen that there is a disappearance of women in the most important posts. It is interesting to note the differ-
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ences in interest in science, with men having a greater interest than women (figure 1).
Figure 1 – Graph of intentions, by gender, in terms of the possibility of become a scientist.
Education in the sciences is essential in modern societies in terms of the problems that they will have to face. However, the traditional perspectives of the construction of scientific knowledge and the vision regarding the processes of teach-ing and of learning, associated with other factors such as the external assessment of students frequently constitute barriers to pedagogical innovation [1]. The teaching of the sciences continues to lend particular relevance to the transmission of facts, principles, and laws. This kind of learning, frequently decontextualized, has not contributed greatly to the improve-ment of levels of science literacy of students, and frequently leads to students developing negative attitudes in regard to science. Thus, it is to be expected that indicators show that primary and secondary school students appear to increasingly
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dislike the sciences [2, 3]. In order to combat this trend, many teachers seek to implement teaching strategies that foster the critical thinking and self-reflection of their students. This may be done when the teacher no longer simply presents the formal concepts of science and tries to contextualize them in regard to current issues and positions to be taken on them. It was with this objective to increase the popularity and rele-vance of science education that various European researchers came together in the PARSEL project, of which the Univer-sidade de Lisboa (Instituto de Educação) [4, 5], was a partici-pant and which was developed between 2006 and 2009. This project was an important precursor to the PROFILES pro-ject, the development of which began in 2010, with the end date set for 2014. In the next section of the present article we present more information about this project and its objectives.
T h E PROFIl E S P R O j E c T A N d T h E I N q u I R y m E T h O d
The acronym PROFILES stands for Professional Reflec-tion-Oriented Focus on Inquiry Learning and Education through Science (http://www.profiles-project.eu/). It is a European pro-ject, with the participation of more than 20 countries, among which Portugal is represented by the School of Sciences of the Universidade do Porto. The project stemmed from the need to invest in the continual training of teachers, and is based on the principles of self-sufficiency and of teacher ownership. Moreo-ver, as indicated by its acronym, PROFILES is concerned with fostering approaches that emphasize Inquiry-Based Science Edu-cation (IBSE).
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The module to be present below begins with a motivating question, is followed by brainstorming of ideas/questions that can appear upon the introduction of the subject, such as prior concepts. We then move to the interactive part, with digital re-sources (support/complementary texts within the area of the subject presented in the simulation).
Figure 2: Illustration of the first phase of the application of the PARSEL modules
c O N c l u S I O N S
It is extremely important to know the context of whom one wishes to transmit – the age, gender, and the individual’s
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true interest, or the concept that one wishes to transmit. The latter item may be very correct scientifically, but if one has no public to listen, if the concept is not presented in a differen-tial manner, it may not be effectively transmitted and/or not be meaningful either in the short or the long term. Accord-ing to some articles on single-sex education, in physics and chemistry, boys seek more details, and girls are more organized.
The 3 phase model
Phase 1 Phase 2 Phase 3
Teaching/learning approach
Relevant title from real life,
plus an interesting scenario in order
to motivate students
IBSE constructed learning, guided by
the teacher
Making of socio--scientific decisions, student-centered and guided by the teacher.
Educational skills
developed
Oral communication;identification of prior learning;
intrinsic motivation.
Planning skills, processing skills,
presentation skills, arriving at conclusions;
interpersonal skills.
Consolidation of conceptual science;
discussion skills; social skills; justified
socio-scientific decision making
Learning of education in
science
Identify science in context;
state scientific questions to be
investigated
Conceptual learning of science;
relate concepts; development of
IBSE skills.
Transfer of the learning of science concepts to new social situations.
Interest & relevance
Initial stimulation of students– intrinsic motivation
(wanting to learn)
Increase of interest and relevance
through student activities.
Reinforcement of the relevance of science and improvement of
science literacy.
The above facts led me to accept the challenge of partici-pating in a research project that sought, through an inquiry or guided research methodology, create an appealing scenario for boys, adapting a module already tested in Israel. In the near future I will attempt to develop a model for girls and to even test a double model with two scenarios in which stu-
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dents will have the freedom to choose the module they wish, analyzing qualitatively and quantitatively the choices and the answers given.
