TRANSFORMING COOKBOOK LABS

INTO INQUIRY-BASED INSTRUCTION

By: Caley Melton & Dr. Andrew West

WHAT DO WE REALLY WANT OUR STUDENTS TO KNOW AFTER

THEIR K-12 SCIENCE EDUCATION EXPERIENCE?

I want students to be scientifically literate. Not focus so

much on the facts, but think, speak, and act like a scientist!
Being literate consistently refers to mastering the
processes needed to interpret culturally significant
information. Science literacy refers to mastering processes
needed to interpret information regarding science. (Bybee
1997)

HOW ARE OUR SCIENCE

CLASSROOMS DOING?

TIMSS (1995) scores give unsatisfying results for US students.

Video research study completed by James Stigler and James Hiebert (1999) sheds light
on the results.

ABC Prime Time Live with Diane

Sawyer report over this study and the
findings:

So Why the Gap?

WHAT DO OUR CLASSROOMS

LOOK LIKE?

What do you do?

Rules or Theories are stated (via PowerPoint,

worksheet)
Lecture
Lab Day!

WHAT DO OTHER CLASSROOMS

LOOK LIKE?

A problem is given to students.

Students are given time to think (Lab Day first)
Ideas are developed, not stated!
Apply the idea of student controlled tasks

(Stigler 1999)

NEXT GENERATION SCIENCE STANDARDS

ScienceandEngineeringPractices
1.Askingquestionsanddefiningproblems
2.Planningandcarryingoutinvestigations
3.Analyzingandinterpretingdata
4.Usingmathematicsandcomputationalthinking
5.Developingandusingmodels
6.Developingexplanationsanddesigningsolutions
7.Engaginginargumentfromevidence
8.Obtaining,evaluating,andcommunicatinginformation

COPY OF COOKBOOK LAB

Work and Energy Experiment: example of a lab

experiment typically done in high school physics
classrooms.
The structure of this lab is an example of how
teachers across science disciplines complete lab
experiments. This structure is proving to be
ineffective compared to alternative methods.
http://hendrix2.uoregon.edu/~dlivelyb/phys101/lab3.pdf

THE ALTERNATIVE METHOD:

EXPERIMENTAL DESIGN
Science and Engineering Practices
1. Asking questions and defining problems
2. Planning and carrying out investigations
3. Analyzing and interpreting data
4. Using mathematics and computational thinking
5. Developing and using models
8. Obtaining, evaluating, and communicating information

Lecture before
Questions provided
Materials provided
Procedure provided
Data collection provided
Prescribed analysis
Data tables/graphs provided
Answer questions at end

Students develop questions

Students identify materials
Students develop procedure
Students decide on data collection
Students develop analysis
Students develop tables/graphs
Students share findings and
justify explanations from evidence
Lecture after

Non-Cookbook

Cookbook

Science and Math Lab Activities

DRAWBACK: TIME

This does take more time, but not that much more time.
Why?
This process results in deeper understanding that means
less time for review, practice other things typically done.
(cookbook lab, worksheets, more labs).
Bell to Bell
New Standards which Kentucky IS adopting has less
content.

STRATEGIES

Flip the structure of the lab with simple maneuvers.

Give students the opportunity to think. It is okay if
they become frustrated! You know they are engaged!
Seize every opportunity to ask open-ended questions.
Student centered tasks are key!
Lecture last!

QUESTIONS