I am spending the next few days
gathering resources on the use of inquiry and
writing in the science classroom. I am currently meeting with other Writing
Project members, and as we began the first day of research, we were prompted by a
lesson which revealed the value of The Burke Inn Parlor Metaphor…
·
Burke's Metaphor for the "Unending
Conversation"
"Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress."
(Kenneth Burke, The Philosophy of Literary Form: Studies in Symbolic Action3rd ed. 1941. Univ. of California Press, 1973)
I am in the process of
discovering who is at the table talking about inquiry, which experts are there,
and what has already been said. I am learning all I can through the study
of others' observations and conclusions so that I can join this conversation
which has been raging for some time now and which will continue to engage
seekers of knowledge for years to come. "Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress."
(Kenneth Burke, The Philosophy of Literary Form: Studies in Symbolic Action3rd ed. 1941. Univ. of California Press, 1973)
Gathering Information:
Poking Around - Research
Sources Day 1- What are they talking about?
http://learningcenter.nsta.org/
(free membership)
Project Based Learning
Action Research Guide
Real Research – Day 2 and 3 –
What are others saying?
Research 2001 http://onlinelibrary.wiley.com/doi/10.1002/tea.1023/pdf
Compiled Research 1984-2002 http://onlinelibrary.wiley.com/doi/10.1002/tea.20347/pdf
Integrated Information Literacy in Science: http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewFile/127/105
e-learning and inquiry https://www.tlri.org.nz/sites/default/files/projects/9291_summaryreport.pdf
Constructivist Model
Argument against
Constructivist Model http://isites.harvard.edu/fs/docs/icb.topic951140.files/whyMinGuidInstructionDoesNotWork-kirschnerSwellerKlark2006.pdf
Complex Learning – Cognitive
Load Theory
http://thesedominiquebellec.fr/Vrac%20articles/Instructional%20design%20for%20complex%20learning.pdf
Paul Kirschner – articles –
cognitive load theory, against constructivism
Collaborative Learning
Varella
Writing in Science
Science Writing Heuristic
Betsy Fulwiler
Science Notebooks: http://www.sciencenotebooks.org/
Books to Read
Writing in Science: How to Scaffold Instruction to Support Learning (2007), by Fulwiler— published by Heinemann
Writing in Science in Action: Strategies, Tools, and Classroom Video (2011), by Fulwiler— published by Heinemann
Ten Steps to Complex Learning: A Systematic Approach to
Four-Component Instructional Design,
Authors: Jeroen JG Van
Merriënboer, Paul A Kirschner
Read Later – Can this be useful
when I share my findings?
Coaching Teachers: http://files.eric.ed.gov/fulltext/ED538874.pdf
