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Re: Entry 3

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  • thescienceteacher
    It almost sounds like you are describing entry 2. However, remember it is how you get them to analyze data on entry 3. If you believe that your
    Message 1 of 20 , Jan 30, 2006
      It almost sounds like you are describing entry 2. However, remember
      it is how you get them to analyze data on entry 3. If you believe
      that your activity/discussion didn't allow for enough probing
      leading to or validating their conclusion based on data, you may
      want to re-think the entry
      --- In EASCI@yahoogroups.com, "Kristi" <bateman_kristi@y...> wrote:
      >
      > Thanks. I didn't feel it went well because the students had
      > quantitative data that had obvious conclusions. I didn't have to
      > help them interpret at all. What you see is me asking about their
      > hypotheses, their procedures, what happened, and what they
      concluded
      > based on that. I didn't have to lead them to their conclusions.
      > That makes me think that I need to redo the entry, though I really
      > don't have time. My goal for the lesson was to have my students
      > become more familiar with inquiry, and to basically go through the
      > entire scientific process from question to conclusion based on a
      > question that the cooperative groups came up with. I walked them
      > through each step of the process reinforcing how to write a good
      > question, a good hypothesis, a procedure that would produce valid
      > and reliable data, and to come to a conclusion based on that
      data.
      > I modeled each step with my own investigation. Our state has
      > specific standards that the kids are expected to know and follow,
      > and I modeled the investigation after those specifications. I
      don't
      > know. I still think I need to redo the entry. It just doesn't
      feel
      > right, you know? Again, thank you for your help.
      >
      > --- In EASCI@yahoogroups.com, "thescienceteacher"
      > <sciquest2000@y...> wrote:
      > >
      > > Kristi, where there any specific process skills you were trying
      to
      > > teach based on their data? I am not quite sure why you feel the
      > > discussion didn't go well if students had numeric data. Numeric
      > data
      > > is quantitative data so this should be okay. This entry looks
      at
      > how
      > > you help students in there interpretation of data. I guess you
      > may
      > > need to ask yourself the purpose of your activity in terms of
      what
      > the
      > > students should be learning and experiencing.
      > >
      > > --- In EASCI@yahoogroups.com, "Kristi" <bateman_kristi@y...>
      wrote:
      > > >
      > > > Can someone out there help me? For entry 3, I had my kids
      > working
      > > in
      > > > small groups, each group working on a different investigation
      > based
      > > on
      > > > scientific questions they came up with. Some were doing
      physics
      > > > questions, some life science, and so on. The discussion wasn't
      > that
      > > > great because all of the kids had numeric data, the
      conclusions
      > were
      > > > obvious. For the video, I started with a whole-group
      discussion
      > > about
      > > > the investigation I did as a model, then I talked to each
      > individual
      > > > group about their data. What do you think?
      > > >
      > >
      >
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