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Keystone Colloquium, February 28, 2002 The Process Circus: Developing the Process Skills of Inquiry-Based Science Continued
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| Lively discussions erupt at each activity station. Here, Kay and Toni talk about which process skills would be used when trying to find out whether the surface that a wind-up toy travels on makes a difference in how far it goes. | |
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With the activities freshly behind them, groups work to establish ways of identifying, defining, and organizing the skills they use. |
| While there is general agreement, individual experiences also lead to a wide variety of interpretations. Fascinating negotiations ensue as participants try to clarify mutual agreements and disagreements. |  |
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Other conversations center around justifying additions to the list of skills; considering whether some deserve higher priority than others; and how, as teachers, to help students develop these skills and move towards deeper science understandings. |
| Using a list of indicators, groups then analyze another activity to identify the developmental levels of process skills involved. These indicators can also help teachers assess student's ideas as a basis for next steps. |  |
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Finally, to integrate all ideas in a practical task, participants modify a set of activity instructions to increase the level of skill required to perform it. Groups add instructions, change prompts, or totally redesign the experience to help their students to a higher level in the same skills. |
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| The Franklin Institute gratefully acknowledges the generous support of the National Science Foundation and Unisys Corporation. | |||
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The Franklin Institute is the Demonstration Site for the
Eisenhower
Mid-Atlantic Consortium, providing science and math
resources for teachers.
This material is based upon work supported by the National Science Foundation under Grant No. 9819641. © 2003. All rights reserved.
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