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Translating Scientific Research into Effective Classroom Use

Discover effective strategies to translate scientific research into engaging classroom activities, fostering student curiosity and critical thinking. Learn about setting goals, measuring success, designing for engagement, and incorporating authentic problem-solving methodologies.

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Translating Scientific Research into Effective Classroom Use

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  1. Translating Scientific Research into Effective Classroom Use What makes a good classroom activity and student experience? Karin Kirk Science Education Resource CenterCarleton College

  2. Warm-up question Think-Pair-Share In your experience what makes an effective student activity?

  3. Think 1:00 Pair 2:00 Share :20 In your experience what makes an effective student activity?

  4. Students engaged and working hard - interesting, contextualized, relevant, something they think they can do Scaffolded to the level of the students Authentic or open ended - freedom to explore, answer is not previously known, group working on different things Clear objective/goal - start with a question Passionate delivery So what--learning has to contextulize in terms of what already know (individual/culture/history) Addresses critical thinking and values Understand policy impacts Working (sometimes) in groups They are responsible for learning/contributing/reporting/teaching Entertaining Exploring real/complex problems--not black and white; multiple solutions Visually engaging/supported Structured Discussions Comfortable/supportive environment Writing-communicating Quantitative reasoning Clear understanding of success and mechanism for assessment Encourages creativity and curiosity, Relevant to curriculum Build difficulty through course Some attributes of effective activities

  5. Translating scientific researchinto classroom experiences (trickle-down pedagogy) Cool science Wisdom for students

  6. sequencing goals relevance engaging delivery skill development assessment

  7. Why teach with authentic science?

  8. What are some necessary translation steps?

  9. Teaching the Process of Science • Scientific thinking is widely misunderstood. • Consider expert vs novice approach to problem solving. • Scaffold problems so each assignment builds on skills developed in previous activities. • Teach scientific thinking hand in hand with content.

  10. A Design Strategy • Setting Goals: What do I want them to be able to do? • Measuring Success: How will I know that they can do this? • Designing for Success: How will they gain the skills, knowledge and experience they need to succeed? • Designing for Engagement: How will the activity draw them in and hold their attention?

  11. Set goals first! • Upon completion of this activity, students should be able to…

  12. How do you measure if goals have been met? • Assessment is much easier when it’s not an afterthought.

  13. Design activities to meet goals • Designing for Success: How will they gain the skills, knowledge and experience they need to succeed? • Designing for Engagement: How will the activity draw them in and hold their attention?

  14. Principles of Design 1) Students must be engaged to learn How does the activity engage them? 2) Students must construct new knowledge incrementally as a results of experience. What experiences will they have in this activity? 3) Students must refine and connect their knowledge to be able to use it further How will the activity promote reflection on and application of the new knowledge? Edelson, 2001, Learning for Use A Framework for the Design of Technology-Supported Inquiry Activities: Journal of Research in Science Teaching, vol 38, no 3, p 355-385

  15. A few strategies worth mentioning • Using visualizations • Using data • Authentic problem-solving

  16. Design Checklist:Does the activity… • Encourage student interest and attention? • Include opportunities for students to reflect, discuss, and synthesize? • Engage students in data analysis and synthesis? • Help students visualize data relationships, geologic processes, or other relationships? • Provide opportunities for students to confirm their understanding? • Require students to integrate ideas/information from different sources?

  17. Instructions for working groups • Possible topics • Interpreting sediment cores • Reconstructing lake levels • Great Lakes climate history • Dune geomorphology • Form groups of 2-3 people around similar topics or approaches

  18. Go to the workspace page for your group number • Login to SERC account to access workspace page • Work in the workspace page: • Add text, links, images, indefinitely editable • 4:45 – show and tell of your activity page

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