Scientific Inquiry: A Teacher's Guide

[@michaelpisciarino5348]

2:07 Good point 3:33 The Inquiry Cards 4:24 Nice visual 5:50 Brainstorm/Wonder/Generate Questions 6:52 Share/Discuss The Questions 7:33 Categorize/Classify The Questions 9:33 Cause/Effect Explanation Test The Hypothesis 10:48 Evaluation and Argumentation 12:20 Nicely done W, M, E, E (Wonder, Model, Evidence, Evaluate)

[@Etienne-rf5wt]

Thank for teaching me to be a better Science Teacher!! I studied science in university, but I recently have been thrust into a job as a Science Teacher... I have the background knowledge but it doesn't help at all with the understanding of HOW to teach Science in an engaging and efficient way. You video's have been so useful as a guide

[@artovangrondelle3987]

This is true education. Organizing information/ideas/observations, organizing inquiry, predictions...and again...

[@mhesterfsus]

Wow I have been a fan and a follower of you for years. I use your videos to help flip my classes and now I can add that I am no ores by your endorsement and praise of ADI as one of the pilot teachers and authors of the ADI book for Biology and ADI for Life Science. I feel like I have arrived with your praise. Thank you. And thank you for these resources. If you ever want to talk ADI I am always open for a discussion

[@mhesterfsus]

Honored

[@MrVanTeacher]

This is how science ed would be the most valuable. If we emphasized this from an early grade, the value of orgnized analysis penetrates every aspect of life. I love science info also and that definitely has its fundamental place also. But the real universal value of science is in organized analysis with prediction analysis... a cycle of supreme worth in all aspects of life. Great, great stuff Paul 👍

[@rockinviper09]

I forgot I had subscribed to you, this video is awesome. I wish I had a teacher like you in school.

[@WaskiSquirrel]

You raised some great points about inquiry. It's a great way to raise interest. I experienced an inquiry lesson this summer which reminded me of a caveat. It's important that students have some idea what to do next. The lesson I experienced was entirely new, entirely simulated, and totally frustrating. The subsequent discussion was useless. So, students need some idea, without giving them the answers or explanations.

[@Bozemanscience1]

Good point. This is one of the weaknesses of simulations rather than actual phenomenon. Using the wonder spheres as an example I've found that frustration disappears when the students can play with the material that is being investigated.

[@DrReginaldFinleySr]

I appreciate the efforts you put into this. I use your videos often to help support my student's readings and understanding.

[@toddvallier2620]

Great to see you back. I love using your videos in my Hyperdocs and webquests.

[@ndemebenedicte6658]

Hi Todd vallier

[@darkowjon]

Thank you so much for sharing your work! I am using this immediately!

[@jitendrakumar5258]

U r outstanding... Mr Bozman...Thanks

[@staceypugh3829]

Thank you for so many useful resources! You are awesome and I'm excited to implement our new way of teaching using your ideas and help.

[@wendywing8191]

You are awesome! I have been looking for a clear explanation of argumentation in multiple research articles and your video was more succinct and helpful than of those put together.

[@PiersSupport]

Great to see you back in the video game Paul! Hope you are well!

[@RyanJumarPantoja]

hello mr. anderson... can you share some demonstration teaching videos using this scientific inquiry... i want to know how to execute the steps properly... thanks alot...

[@henriquecastro4174]

I am not even a teacher but I love your videos

[@leahpenninman6457]

Where can you get these wonder spheres? I've never seen anything like this, and neither has my physics teacher husband. I would love to purchase some for use in our classrooms.

[@Bozemanscience1]

www.arborsci.com/products/happy-unhappy-balls-happy-sad-balls?variant=18112027230281&Google%20Shopping&gclid=EAIaIQobChMIiaGf7rWv4wIVA6rsCh3JsAZWEAQYAiABEgLayPD_BwE

[@HanTran-yi4sb]

This is incredible! Thank you for sharing. I found these very true and useful even as an undergrad researcher.

[@annnnnnn5628]

You are Awesome. Thank you very much!

[@aliadwaw7607]

I hope you reach the million sub Mr Anderson

[@katylong4581]

Great information! Thank you. Do you have a link of where the inquiry cards can be purchased?

[@toddvallier2620]

Check the link. All the cards are free on the website he referenced. I'm probably going to have them printed on cardstock then laminated.

[@leahinman3794]

They're free. Go to his Wonder of Science website (linked below in the video description).

[@ahmedmostafa8751]

Good work mr bozeman care about teachers more

[@sufianahmad7337]

Nice to see u back

[@suzannehedderly1331]

Great video. I’d like to study those wonder balls. And yes, I kept watching the video every time like you said. 😄

[@toddvallier2620]

The cheapest I've seen them is from Steve Spangler Science, about $9 per set. I'd love to get a class set but that would take up about a third of my supply budget. :(

[@suzannehedderly1331]

Todd Vallier oh my! That is terrible. Have you thought about a GoFundMe for teaching supplies? Thanks for the tip!

[@Bozemanscience1]

I get mine from Arbor Scientific for $5.50 a pair. They are called Happy and Sad Balls. www.arborsci.com/products/happy-unhappy-balls-happy-sad-balls

[@toddvallier2620]

Suzanne, I've had a few DonorsChoose projects funded this year and that's helped. There's also a local credit union that does a monthly grant, it's how I got my class set of molecular model kits last year.

[@suzannehedderly1331]

Bozeman Science Thank you!

[@xiiixiiih.16]

What is natural world? ✌️ Are you familiar with the vibration feelings through sound waves?

