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Physics Strategies
Physics Strategies
Inquiry
Inquiry
Inquiry reflects the NATURE OF SCIENCE.
Inquiry reflects the NATURE OF SCIENCE.
Science Curriculum Framework
Science Curriculum Framework
Scientific knowledge is often constructed by first observing a phenomenon and then coming up with logical reasons, based on empirical data, to explain the phenomenon. As such, scientific knowledge is not absolute nor immutable. It is constantly reviewed and hence subject to change.
In the same way, inquiry allows students to have the same experience of witnessing and investigating a phenomenon. Through this process, they learnt to curate empirical data, make sense of information and construct knowledge in a more authentic way.
As teachers, we have the autonomy to design authentic inquiry activities for our students.
The degree of teacher-student directed inquiry can be varied depending on student profile and readiness.
4 Levels of Inquiry
4 Levels of Inquiry
Inquiry-based Approaches
Inquiry-based Approaches
Investigative-based
Investigative-based
About relationship between physical quantities [law-based]
Model-based
Model-based
About the underlying mechanism of phenomenon [theory-based]
Inquiry-based Strategies
Inquiry-based Strategies
5 E Model
5 E Model
Engage - Assess prior knowledge and identify knowledge gaps + Foster interest.
Explore - Students explore concepts through concrete learning experiences.
Explain - Students share what they learn through the "Explore" phase before teacher address their sharing and explains the canonical information.
Elaborate - Grants students space to apply what they have learnt, towards achieving deeper understanding.
Evaluate - Teacher and students can evaluate how well they have grasp new concepts.
Best used in a new unit of 2-3 weeks (co-creater Rodger W. Bybee)
Model-Based Inquiry
Model-Based Inquiry
Generate model - in light of evidences
Evaluate model - against other models including canonical ones
Modify model - with regard to new information/evidences
Apply model - to solve a problem or explain the phenomenon
Models are representations of phenomenon, that shows relationship and have the power for explanation and predictions. Note that not all representations are models.
Examples: Wave model, kinetic model, circuit diagrams, FBD
Problem-Based Inquiry
Problem-Based Inquiry
Uses complex real world problems as vehicle to promote student learning
Hones critical thinking skills, problem-solving abilities and communication skills
Collaboration and life-long learning (Duch et al, 2001)
Things to consider:
- How structured should it be?
- How long will this extend for?
- What resources would students need?
- What is the final end product?
Resource:
Differentiated Instruction
Differentiated Instruction
Existing forms of "differentiation"
Existing forms of "differentiation"
Streaming
Streaming
Subject-based Banding
Subject-based Banding
GEP
GEP
Why Differentiate?
Why Differentiate?
Because Children have different:
Because Children have different:
★ Readiness Level
★ Readiness Level
★ Interests
★ Interests
★ Learning Profiles [Vark test]
★ Learning Profiles [Vark test]
Differentiation is aimed at achieving maximum student growth and individual success.
Differentiation is aimed at achieving maximum student growth and individual success.
Not every mould fits into the same cookie cutter
Not every mould fits into the same cookie cutter
General Principles of Differentiation
General Principles of Differentiation
Respectful Tasks - Tasks must be equally interesting and engaging and allow for equal access to essential understanding
Flexible Grouping - Ensure students have variety of learning opportunities and working arangements
Ongoing Assessment and Adjustment - Helps Ensure that differentiation can meet the needs of learners.
Differentiation Frameworks
Differentiation Frameworks
★ Know, Understand and Do (KUD)
★ Know, Understand and Do (KUD)
- Identify the various skill levels and decide which of these must be achieved by each group of students
★ Tiered Instruction
★ Tiered Instruction
- routes of varying difficulty degree towards the same outcome
- Vary content, process, product, challenge level, complexity
Example: Pythagorean Formula Tiers
1. Apply the formula to simple triangles.
2. Devise a real-life application of the formula and apply it.
3. Identify applications of the formula that are really used in the world of work.
★ Menu
★ Menu
- Appetizers (Negotiables) - Students can select from a list of assignments
- Main Dish (Imperatives) - All students must complete
- Desserts (Irresistible optional assignments) - A learning bait
★ Cubing
★ Cubing
- Cubes can be based on interest, learning profiles or blooms taxonomy. Students can have a choice, or can roll the dice.
★ Tic-Tac-Toe/Bingo
★ Tic-Tac-Toe/Bingo
- Array of tasks on listed on a board for students to choose a vertical, diagonal, or horizontal to complete.
★ Socratic Seminar (a dialogue)
★ Socratic Seminar (a dialogue)
- Text - can be made to study before hand
- Questions (open ended) provided by teachers or students
- Student leaders (help to read out questions, facilitate discussions while also behaving as participants)
- Participants - all other students
★ Layered Curriculum
★ Layered Curriculum
- Pegging activities of varying difficulty levels to a grade/reward such that if students successfully complete the tasks, they get the corresponding rewards.
★ Via Technology
★ Via Technology
- Let students learn from a preferred mode via technology
Argumentation
Argumentation
Language of Science
Language of Science
Some students, especially those who are weaker in the English language, struggle to understand and wield the language of Science.
For example, "Waves, if powerful enough can be destructive" is easily misinterpreted if students do not know what waves represent in Science.
They may therefore feel helpless and frustrated unless we can help them make understand what these words truly mean.
2 Argumentation Frameworks
2 Argumentation Frameworks
Argumentation Toolkit
Argumentation Toolkit
DC1: Clear guiding question that allows for multiple possible ways to answer.
DC2: Include multiple potential claims which can be convergent or divergent.
DC3: Necessitate the use of evidence - can be first hand (gleaned through measurements) or second hand data (charts, data, figures)
DC4: Student-driven argumentation. Teacher serves as facilitator.
PDE-CC
PDE-CC
Problematizing - Problem is meaningful to scientific community working on it.
Resources - Tools are available and utilized to overcome problems.
Epistemic Authority - Students given authority to challenge ideas, resolve problems, and make epistemic decisions.
Disciplinary Accountability - Students ideas held accountable to scientific criteria
An Example [Game Based Learning]
An Example [Game Based Learning]
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