Planning
Teachers attended an institute at MUN to review the process of action research. Release days enabled us to plan how we would work through the process of Action Research and how it would affect our teaching. We began our project by looking at the science curriculum guide and the provincial curriculum outcomes that we would focus on in this project. We chose to elaborate on the skills outcomes of the curriculum guide just as much as the knowledge outcomes. We considered our method of data collection in a primary science class, planned science activities that encouraged scientific inquiry and implementation of a engineering design process and reflected on our role in the classroom. We began to think of our role as a facilitator rather than a provider of knowledge outcomes.
Release Time
Each teacher was provided with 7 release days to collaboratively research and plan their project. Some of this time was used to plan activities and new teaching methods that match our provincial outcomes. We also considered our method of data collection in a primary science class.
Release Time
Each teacher was provided with 7 release days to collaboratively research and plan their project. Some of this time was used to plan activities and new teaching methods that match our provincial outcomes. We also considered our method of data collection in a primary science class.
Data Collection
To collect data we began by recording student behaviours during science lessons that were more traditional in their structure, often being teacher centered and less hands-on.
Pretest
Golidlocks and the Three Bears Activity
The Three Little Pigs Activity
Examining Objects
Following these pretest activities we moved into implementing the activities that promote scientific inquiry and the engineering process. Student behaviour and work samples were collected throughout.
These activities included:
These activities included:
- examining useful objects
- centers to examine materials that were magnetic, water resistant, transparent, water aborbant
- centers to examine how materials are joined together
- small group work to create simple machines using materials and fasteners
Implementation
Activities that were implemented in this action research project are outlined in detail.
- Inquiry activities are outlined under Little Scientist link above.
- Design Process activities are outlined under Little Engineers link above.
Post Test
Students were asked to apply there understanding of materials, objects, and motion to work through the design process and create a piece of playground equipment for their magic goldfish.
Results
Student Question:
How will using inquiry based learning and the design process enhance communication of skills and attitudes in science?
Students were actively engaged in the activities that encouraged them to work through the inquiry and design processes. They exceeded our expectations in their level of interest, engagement and problem solving. Some students could collaborate on their thinking and activities while others who were expected to collaborate were working parallel. We noted that students showed improvement in their ability to use scientific vocabulary while they were conversing with each other and their conversation was meaningful to the processes. However, we hoped this communication would be carried through to sharing their ideas more formally on paper, computer or ipad but we did not reach this goal. We hope to continue to work on this area in the future.
Teacher Question:
By gaining an understanding of the engineering design process, how will our role change in preparing and implementing more effective science lessons?
As teachers with little science background, the design process allowed us to move from a traditional method of reading, discussion and seatwork to a more hands-on, facilitating approach. It was more effective and less chaotic then we anticipated. Students took responsibility for the materials needed to carry out activities. They excelled in the products they produced for the activities. They were on-task, engaged and there were fewer behaviour problems.
We also noted that these activities required more planning and preparation than our traditional methods of instruction. This would have been very challenging if we didn't have the funding and release time from MUN-Teachers in Action.
How will using inquiry based learning and the design process enhance communication of skills and attitudes in science?
Students were actively engaged in the activities that encouraged them to work through the inquiry and design processes. They exceeded our expectations in their level of interest, engagement and problem solving. Some students could collaborate on their thinking and activities while others who were expected to collaborate were working parallel. We noted that students showed improvement in their ability to use scientific vocabulary while they were conversing with each other and their conversation was meaningful to the processes. However, we hoped this communication would be carried through to sharing their ideas more formally on paper, computer or ipad but we did not reach this goal. We hope to continue to work on this area in the future.
Teacher Question:
By gaining an understanding of the engineering design process, how will our role change in preparing and implementing more effective science lessons?
As teachers with little science background, the design process allowed us to move from a traditional method of reading, discussion and seatwork to a more hands-on, facilitating approach. It was more effective and less chaotic then we anticipated. Students took responsibility for the materials needed to carry out activities. They excelled in the products they produced for the activities. They were on-task, engaged and there were fewer behaviour problems.
We also noted that these activities required more planning and preparation than our traditional methods of instruction. This would have been very challenging if we didn't have the funding and release time from MUN-Teachers in Action.