B I B l I O g R A P h I c R E F E R E N c E S :
Figueiredo, O., Freire, S., Reis, P., & Galvão, C. (2009). Indo além do PARSEL. In F. Paixão, & F. R. Jorge (Eds.), Ed-ucação e formação: Ciência, cultura e cidadania. Atas XIII encontro nacional de educação em ciências (pp. 926-34). Castelo Branco: Escola Superior de Educação, Instituto Politécnico de Castelo Branco.
Sarjou, A., Soltani, A., Kalbasi, A, Mahmoudi, S. (2012). A Study of Iranian Student Attitudes towards Science and Technology, School Science and Environment, Based on the ROSE Project. Journal of Studies in Education, 2(1), 90-103.
European Commission (EC). (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission.
Galvão, Cecília; Reis, Pedro; Freire, Sofia; Almeida, Paulo (2011). “Enhancing the popularity and the relevance of science teaching in Portuguese Science classes”, Research in Science Education 41, (5), 651-666.
Galvão, Cecília; Reis, Pedro; Freire, Sofia; Faria, Cláudia. 2011. Ensinar Ciências – Aprender Ciências. O contributo do Projecto Internacional PARSEL para tornar a Ciência relevante para os alunos. ed. 1. Porto: Porto Editora e Instituto de Educação da Universidade de Lisboa.
Branch, J., Oberg, D. (2004). Focus on inquiry: a teacher’s guide to implementing inquiry-based learning. (pp. 1-5) Alberta, Can-ada: Alberta Learning.
Franklin, W.A. Inquiry Based Approaches to Science Education: The-ory and Practice (http://www.brynmawr.edu/biology/frank-lin/InquiryBasedScience.html )
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Rannikmäe, M.; Teppo, M. e Holbrook, J. (2010). Popu-larity and Relevance of Science Education Literacy: Us-ing a Context-based Approach. Science Education Internation-al, 21, 2, 116-125.
Holbrook, J. (2008). Introduction to the Special Issue of Science Education International Devoted to PARSEL. Science Education International, 19, 3, 257-266.
Thier, H.D. (2000). Developing Inquiry-Based Science Materials: A Guide for Educators. New York: Teachers College Press, Co-lumbia University.
Dewey, John (1998). Experience and Education: the 60th anni-versary edition, Kappa Delta Pi, Indianapolis, Indiana, USA
European Commission (Ed.), Europe needs more scientists. Report by the High Level Group on Increasing Human Resources for Science and Technology in Europe, Office for Official Publications of the European Communities, Luxembourg, 2004, p.1 -186.
Osborne, J. & Dillon, J. (2008). Science Education in Eu-rope: Critical Reflections, King’s College London: The Nuf-field Foundation, London, England
Sjøberg, S. & Schreiner, C. (2010). The ROSE project: An overview and key findings, University of Oslo, Oslo, Norway, p. 1-30.
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A N N E X
“ d O y O u N E E d c h E m I S T R y T O B E A N O R T h O P E d I c S u R g E O N ? ”
An “inquiry module” for the study of oxidation-reduction chemical equilibrium
(Carla Morais, Nuno Francisco and João Paiva)
The “inquiry module” presented here was adapted and op-timized by us (based on the existing PARSEL module avail-able at http://www.parsel.uni-kiel.de/cms/index.php?id=54) in order to attempt to motivate students in the study of oxida-tion-reduction chemical equilibrium – a part of chemistry in which normally it is difficult to understand and to connect the different inherent concepts [1]. The scientific content underly-ing the model here presented involve the concepts of redox reactions, electrochemical series, and the activities of metals, and has as its primary goal to make use of emerging educa-tional technologies in order to foster pedagogical approaches through Inquiry-Based Science Education (IBSE), which is the fo-cus of the European project PROFILES [2,3].
The motivating scenario, adapted for secondary school (11th grade) students was the key to the approach to redox balance. The initial question, which is reflected in the title of this paper, led us to questions proposed by students (some in the areas of biology and of medicine). Prior to the inter-action of the students with the computer simulation of the theme treated by the module, we made a list of the most per-tinent questions, which served as references for carrying out and guiding the activity. The questions that created the most interest were answered with good results, and complemented with well-founded justifications.
