Inquiry-Based Science Instruction and Virtual Learning Objects

							Presentation at the University of the Philippines
                  5 May 2008

Inquiry-Based Science Instruction
  and Virtual Learning Objects

           Edward C. Robeck, Ph.D.
             Associate Professor
             Salisbury University
          & Fulbright Visiting Faculty
            University Kebangsaan
                    Goals:

   Describe “Inquiry-Based” Science Instruction
   Display several “Virtual Learning Objects”
   Demonstrate a range of uses of Virtual
    Learning Objects and Discuss the
    relationship between those uses and
    elements of Inquiry-Based science instruction
What just happened here?
   What
 happened
here awhile
   ago?
What can you say from
   observing this?
What do you know about…
          Action Research
                          Strategies & ICT
Science Inquiry           (Learning Objects)

             Focus     Design




            Reflect   Implement

  Team                            Classroom
              Dr. Ed Robeck

 What role can “learning objects” play in
 science instruction, especially with respect to
 science inquiry?

 What is the potential of online learning for the
 professional development of science teachers?
What is meant by “Inquiry-Based”
      Science Instruction?
      That leads to a question…
   How is it possible for something to rest on
    top of water without sinking?
               What do you think?
   Which of these things could float on top of
    water?
       A small piece of paper
       A wooden toothpick
       A coin
       A paperclip
       Grains of black pepper
       Think of one more small thing that you could try.
                      Try It!

   Using a fork, hold a paperclip above a cup of
    water.
   Hold the paperclip on the fork so the
    paperclip is parallel with the water’s surface.
   Lower the fork into the water slowly.
   Can you make the paperclip float?
How is this like/unlike a mosquito?
Water Molecules
        Dipole

   1
   2
    Dipoles align
and pull on each other
        Break the Tension

   1
   2