Session 7: Scientist and Engineer Perspectives
Scientist Video and Discussion
Asking Questions in Science - A Scientist's Perspective
Special thanks to Dr. Karen Oberhauser for sharing her research and teaching experience, and for allowing us to film her work.
As you view the video below, record what you think are the key points Dr. Oberhauser presents regarding questioning and developing scientific questions.
Post-video Discussion
- What were the key points Dr. Oberhauser made in her interview about developing questions in science? What comments resonate with you?
- According to Dr. Oberhauser, why is learning to develop scientific questions so important for your students to practice and master?
- How might you guide students to differentiate between a "curiosity" question and a question answerable through scientific investigation?
- What steps in a lesson plan could support your students in developing investigable questions, e.g., How does X affect Y? or How does A compare to B? Share some examples of strategies you use or could use.
- What are some upcoming opportunities for students in your classroom to develop an investigable question?
- What are some strategies you use to engage all students in asking and answering questions?
- Share with the group one message from this video that you will definitely bring to your students.
Defining the Problem in Engineering - An Engineer's Perspective
Special thanks to Tim Grebner for sharing his work and teaching experience, and allowing us to film in his lab.
As you view the video below, record what you think are the key points Tim Grebner presents regarding defining the problem in engineering.
Post-video Discussion
- What details about defining the problem, as presented in the video, were most interesting to you?
- What discoveries did you make about the engineering process?
- Why is defining the problem often difficult to do? For example, you may have a student that is not doing well in your classroom. That’s a challenge; but defining the actual problem, i.e., the reason(s) for poor performance, is necessary to design solutions to help this student. Discuss examples from teaching, or from life, where you found yourself working to solve the wrong problem.
- What sort of challenges do different grade levels face when teaching how to define problems in engineering?
- Often, for engineering challenges in our classrooms, the teacher defines the problem and constraints for students then asks them to design possible solutions. How can teachers provide situations that allow students to practice defining the problem and identifying constraints for themselves?
- What questions might you ask your students to evaluate their skill level in defining the problem and identifying problem constraints?
- Share with the group one message from this video that you will definitely bring to your students.
Take Two minutes for a quick evaluation of today’s session: Module 1 Session 7 Survey
Facilitator Note
For the next session, print out the Practice 1 Learning Progressions, provided below and read through them. Come prepared to talk about how the learning progressions for this practice, at your grade level, affect your curriculum and how you teach. Discussion prompt: What I need to do with my students to help them experience and meet these learning expectations is . . .
Practice 1 Learning Progressions.pdf Download Practice 1 Learning Progressions.pdf