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Some doubts surrounding the process of using this “in-quiry model” were: the fact that the Physics and Chemistry A curriculum is very extensive, not being compatible with more innovative and mobilizing activities in terms of the time available [4]; integration of the module within the an-nual planning schedule; doubts in regard to comparisons be-tween the virtual outcomes obtained and expected outcomes from laboratory activities, and the alternative concepts that students expressed in regard to redox behavior. In their ma-jority, these obstacles were overcome with the carrying out of real, and not simulated experiments proposed by the of-ficial curriculum. Experiment reports turned out to be even more complete, with responses to the pre and post labora-tory questions. The latter were in general answered with a critical spirit Another strategy utilized was the interactive construction of concept maps, seeking to organize the new concepts to which students were exposed so that they would be meaningful. The utilization of “inquiry modules” and the IBSE approach sought to increase the motivation of both students and their teacher [5].
Future plans foresee the adaptation of new teaching mate-rial, combined with a curriculum intervention; the dissemina-tion of this module to other colleagues in different areas of science communication (interactive forums, scientific journals, and continuous training courses; a more systematic analysis of student motivation, including their reflective processes. The greatest objective achieved, by the students and the teacher was an increase in science literacy and creative practice through the use of innovative learning materials with multi-disciplinary sce-narios with a socio-scientific slant.
B I B l I O g R A P h I c R E F E R E N c E S
[1] Burke, K. A.; Greenbowe, T. J. & Windschitl, M. A. (1998). Developing and using conceptual computer animations for chemis-
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try instruction. Iowa State University of Science and Technology, vol. 75, nº 12, December 1998, Journal of chemical education
[2] Branch, J. & Oberg, D. (2004). Focus on inquiry: a teacher’s guide to implementing inquiry-based learning. Alberta, Canada: Al-berta Learning (pp. 1-5).
[3] PROFILES (2010). FP7 Negotiation Guidance Notes – Coordination and Support Actions – Supporting and
coordinating actions on innovative methods in science education: teacher training on inquiry based teaching methods on a large scale in Europe – Annex I – “Description of Work”, 2010.
[4] Morais, C.;Paiva, J. & Francisco, N. (2012), “”Módulos inquiry”: desenvolvimento e utilização de recursos educativos para a potenciação do inquiry based-learning no ensino da química”. Boletim da Sociedade Portuguesa da Química, X, pp. Y-Z
[5] Edelson, D. C.; Gordin, D. N. & Pea, R. (1999). Ad-dressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design. Institute for the Learning of Sciences and School of Education and Social Policy, Northwestern Uni-versity, 8, (pp. 391-450), The Journal of the Learning Sciences.
S T u d E N T A c T I v I T I E S
Initial procedure (Read, Think, Question)The following article was published in the sports section
of a newspaper:
“On July 26, 2009, during a Corinthians match, Ronaldo, af-ter a mid-field play, was pushed by an adversary and fell to the ground, supporting his entire body with his left hand. Due to the fact that the fall didn’t seem to be a violent one, his injury wasn’t considered to be serious. However, he suffered a frac-ture of the third and fourth metatarsal of the left hand, and had to undergo surgery. Two metal plates and 5 screws were inserted in order to correct the lesion. Ronaldo didn’t play for two months.”
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Question: If you had accompanied the player to the hos-pital, what questions would you ask the surgeon about secur-ing the bones?
Computer activityIn order to choose the best metal to be used in the bone sur-
gery, we suggest that you examine the reactivity of various met-als. In the following experimental computer activity you will be able to research the reactivity of metals. Click on the link: http://stwww.weizmann.ac.il/G-CHEM/animationsindex/Redox/home.html
Carry out activity nº 1The simulation shows a series of beakers, each containing a
solution of metallic ions, with it also being possible to see a list of solid metals.
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1. Choose one of the metals and place it into the different solutions and wait until a message tells you to remove the metal from the solutions.
2. Record your observations 3. In which of the beakers did a chemical reaction occur?4. Repeat steps 1-3 for the different metals (activities 2 and 3).
Summarize all of your observations in the following table.
Solutions →Mg2+ (aq) Zn2+ (aq) Cu2+ (aq) Ag+ (aq)
Metals ↓
Mg
Cu
Zn
Ag
5. In order to observe reactions at the molecular level, click on
and follow the instructions.6. Write the chemical equation for two of the reactions that
occurred.
