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Math and Science Investigation

Math and Science Investigation explores how schools can incorporate real world learning with Project-Based Learning in the areas of quantitative and empirical reasoning.

Math and Science in a Project-Based School

The Basis of Our Study in Math and Science:

Throughout the course of our TIIP study we have noticed that student-driven projects often lack high quality math and science components.  At schools where projects are teacher-designed and driven this is less of an issue because teachers can work together across curricular areas to ensure that content is in-depth.  However, in a student-centered project-based school the work is developed by the kids.  After trial and error at our own school and observations at other schools it became apparent that students could not entirely include grade-level math and science into their projects.

As a result of our research, we have developed a system at our school that involves students taking math and science classes while still developing their own project work.  In our model, mathematics is called Quantitative Reasoning (QR), and Science is Empirical Reasoning (ER).  This is an important distinction since it focused on mathematical and scientific processes rather than content.

The following are learning goals that we use from the Big Picture Learning model to guide the students in developing their projects.

ER

QR

 

 

Incorporating Math and Science for Student-Driven Projects:

 In the process of developing and incorporating math into projects, we noticed that students were making new proposals and questions to demonstrate how they would use QR in their projects, rather than pulling their math component out of what they were already working on.  We decided to create a ER/QR project proposal format that could be used by the entire school to avoid confusion.  Additionally, several of the components expected from student work were the same, but were worded differently.  Now, everyone uses the proposal, even if they don’t have a science or math class. This link will open a copy of the format: QR/ER Project Proposal Format.

Bio Terminology

Assessing Math for Student-Driven Projects:

 The QR rubric was developed within a six-year span of constant revision and implementation.  The three core areas of focus are based on key ideas from the mathematics standards framework, Big Picture Learning ideas, and several math and school colleagues input.  We could not pin point specific mathematical concepts, since projects don’t target all areas of math and since the rubric is used for all grade levels: Quantitative Reasoning Rubric.

The rubric’s score makes up 20% of the math grade, for any given math course the student takes, under a category of project work.  The projects are quarter and semester long, so the student has ample time to ask for help, and has the opportunity to use concepts learned for the project. There are checkpoints within the quarter to check for progress.

Preparing Students for Project-Based Math:

Students are given examples of how to integrate math into their project at the beginning of the school year, especially in the 9th grade.  This is done through Advisory projects and/or summer bridge activities. Students start by analyzing graphs they make from a week-long collection of data on the use of their time. This helps them start keeping track of information on a graphic organizer we provide, which is checked on a daily basis.  After the week, they calculate percentages, degrees, and learn to make a pie chart with a protractor.  At the end of the project they analyze the graph, so they can see the importance of time management, and learn to make the chart in excel to check for accuracy.

 

Assessing Science for Student-Driven Projects:

Similar to math classes at our school,  20% of a student's grade in a science course is comprised of the Empirical Reasoning aspect of their project.  Students work with both their Advisor as well as their Science teacher to develop an in-depth investigation in their project.  Students are assessed in three main areas:

  1. Planning: essential questions, hypotheses, background research, controls and constants.
  2. Testing: data, methods of collection, and tools.
  3. Analysis: discussion of quality, answering of essential questions, and acknowledgment of errors.

 

This is graded using an Empirical Reasoning Rubric.

 

 

 For a list of sample empirical reasoning project work completed by students, see the powerpoint links below. 

Resources for Teachers Interested in Science as Inquiry: 

In a project-based school, some teachers struggle to assist students in incorporating science into project work.  However, if you view science as investigation, it becomes quite easy to use empirical reasoning in project work.

 Science As Inquiry

This powerpoint

was developed to train teachers at a project-based schools conference: it explains the use of empirical reasoning in project work.

 

This powerpoint was also developed during our TIIP grant work.  This slideshow focuses on incorporating projects into more traditional science classes.

 

CLICK HERE TO RETURN TO THE INTRODUCTION PAGE

 AND TO ACCESS OTHER PAGES

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