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Implementing Research and Development
into the High School Classroom
Welcome…
As you come in, log into the
computer and go to this site:
July 9, 2013
Illinois State University
WIP-5 Grant
http://RandDforHS.wikispaces.com
Yesterday Review
Poke It & See
What Happens
Sound Scientific
Thinking and Practice
Balance
Let’s Fly Our
Planes
Alka-Seltzer Rocket Activity
Use any of the available materials to design a rocket that
will propel the greatest monetary value to an elevation of
at least 1 meter above its start location.
Today
 Parklands Fieldtrip
 Beginning Research
 Lab Notebook
 Determining IRP Project
 Dr. Ryan Brown: EfAST
 CeMaST Equipment
 E-Journal
Generating Research Ideas
Focusing Ideas
Chapter 1
Harland, Darci J. (2011). STEM Student
Research Handbook. Arlington: NSTA Press.
R & D for the High School Classroom: Day 2 (WIP-5 grant workshop)
Your Commitment
Page 7 in the Handbook
Getting A Research Topic
www.TED.com
www.popsci.com
www.scientificamerican.com
Page 4
Page 9 in the Handbook
Ethics
Safety
Page 12
How might you have
students use the table on
pages 6-8?
Chapter 1
Getting research topics is
often difficult for students.
What can you do to aide
students in coming up
with good research ideas?
What are the most common
ethical issues (pg. 9-11)
your students may
encounter? How will you
ensure they understand the
importance of ethical and
safety issues?
Announcements
Parklands Debrief
Let’s Share
Research Possibilities
Observations
In Your Groups
Research Possibilities
Answer questions #1-4
Page 12
Organizing a Lab Notebook
Chapter 6
Page 77
Purpose of Notebooks
Paper Digital
Page 78
Sample of digital
or
Data Collection Issues for
Groups
Page 80
Location?
Tasks for group members
Group Lab Notebook (pg.82)
Setting up a Lab Notebook
Page 82
Title Page
Table of Contents (TOC)
Daily Records
Record of correspondence
Data Collection
Page 87
Allow students
to design data
tables that fit
their data
Encourage
qualitative to fill in
gaps of
quantitative
Data Collection
Page 88
Data vs. Inference
Data Collection
Page 89
Photographic
Evidence
Some student store photos online (Picasa)
IRP Assignment
R & D for the High School Classroom: Day 2 (WIP-5 grant workshop)
Dr. Ryan Brown
Formative
Assessment
E-Journal
Our Wiki
Respond to the 2 journal prompts
http://RandDforHS.wikispaces.com
Tomorrow
Speaker Chris Embry Mohr
NGSS

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R & D for the High School Classroom: Day 2 (WIP-5 grant workshop)

Notes de l'éditeur

  1. In this photo, my son and I were out on a nature walk. He’s naturally inquisitive, asking great questions. Why is that fallen log all crumbly? Why don’t we see owls flying during the day? And these are great opportunities for us to talk. But as soon as I brought out the lab notebook, he didn’t see it as fun any more. There’s an important balance we must address regarding our attitude toward lab sciences. One one hand, we can do what Dr. Jeff Goldstien recommends, and poke stuff, and see what happens. But we also must be providing an environment in which students are improving their scientific thinking and practice skills.
  2. Here is another activity that will show you how you not TEACH the scientific process, but allow students to experience it. Again, depending on your goals, you may want to encourage students to track their progress, writing down observations, predictions, and questions. Maybe even mention a “data table.” This is another activity that allows for some RICH discussion afterward.
  3. So you have a feel for the topic this evening, here is an outline of what I’ll be talking about. While the topic is specifically implementing student research, I think you’ll find sound teaching philosophy that will help you in just about everything you do as a teacher.
  4. The STEM Student Research Handbook is written directly to the student.Although there is no teacher edition of this text, everything you need to facilitate research with students is found in this book. I have included what I call “teacher cues” throughout the text. These are phrases like, “Your teacher will either ask you to do this, or that.” That way you can take this as your cue to have this discussion with your students. After each chapter there are questions that align with the chapter objectives. You could use these as homework questions or as discussion starters. The Chapter Applications help students take what they just read and apply it to their own research topic. It reminds them what they should be working on. Sample rubrics are included for a research paper, oral presentations, and posters.
  5. If your first inclination is to teach the scientific method by using a graphic such as this…I am going to ask you to refrain. Provide students with activities that help them see these phases in action. Students don’t need yet another lecture about the scientific method. They need a way to make it real! DO something!
  6. If you’ve never watched TED videos in the areas of science you are missing out. These will inpsire you, and show you where curiosity can lead.
  7. Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
  8. Based on your experiences yesterday with Alka-Seltzer lab, how will a lab notebook benefit students?
  9. Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
  10. ….I mean science research, not educational research.