[@onest1567]

This is so clear Ye

[@khareldn]

That was an awesome work right there!

[@seymasimsek7440]

Thanks for this video ı will trying with my students

[@samarmasrani7042]

what are the wonder balls really called

[@NurlailahManoga]

Super thank u so much sir for this video it helps alot ☺

[@akimbo5u]

wow you are back!!! :D

[@sirats151]

Tnx sir . From Ghana

[@adamk.1044]

👍 thank you

[@eliana.gonzalez7]

2:07 0:49 0:50

[@fizteach5092]

Awesome

[@onest1567]

Inquiry is dope

[@zargle5924]

These kids are learning about energy in 4th grade. Meanwhile I was making toothpick towers to "learn about buildings"...

[@tsokiyzan8724]

Very well put together video and it seems like it works (I'm not a teacher and you also look like Matt Damon lmAO)

[@eliana.gonzalez7]

POV: your here for school.

[@ndemebenedicte6658]

Wow thats cool but it looks like that its for class5 or 6 but it is still good

[@emadsharif7092]

what is name your facebook

[@fburton8]

This is wonderful stuff, but I cringe every time I hear the word 'phenomenon' being pronounced as its plural. Please be one of the relatively few people who *don't* do this!

[@jitendrakumar5258]

Incredulous

[@askhatmakhmetov5543]

First comment))

[@subiaclementclairemarie5798]

-.- is bord

[@aliadwaw7607]

Fourth comment

[@mohammadzubair4911]

Third comment

[@HassanKhan-ql1gg]

worse vidoe in you tube

[@WeddingDJBusiness]

I find your videos informative., however. your videos are very much about accepted science or politically correct science. You just have to watch one of your climate CO2 greenhouse videos to see, you have just not investigated or done much inquiry into that topic but accepted belief in politically driven propaganda. I therefore find this video some what hypocritical on your behalf and really want students to investigate into problem solving and questioning to figure what is really happening in our world. Teachers are generally driven by accepted science rather then questioning science which is how science evolves. Better luck next time.

[@aaronmills6103]

Isn't 'accepted science' exactly what is supposed to be taught to students? I'd argue that implicit in accepted science is an understanding that current models and explanations can be modified when supported by new research. I'm confused by your original post - do you have examples of a majority consensus that disputes climate change?

[@WeddingDJBusiness]

@@aaronmills6103 Hi Aaron, the video is about scientific inquiry. Therefore I find it hypocritical in terms of some of the previous videos posted. By just accepting something to be true because you have been told something is not inquiry. To inquire means to investigate. To investigate you need to ask questions look at all sides of the Scientific hypothesis's that have been forward and come to your own conclusions. Schools are institutions with a general institutional way of learning. Therefore they rarely discuss the alternate theories and explanations. This means political propaganda is very easily introduced into schools which are generally government institutions. To go against the 'accepted' thinking in these institutions means losing your job or not getting promoted. Compliance and conformity is rife driven by fear and funding. With climate propaganda there are numerous scientists that oppose the idea that 0.04 % of the world's atmosphere can result in warming. Man made CO2 is 3% of that 0.04% so the idea that you can control temp through that 3% of the 0.4 % is very erroneous to many scientists. The propaganda has been promoted by the IPCC who were formed in the late 80's by politicians like Margaret Thatcher (UK PM) The premise of the IPCC is to set out to prove that CO2 has causation on Earth temp and no other alternative. Basically a correlation or increase does not indicate causation. Unfortunately students are easy to brainwash with propaganda and this is know by political organisations. To find out more you can search Tony Heller on how data has been corrupted. Also kzbin.info/www/bejne/jX-ogqJsodBsodE

[@aaronmills6103]

@@WeddingDJBusiness Thanks Ian, I'll have a look at the link you've suggested and get back to you over the weekend.

[@sirwhale28]

@@WeddingDJBusiness Promoting Inquiry is not an excuse for ignorance. The conspiracy theories you search on the internet is not inquiry or investigation, it is just believing arguments that you cannot fully understand because you lack the knowledge to do so. Unfortunately knowledge is the most important and a true prerequisite of inquiry. Pre industrial-revolution levels of CO2 were 0.025%, now they are 0.04% due to human activity, if you'd like some help with your mathematics, that is a 60% increase in CO2. Or, if you want it how you have put it, of the 0.04% that is currently in the atmosphere, 0.015% has been put there since human industrialisation, so that is 37.5% of that 0.04. Now, just because you do not have the knowledge to understand how CO2 acts as a greenhouse gas, and have poor knowledge of the natural history of the Earth, that does not mean it is wrong. You just have to read more, learn more, and then you will be able to evaluate the evidence for yourself, without relying on conspiracy theorists that easily convince you.

[@WeddingDJBusiness]

​@@sirwhale28 Maybe you can explain how 400 CO2 molecules per million cause an increase in temperature and make a greenhouse that can insulate the planet and increase temp. Please think about the whole idea of a greenhouse and then I think you might see they are very different. Also if you further investigate you will see that it is actually water in all its form that are having the biggest effect on temp along with the planets orbits and tilts etc. The increase in CO2 is not the issue with burning fossil based fuels it is the carbon particulates that cause real pollution and kill seven million a year according to the world health organisation. Unfortunately like many students and the ignorant you have been brainwashed by a political agenda partly due to the fact you can not do an inquiry. As for conspiracy theory you have it you have accepted the biggest one of this century. Please do some research and don't be brainwashed like the vast majority of students, who are the pawns in this political game.