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7. Organize an electrochemical series of metals, in the order of increasing reduction power.
c O m P l E m E N T A R y N O T E S F O R T h E T E A c h E R
I N T O d u c T I O N
The development and application of the “inquiry modules” seeks to foster science literacy through meaningful learn-ing in two main areas: a) cognitive, personal, and social de-velopment, and b) process and nature of science. Seeking to contribute to the popularity and relevance of science classes, in these modules the approach begins, intentionally, with real day-to-day phenomena viewed from the perspective of sci-ence, and seeking thereby to come closer to the specific learn-ing needs of students.
S T R u c T u R E
”Inquiry modules”:
1. Present the title and the scenario (based on social questions), and supported by the student guide.
2. Are student-centered, in the resolution of scientific prob-lems, linking learning in a context of educational and sci-entific objectives.
3. Include scientific-social decision making relating the acquisi-tion of scientific knowledge to social needs, including re-sponsible citizenship.
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O B j E c T I v E S / S k I l l S / g O A l S :
To link concepts inherent to oxidation-reduction equilibri-um; construct an electrochemical series; carry out a comput-er-based experiment; collect data; explain outcomes; create a discussion group and carry out a discussion, and carry out an experimental task of the project.
Proposed procedure (available in detail at: www.profiles.org.pt)(duration: 6 classes)1. Analysis of a sports article.2. Brainstorming.3. Observe computer simulation of the reactivity of vari-
ous metals.4. Record observations, organizing them in a summary table.5. Respond to the questions proposed.6. Carry out hands-on experiment (available on p.48 of the
Physics and Chemistry A program, verifying the usual results and analyzing them critically in a written report.
T E A c h E R ’ S g u I d E
A. For the first lesson, we suggest group work. Each stu-dent reads a short text and the group discusses it. The
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group should ask as many questions as possible (Brain-storming).After the group work, there is a discussion the entire class (with a rigorous scientific foundation, the teacher guides students, selecting the most pertinent questions). The discussion objectives are:
• To establish links between chemistry and medicine. • To engender in the students the “need to know” - what
is the least reactive metal?
B. For the second class, students access the site: http://stwww.weizmann.ac.il/G-CHEM/animationsindex/Re-dox/home.htmlThis site offers a computer-based experiment (a laborato-ry simulation) to discover the relative reactivity of metals. Activity 4 may be used to verify the electrochemical se-ries that was constructed by the students (possibility of self-assessment).After the computer-based experiment, students have the possibility of constructing the electrochemical series.
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C. In the third and fourth lessons, one analyzes the responses to the questions posed formally, taking into account that only the more pertinent questions are treated. As a suggestion, we recommend the organization of fun-damental concepts through the use of concept maps/net-works constructed in interaction with the students. The remaining material can be taught as suggested in the curricular program.
It is also recommended that there be a classroom debate on the overall theme, to treat the following questions:, How can you explain the results? What are the positive conclusions? What is a chemical reaction on a microscopic scale?
D. For the fifth and sixth lessons, it is recommended that the laboratory experiment proposed in the curricular pro-gram (AL 2.4)
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A S S E S S m E N T
Assessment shall include classroom participation, group work, and formal assessment using a group of questions in an test, and the written report of the experiment.
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S C H O O L I N G T R A J E C T O R I E S T H R O U G H S I N G L E - S E X E D U C AT I O N :
D I S C U S S I O N S R E G A R D I N G T H E C H O I C E O F F O M E N T O S C H O O L S
I N P O R T U G A L
Autor:João António Monteiro Feijão
1. I N T R O d u c T I O N
The results presented below are the product of masters thesis research in sociology with specialization in public policy and social inequality at the College of Social Sciences and Hu-manities of the Universidade Nova de Lisboa. The research focused on Planalto School, located in Lisbon. Our principal objective was to attempt to understand what motivated fam-ilies to choose this school. In so doing, it was necessary to involve families, students, teachers, and the school principal (Feijão, 2013).
When we began the project, we sought to discover what re-search had already been carried out on this subject. We found that research in Portugal on this subject, and on single-sex ed-ucation in general is scant or practically nonexistent. The Mas-ters thesis of Maria Amélia Freitas (2011) in Education Sciences – to our knowledge the only study in this area in Portugal – is presented as research on the social representations of various so-cial actors – families, students and former students, and teach-ers who have had direct experience with single-sex education.
